Integrating STEM to Promote High Levels of Engagement from Students. Interdisciplinary Lesson Planning

Abstract

The following essay will discuss how to integrate Science, Technology, Engineering and Mathematics to promote high levels of engagement with students using the transdisciplinary lesson, where students think creatively and critically to enhance their learning .

As part of the International Baccalaureate programme students have to learn through peer teaching and inquiry-based activities that using the various Approaches to Teaching and Learning (ATL) Skills can be beneficial for them educationally.

Keywords: Engineering, International Baccalaureate, Mathematics, Science, Technology.

Introduction

For this essay, a lesson plan will be presented to integrate two STEM subjects and to promote interdisciplinary learning. The purpose of this lesson is to promote students to be highly engaged in the classroom and to be motivated to conduct research and conclude the presentation.

Lesson Planning - Introduction

As a music teacher, lesson planning is essential and trying to integrate STEM subjects for example Technology and Mathematics is essential. Students will benefit greatly from the educational experiences and become natural inquirers as outlined by IBO (2018). The target group is geared towards Year 8 students who are between the ages of 14 - 16 years of age within a mixed-ability group. Students want to learn about STEM and this lesson will allow opportunities for students to explore these subjects closer.

The content will cover Sound Energy, which is essential for them to explore and involves, waves, understand how they work from a Science point of view and explore calculations in Mathematics, whilst concluding research and using their thinking skills as part of the various Approaches to Teaching and Learning (ATL) skills as outlined by IBO (2018). The teacher will integrate Computer Technology as part of a collaborative group project students will use to elaborate on the research they have concluded in the classroom in groups of four. Teaching within an IB school environment will promote students to become effective “communicators” , be “risk-takers” and be able to utilise their critical “thinking skills” as guided by IBO (n.d.). Below is a summary of the lesson that will be presented to the Year 8 students:

Date: To be decided by the individual teacher

Time: 50 Minutes

Venue: Music Classroom

Year Group: Year 8 students (mixed ability)

Content: Understanding how Sound energy is created and the benefits of integrating Mathematics and Computer Technology

Blooms Taxonomy from High to Low

Using Bloom's Taxonomy promoting high-level order thinking the students will be able to explore the Science aspect of Sound Energy by experimenting with two forms of sound being completed by creating their musical instruments to explore in the music classroom as outlined by Teachthought (2021).

Create: Students will create their musical instruments

Evaluate: Students will appraise each other via google slide presentation on Sound Energy

Analyse: Students will draw connections between the concept of Sound Energy and that of Mathematics by concluding calculations, and Computer Technology by working collaboratively in groups of four promoting collaboration and cooperative learning. Apply : Students will apply the knowledge gained from Science by experimenting with the oscilloscope and seeing the sin waves being created and comparing the statistics with that of the instruments that were created.

Understand: The students will explain their ideas and concepts by exploring musical instruments. They can create a Mexican wave in the classroom and pass on the wave as it is used in international football events or Fifa games.

Remember: The students will recall basic facts learned in Science about how sound is created and how waves exist, waves can create energy for example when you shout through a loudspeaker.

Through means of differentiation, the educator can plan according to and have activities explained through means of the following:

English as Additional Language (EAL) will look up the keywords of sound energies and explore the following words:

Absorption, sound energy, vibrations, and waves

Gifted and Talented ( G & T) will explore statistics through various examples and importance within the use of mathematics, being able to calculate and use different formulas to promote high-level order of thinking.

For the students who are on the lower level spectrum, the teacher will have a survey ready for them to conclude where they have a specific checklist to follow and conclude. Asking questions promotes high levels of engagement and active participation in the classroom. They will conclude a short 10-minute survey that highlights the important key elements of the concept of sound energy. Smart Survey (2020) confirms that.

Whether you are ahead of faculty in a university, a teacher in a secondary school or an owner of a workplace training company, the ability to gather feedback from students, parents and employers is vital to highlight how you are performing and enabling you to maintain and keep improving standards going forward (para. 1., p. 1[]).

Using these research tools will promote the use of technology by exploring the different applications available for them to access.

Range of teaching strategies to use in the classroom

As educators, we can use a variety of teaching and instructional activities to promote high levels of engagement and allow students to be motivated and enthusiastic about learning. Teachers can promote classroom discussions through provided students will a set of notes to discuss in groups at each table, students have the opportunity to use their various Approaches to Teaching and Learning (ATL) skills by having the following, one member at the table could be the timekeeper to ensure students are keeping track of their learning within a period focusing on self-management skills as outlined by IBO (2018). Through the use of technology, students can search the internet to gather more information to substantiate their arguments presented in the classroom utilising their social, thinking and communication skills, and being "risk-takers" as outlined by IBO (n.d.) focusing on the learner profiles. Through exploring different possibilities they can come to conclusions and present them in the classroom. Stauffer (2020) highlights the importance of "collaboration", "creativity" and "reflection" (p. 1).

Another teaching strategy would be to allow students to conclude a project using their skills in mathematics where they have to conclude quotations and explore formulas. They can use Computer technology to set up Google slides where they will conduct research using the internet. Write down their findings and share them with others within their groups of four students. Here cooperative learning can become important to promote high levels of engagement and active participation in the lesson as outlined by Jankoski (2018).

The important learning benefits to consider from using cooperative learning strategies:

- Interactive teamwork, they will work collaborative together on the project
- Face-to-face interaction, they will be working within their groups in the music classroom
- Specific roles and duties for each student in the group provide them all with a sense of responsibility and accept accountability
- Working together to complete tasks, collaboration is key and working together despite their educational levels and ability, empowers them to achieve their goals and targets
- Individual accountability to complete assigned tasks, they will utilise self-management skills, and readily meet deadlines in the classroom.
- Improvement in social skills, they can communicate with others despite their nationalities, socio-economic backgrounds and educational levels, and
- Rewards for completing group projects - appraising them for their positive efforts will reinforce a positive attitude towards their work, education and completing the group project through sharing comments, providing feedback and inserting comments and making recommendations when needed. A positive reward could be for the whole class to present to another class encouraging peer learning and for them to share their opinions and ideas with others in the school community (Jankoski, 2018).

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