ELED 440: Reflection One

PBL & STEAM In The Classroom

    Project-Based Learning aims to create meaningful learning experiences for students by providing authentic, real-life scenarios or challenges. Students are encouraged to “investigate,” participate in collaborative thinking, and problem solve. Each project will follow a similar structure (the launch, building knowledge and skills, developing products and answers, and presenting the findings). The teacher will encourage students to explore the what and why, as they work together to gather information. Project-based learning is a hands-on experience that is meant to challenge students. Opportunities such as this allow students to strengthen their critical thinking skills in a neutral, safe, and supportive environment.

    STEAM (science, technology, engineering, arts, math) can tie into multiple different domains, and though it may not be easy to incorporate into the curriculum, as educators, it's essential that we sincerely try. Children--especially younger ones--learn through play. Hands-on experiences and meaningful projects show students that there is more to learning than just workbooks, worksheets, and tests.

Q: "How can STEAM experiences empower third graders to observe natural phenomena, test ideas about matter, and clearly communicate what they learn in science notebooks?"

    Experiences with STEAM can empower students to ask questions and become active participants in their learning. STEAM allows students to engage in hands-on activities, which link what they are learning from the curriculum to real-life examples. For example, when learning about matter, not all students are able to picture the states and types of matter in their heads. By using a STEAM-based project, students will be able to apply what they've learned so far to a tangible experience. This can deepen their understanding of the topic and hopefully motivate or excite them as well! Pointing out to students where they can observe matter in their everyday lives is powerful, as it gives the topic purpose. 

Some phrases to prompt student thinking: 

 "Look at your desk. Now look at your neighbor. Now look at your own hands. You are looking at different 'recipes' of matter!"

 "If you can touch it, taste it, or smell it, you’re interacting with matter!"

"Even when a room looks empty, it’s actually packed full of matter. You’re swimming in a sea of air right now!"

"Think of matter like the world's biggest set of LEGOs. Everything you see is just built from different combinations of the same tiny pieces."

    Allowing students to enjoy their learning and adding a small element of independence may be beneficial for third-graders, as they are now developmentally primed for learning and hands-on activities. Assign the students the role of Scientific Investigators and challenge them to find clues and keep notes in their Investigative Notebooks. Within STEAM, the arts aspect can be integrated by setting aside time for students to decorate their notebooks. Additionally, with each lesson, encourage the students to draw pictures of the "clues" they find and observations they make.