opportunity to direct their own design projects experienced connections between theory and the practice of project work presented work to others opportunity to connect with industry experts applied expert knowledge to own projects Class Teachers For teachers Singleton High School Year 8 Three teachers team-taught each class experienced a new teaching Gifted and talented class, with a new mind set and processes worked with staff outside their key Independent learners’ learning areas Topic - teacher chosen Timetable Groups Improved: Design, produce, promote and evaluate 15 Teacher-formed random groups quality teaching a rollercoaster constructed of mainly TAS lessons only Allowed some changes on student-centred learning paper friendship preferences techniques Unique features Learning spaces Assessment knowledge of project-based Plans to integrate STEM programs Dedicated learning space in the TAFE Portfolio including: learning into Technology Mandatory course, facility, adjoining the school research understanding of STEM in 2017. A room was set up for STEM use only design implementation processes New programs are currently written evidence of experimentation For students Smaller classes would be more evaluation of the design independent learning effective in space available final product teamwork showed initiative demonstrated improved techniques and research skills had fun in their learning, while producing a quality product and developing a portfolio
opportunity to direct their own design projects experienced connections between theory and the practice of project work presented work to others opportunity to connect with industry experts applied expert knowledge to own projects Singleton High School Class Year 8 Gifted and talented class, Independent learners’ Teachers Three teachers team-taught each class For teachers experienced a new teaching with a new mind set and processes worked with staff outside their key learning areas Improved: quality teaching student-centred learning techniques knowledge of project-based learning understanding of STEM implementation processes For students independent learning teamwork showed initiative demonstrated improved techniques and research skills had fun in their learning, while producing a quality product and developing a portfolio Topic - teacher chosen Design, produce, promote and evaluate a rollercoaster constructed of mainly paper Timetable 15 TAS lessons only Groups Teacher-formed random groups Allowed some changes on friendship preferences Unique features Plans to integrate STEM programs into Technology Mandatory course, in 2017. New programs are currently written Smaller classes would be more effective in space available Learning spaces Dedicated learning space in the TAFE facility, adjoining the school A room was set up for STEM use only Assessment Portfolio including: research design evidence of experimentation evaluation of the design final product
Integrated_STEM_Stage_4_project_MATRIX_2016_12_15.docx