INNOVATIVE TEACHER – MOTIVATED STUDENT: COLLABORATIVE PROBLEM SOLVING

STEAM MODULE APPROACH

REFUGEES IN EUROPE Teams in 3; How to approach from various disciplines the same problem?

Concepts of STEM and STEAM*: shifting paradigm in science education STEM – science, technologies, engineering, mathematics. “Teaching and learning in STEM fields, which includes educational activities across all grade levels in (in)formal settings.” STEAM – science, technologies, engineering, arts and mathematics. “An educational and innovation framework bringing STEM together with the arts/other disciplines.” Other disciplines provide insights for experimentation, innovations leading to improvement of our well-being. European Commission (2015) “Science education for responsible citizenship”, Luxembourg: Publications office of the European Union.

STEAM education insights : Loreta Statauskiene, Ruta Mazgelyte (2016) “Defining a good practice in STEM education within MARCH framework”.

STEAM education insights: Loreta Statauskiene, Ruta Mazgelyte (2016) “Defining a good practice in STEM education within MARCH framework”.

STEAM teachers’ learning: features of successful PDP teachers’ learning is situated in their own school and their own teaching practice develop their expertise in teaching, rather than being told by external experts grounded in collaborative inquiry http://instem.tibs.at/sites/instem.tibs.at/files/upload/Case%20Study%20INQUIRE%20LFU_0.pdf Suzanne Kapelari (?) The INQUIRE Project, INSTEM – Shaping the future of STEM education.

The circle of inquiry as training backbone ASK INVESTIGATE CREATE DISCUSS REFLECT Guiding idea: TEACHERS EXPERIENCE THE LOGIC OF INQUIRY DURING THE TRAINING http://marsscott.com/teachinglearningandassessments/iste-1-teacher-standard-facilitate-and-inspire-learning-and-creativity/

 as Kick-off What is new in science education? Is there a difference in STEM and STEAM? How could I make STEAM attractive and more interesting to my students? How can I imporve the quality of my teaching practice?

Shifting paradigm in science education: from STEM to STEAM  as Training content INVESTIGATE The need and importance of STEAM promotion in the context of European development challenges Conceptualizing good practice in STEM education: features and outcomes STEAM in the class: -Inquiry-based approach -Gamification approach -Collaborative problem solving approach Citizenship promotion as a key to unlock STEAM potential (complexity of integration) Shifting paradigm in science education: from STEM to STEAM This is a theoretical part of STEAM module. Reference: 2 videos  Japanese video and Greek angles

as Practice improvement CREATE Participants bring their own teaching in the class example to training; work individually to improve it applying knowledge from INVESTIGATE phase. Support: STEAM DLO’s, tools (selected from SCIENTIX?) This is a practical part of STEAM module

Peers provide feedback for further improvements  as Peer learning DISCUSS Participants present their improved version of teaching example to peers Peers provide feedback for further improvements This is a practical part of STEAM module

 as Professional growth REFLECT Participant considers input from others and revises teaching in the classroom example. This is a practical part of STEAM module

STEAM module outcomes Outcome: as methodological experience ASK INVESTIGATE CREATE DISCUSS REFLECT Outcome: as methodological experience This is a practical part of STEAM module

STEAM module outcomes Outcome: as competence and skills development STMD Creativity Social and civic Communication Outcome: as competence and skills development This is a practical part of STEAM module STMD competences, civic and social competences, creativity and communication skills