Page 32 - Journal 2018B FINAL

Cultivating a new approach
STEM teaching and learning in our schools
Kate Dilger, SASTA Executive Officer
SASTA has been working with a number of schools to help facilitate the introduction of STEM teaching and learning. This article
outlines the need for such approaches and we hear back from three schools who have joined with SASTA in bringing about STEM learning in their communities.
With the dramatic technological advances
in the last 30 years, rapid proliferation of knowledge requires modification to teaching and learning. Educators cannot simply ask what students know but also need to ask what they can do with that knowledge. We must continue to uphold the early (Socratic) principles of education, that knowledge and understanding in broad areas of study are backed by an active approach to learning;
by problem solving; the challenge to use reason; to test; to question; and to explore. Learning must expose students to intellectual stimulation and challenge.
A STEM approach to teaching and learning offers a methodology that has at its heart intentional activities that help students reach the goals of: a deep understanding of the concepts; engagement with the learning through complex and creative problem solving; and connecting their learning across disciplines and to real-world situations.
Quality teaching is the key to student engagement and performance in STEM education. Teachers need to be equipped with the skills and confidence to support STEM learning (Education Council, 2015)
SASTA has been working with leaders and teaching staff within schools to guide their understanding of what a STEM approach to teaching and learning could look like in a whole of school approach.
The professional learning program varied according to each schools needs and resources; however each program of learning used science as the framework for introducing a STEM approach across the school. The professional learning aimed to build on what
was already being done well, building on the existing curriculum, and then looking for opportunities to introduce the engineering design process as a method of problem solving.
Engineering design tasks offer a tangible
link between the STM components and
their applications. Implementing engineering practices as part of the teaching and learning program offered teachers the opportunity to explore new exciting and engaging activities and students a new way to solve problems.
This approach has the potential to increase student interest, achievement and persistence.
Throughout the professional learning experiences, teachers explored the engineering design process through prepared exemplar challenges. The tasks and resources aimed to give teachers the experience and support they needed to plan and deliver a STEM focussed program that highlighted the design thinking required in engineering tasks.
The following reflections show the experiences of three different schools that engaged in the professional learning program throughout 2017 and 2018.
The Grove Education Centre
The Grove Education Centre at Woodville, provides a supportive learning environment for students with a verified intellectual disability and associated complex needs.
Earlier this year, a core group of three teachers participated in the SASTA STEM program. Using what they had learned, these teachers then hosted a STEM presentation for their staff and wider partnership. Below is their feedback about the learning and how it was received:
It went incredibly well. We had good feedback from the partnership - particularly as it was aimed at special education teachers for our students who have complex needs. We shared your resources, information and planning templates, which all staff at The Grove are
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