In NSW, Australia, teachers, children and young people are getting ready for another year of school. Like many teachers, I like to kick off the year with some ice breaker and team building games. I like to think of my classes as learning communities and for my students to learn how to effectively work with each other, they need to know each other (I’m a science and STEM teacher so many activities involve group work and group projects).
A few years ago, I did team teaching with a drama and dance teacher and was amazed at how well her classes worked together, in a level I have not experienced my science classroom. In these drama and dance classes, students worked productively together. They weren’t afraid to make mistakes in front of each other. They knew how to support each other. They were attuned to each other. I initially thought maybe these classes were just composed of students who were already good friends which is why the group dynamics were so good. But the drama/dance teacher assured me A LOT of work goes into building group dynamics. So I’ve been looking into drama games that would work well in non-drama classes as ALL classes would benefit from developing from students who work well with each other, who empathise with each other, who trust each other and respect each other.
Catch my name – This game helps the class learn each other’s names. Students sit in a circle and a soft object like a small bean bag is thrown to students. The thrower says their name and throws it to another student who says their name when they catch it and throw it to the next student. In subsequent rounds students will need to say their own name and the student’s name they throw the object to. I found this game on Drama Toolkit, where a more detailed description of the game can be found.
Group walks – These are activities that build students’ physical awareness. While such drama games are targeted at developing actors’ awareness of each other’s physical presence on stage, it can also be beneficial for non-drama classes. Being taught to be physically aware of each other’s presence can help students work and learn effectively in large spaces like science labs or open learning spaces. A simple version of this game is to have students walk around in a large space slowly doing various movements like hopping and they need to make sure they don’t bump into each other. Variations and progressions of this game can be found in this blog post.
Count to 20 – I really like this game. As a class, students have to start counting from 1 to 20. Only one student can speak at a time. Any student can start counting and any student can continue the following numbers. However, there is no verbal coordination of who speaks first or next. If two or more students end up saying a number then the class starts from 1 again. See here for a detailed description of the game.
I really like how these games intentionally teach students to work productively as a team. Almost all teachers and all subjects require students to work effectively as a class. These games can be one way of deliberately teaching these skills.
I’ve been interested in using Ozobots in my science lessons ever since I saw this tweet of Ozobots being used to model different types of eclipses.
I really liked how the Ozobots were being used to create a moving model of eclipses, which is quite difficult to do without coded robots that automatically move (I have never found children holding basketballs and moving around another child holding a torch work well).
This term our school got hold of some Ozobots through the STEMShare initiative and I was able to test out how Ozobots can be used to enhance students’ understanding of the nitrogen cycle. Matter cycles through ecosystems, particularly the nitrogen cycle, can be quite difficult to conceptualise. Common activities include showing students diagrams of the nitrogen cycle, videos and getting students to physically model the cycle by pretending to be nitrogen particles themselves. However, just like eclipses, Ozobots provide an opportunity for students to create an annotated moving model to better visualise the processes.
So last Friday, my Year 9s used Ozobots to create a narrated video explanation of the nitrogen cycle with the Ozobot acting as a nitrogen particle. Here’s one of the videos.
The videos were created in an 80 minute lesson. What I really liked about using the Ozobots was that it gave students the opportunity to work in teams and talk to each other about the nitrogen cycle. They worked in teams of 2 to 3 students draw the map, negotiate the narration and film the video. The activity gave them an opportunity to test and clarify their understanding of the nitrogen cycle with each other. The activity allowed students to determine if they really understand the nitrogen cycle. Prior to this, we had already done many other activities of the nitrogen cycle (worksheets, question and answer sessions, quizzes) and many students were confident they understood the nitrogen cycle. However, when it came to creating the narrated video with the Ozobots, many found that they didn’t know the nitrogen cycle as well as they thought they did.
Next time, I would also ask students to create a map so that the Ozobot wouldn’t be travelling in a nice unidirectional cycle but back-and-forth through different components of the ecosystem.
Last Sunday I had the privilege of hosting the weekly #aussieED chat on Twitter. The focus was on STEM. I wanted to dig deep into what Australian teachers thought on STEM education.
For those who don’t know, STEM stands for science, technology, engineering and maths. A focus on STEM isn’t new and has been a focus on-and-off since the 1980s.However in the past 5 years, there has been a large focus on STEM in primary, secondary and tertiary education as well as being emphasised in government policies. So for the #aussieED chat I wanted to find out what teachers felt was happening with STEM education in their schools. These are some of the themes:
1. STEM education has come a long way and still has a long way to go.
Some teachers indicated that their schools have implemented STEM as cross-curricular project based learning experiences and have moved from a few innovators and early adopters trailing STEM programs to whole school approaches. These schools are now supporting other schools who are starting their STEM journeys. A good example of this is the STEM Action Schools project in NSW public schools. It will be interesting to see how different schools and teachers evolve their STEM teaching approaches as they gain more experience and reflect upon them.
2. STEM education needs more than passionate teachers; it needs enabling conditions.
Many teachers agreed that STEM is a way of teaching; a way of teaching that involves the integration of traditional subjects with a real-world context and driven by real-life solutions. This approach is enabled and sustained when structural systems like timetables, flexible learning spaces and a school culture that encourages teachers to take risks with different teaching approaches are in place. Otherwise it can become isolated pockets of excellence in STEM education, accessible to some students only. Some teachers mentioned dedicated time in timetables to work as a team so authentic cross-curricular collaboration can be created and sustained. Other teachers mentioned time to explore practical resources, opportunities to team teach with exemplary STEM teachers and time to reflect, evaluate and improve in their own practice.
3. How can educators and systems ensure promising practices in STEM are scaled and make an impact?
Is STEM an educational fad? Do we even need STEM to be an integrated, cross-curricular approach? Should we focus on teaching science, technology and maths separately but make sure we teach it well? What are the goals of STEM education? Is it just purely to make students “future job ready”? Is it to create scientifically and digitally literate citizens? Does everyone need to learn coding? How do we measure the impact of STEM? What is an appropriate timeframe to expect impact? These were some of the issues raised throughout the #aussieED chat. We didn’t come up with answers as they are highly complex issues that can be highly dependent on context. Personally I think STEM education is vital to the future of students on a personal, societal and economic level. To make STEM education a sustainable practice, that is day-to-day teaching practice, the enabling conditions of quality STEM education needs to be in place. We also need to be clear on the purpose of STEM education for our students. Otherwise it can easily become a fad.
What are your thoughts and experiences of STEM education?