Unit rationale, description and aim
This unit is designed to establish a knowledge base for teachers in the areas of curriculum, pedagogy and assessment in an Integrated STEM approach to Technology and Engineering based on content in the Australian Curriculum, and state and territory syllabi. The unit is designed to develop teachers' understanding of contemporary theory, concepts and skills in the Integrated STEM classroom context with a particular focus on Technology and Engineering. Teachers will develop knowledge in using appropriate design processes and techniques in the context of developing integrated STEM solutions to real-life issues or problems. Design and implementation of learning experiences that are responsive to the needs of diverse learners.
Campus offering
No unit offerings are currently available for this unit.Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Demonstrate mastery (fluid and creative implementa...
Learning Outcome 01
Critically analyse, synthesise, develop, and imple...
Learning Outcome 02
Describe, design, evaluate and implement a variety...
Learning Outcome 03
Analyse the relationships between learning task de...
Learning Outcome 04
Content
Topics will include:
- pedagogical strategies to promote problem solving, critical thinking and project-based learning when teaching Technology and Engineering in Integrated STEM classroom
- discipline specific teaching strategies and issues related to Indigenous students when teaching Technology and Engineering in an Integrated STEM classroom
- planning, implementing and evaluating sequences of learning activities when teaching Technology and Engineering in an Integrated STEM classroom relative to specific school context and identified factors impacting teaching and learning
- strategies to develop students’ literacy and numeracy skills in the context of Technology and Engineering in Integrated STEM Education
- catering for a diverse range of learners (e.g. cognitive, physical, social, cultural; EAL/D; Gifted Learners; Students with special purposes) when teaching Technology and Engineering in an Integrated STEM classroom
- effective use of a range of resources for teaching, including ICTs and technologies to engage learners, specific to teaching Technology and Engineering in an Integrated STEM classroom
- classroom management when teaching Technology and Engineering in an Integrated STEM classroom and the impact of curriculum rigour, engagement, participation and inclusion on learner behaviour
- a range of approaches and strategies for assessment, feedback, and reporting when teaching Technology and Engineering in Integrated STEM classroom
- describing and representing STEM-based problems using a variety of mathematical terminologies and conventions
- interpreting real life situations and systematically applying appropriate strategies to solve problems
- the concepts, substance and structure of curriculum content of Technology and Engineering in an Integrated STEM classroom, e.g., materials, hydraulics, pneumatics and aerodynamics
- Applying problem solving, strategies and mathematical reasoning to the solution of a variety of STEM based problems
Assessment strategy and rationale
The assessment tasks are used to meet the unit learning outcomes and develop graduate attributes and professional standards and criteria consistent with University assessment requirements. (http://www.acu.edu.au/policy/student_policies/assessment_policy_and_assessment_procedures ).
A variety of assessment procedures will be used to ascertain the extent to which graduates achieve stated outcomes. The total of assessment tasks will amount to the equivalent of 5,500 words. In order to pass this unit, teachers are required to submit or participate in all assessment tasks.
Overview of assessments
Assessment Task 1 a. Resource Folio and Critica...
Assessment Task 1
a. Resource Folio and Critical Reflection
Create a folio of 6 practical activities that cover a range of curriculum topics and skills, within which the:
- focus is on Technology and Engineering in an Integrated STEM classroom;
- identified curriculum content is addressed (reviewing many subject areas) (LO1);
- diverse learner backgrounds and needs are catered for (LO3);
- student higher order thinking is promoted (LO4);
- provisions aremade for assessment of student learning and feedback (LO4);
- and the cross curricular priorities and General Capabilities of the Australian Curriculum are incorporated (LO3).
b. Critical Reflection Report
Critically evaluate and justify using recent research the ways in which the Research Folio activities promote:
- student higher order thinking
- catering for the needs of diverse learners
- addressing the cross curricular priorities and General Capabilities of the Australian Curriculum
- including the integration of literacy and numeracy.
(word count approx. 2750)
30%
20%
Total = 50%
Assessment Task 2_Option 1 Teaching Unit design...
Assessment Task 2_Option 1
Teaching Unit design
Develop a unit of work during which students will engage with an Integrated STEM project in which a Technology and Engineering themed approach to the integration of Mathematics, Technology and Engineering are apparent.
The sequential lessons and project must demonstrate your knowledge and understanding of:
- the concepts and structure of Technology and Engineering in an integrated STEM classroom in the K-6 curriculum or 7-10 curriculum (LO1);
- the ways in which students learn, within a project-based program, in an Integrated STEM classroom (LO1);
- learning objectives, teaching content, strategies and assessment appropriate to the identified outcome/s, topic and year level (LO2);
- nominated pedagogical approach/es (LO2,3);
- sequencing (LO2); and appropriate resources and strategies, including ICT, to meet the identified strengths and needs of diverse learners and to promote critical and creative thinking (LO3)
(word count approx. 2750)
50%
Learning and teaching strategy and rationale
This unit is offered in multi-mode and will be supported by a Canvas site. Engagement for learning is the key driver in the delivery of this curriculum, therefore an active learning approach is utilised to support graduates in their exploration and demonstration of achievement of the unit’s identified learning outcomes.
A variety of techniques will be used, dependent upon the mode of enrolment. Regardless of face to face or online enrolment, a range of synchronous and asynchronous learning strategies will be used. These will include lectures, tutorials, workshops, student presentations, co-operative group work, experiential learning and authentic problem solving.
AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS - GRADUATE LEVEL
On successful completion of this unit, pre-service teachers should be able to: