[Unlocked] 5 Simple Steps ’

[Unlocked] 5 Simple Steps ’

Designing an interdisciplinary lesson

Designing interdisciplinary lessons may seem daunting for beginners. It is wise to start by integrating two STEM subjects. For example, one can start by integrating computer technology and mathematics.

Read about ‘Creating STEM Lesson Plans on Any Topic in 5 Simple Steps’ (‘Creating STEM Lesson Plans On Any Topic In 5 Simple Steps’, 2017).

  • Design a lesson that integrates at least 2 STEM subjects.
  • The lesson should be between 45 to 60 minutes
  • Content should be grounded in at least two STEM subjects being integrated.

Your lesson plan should include:

  • Introduction of context and target group
  • Bloom Taxonomy objectives that range from low to high level
  • A range of teaching strategies
  • Assessment of learning outcomes
  • Lesson extension

The paper will be assessed using the Unit 6 Written Assignment rubric. https://my.uopeople.edu/pluginfile.php/1548130/mod_book/chapter/324102/5282WA6-rubric.pdf

REferences

1. Bergmann, J., & Sams, A. (2012). The flipped classroom. CSE, 17(3), 24-27. https://my.uopeople.edu/pluginfile.php/1548130/mod_book/chapter/324101/5282FlippedClassroom.pdf

  • Read Chapter 1-4 (pp.1-50), Chapter 8 and Chapter 9 (pp. 95-112) Computer technology enables teachers to use innovative approaches to teaching, such as the “flipped classroom”(Bergmann & Sams, 2012). In a flipped classroom, the lesson time is used for activities that focus on the application of the concept learned by students before the lesson. What is traditionally done in class is now done at home, and that which is traditionally done as homework is now completed in class.

2. Cheng, H. (2016, April 26). Teaching math with computer programming can help narrow the achievement gap. EdSource. https://edsource.org/2016/teaching-math-with-computer-programming-can-help-narrow-achievement-gap/563371

  • Teaching math with computer programming can give mathematical concepts context and relevance while still requiring the same amount of rigor as traditional mathematics instruction (Cheng, n.d.). By integrating computer programming we can further students’ logical and critical thinking skills by developing their ability to identify variable components abstractly, pay attention to the precision of integer and decimal numbers in a program, develop a mathematical model, and create algorithms with patterns.

STEM is an approach to educating students in four specific disciplines – science, technology, engineering, and mathematics – in an interdisciplinary and applied way. Rather than teach the four disciplines as separate and discrete subjects, STEM integrates them into a coordinated curriculum based on real-world applications and hands-on student participation (NanoSonic Technology, 2015).

3. Creating STEM Lesson Plans on Any Topic In 5 Simple Steps. (2017). Retrieved 15 March 2018, from https://www.steampoweredfamily.com/education/stem-lesson-plans/

  • When getting started with STEM the first thing that needs to happen is developing the lessons and activities (‘Creating STEM Lesson Plans On Any Topic In 5 Simple Steps’, 2017). STEM lesson plans may seem complex and complicated to develop, but once you start applying STEM principles to lessons it becomes second nature to bring in those pillars of Science, Technology, Engineering, Math and even Arts! STEM is about integration and bringing all the pillars together to work as a whole, rather than as independent subjects.

4. Goundar, S. (2014, March). The distraction of technology in the classroom. Journal of Education & Human Development, 3(1), 211–229. http://jehdnet.com/journals/jehd/Vol_3_No_1_March_2014/14.pdf 

  • ICT devices have dramatically changed the ecology of education from “learner-plus-learning-material” into “learner-plus-learning-material-plus-technology-and-distraction” (Goundar, 2014). The writing skills and old-fashioned brain have been replaced with ICT devices. Students no longer need to write notes, as online course materials are a click away. They perhaps no longer need to use their brains (and powers of cognition, perception, and attention) to the extent they once did in order to understand what is being taught.

5. Mooij, T.(2008, August 6).  Education and ICT-based self-regulation in learning: Theory, design, and implementation.  Education and Information Technology, 14, 3 -27. https://doi.org/10.1007/s10639-008-9066-8 

  • Research shows that ICT can be used to design instruction for students who deviate considerably from their peers with respect to cognitive, social, or learning abilities. (Mooij, 2007). Educational differentiation and ICT can be designed to better recognize and integrate learning differences across students particularly by assisting instructional management and the self-regulation of students.