STEAM | OUTDOOR LEARNING | INCLUSION | LEADERSHIP
STEAM | OUTDOOR LEARNING | INCLUSION | LEADERSHIP School Year 2023/4
Introduction Transforming Education through S.O.I.L. ......................................................................................... 4 Chapter 1 STEAM: A Cross-curricular Approach to Teaching ....................................................................... 6 Chapter 2 From Stem to STEAM Education: A New Learning Approach................................................ 14 Chapter 3 Teaching and Learning Through Outdoor Play............................................................................ 22 Chapter 4 Differentiated Instruction: Inclusive Strategies for Successful Learning ........................ 32 Chapter 5 Boosting Creative Thinking and Problem Solving .................................................................... 42 Chapter 6 Conflict Management From a Leadership Perspective .......................................................... 48
The focus at Maria Regina College during School Year 2023/4 was S.O.I.L. (STEAM, Outdoor Learning, Inclusion, Leadership), since our vision was to transform education by emphasising the importance of effective leadership, including every stakeholder whilst enhancing a multi-disciplinary approach through STEAM and offering a better learning environment through outdoor learning. The College, through its Centre for CPD, focused on these four themes and organised six main key courses throughout the year. The Erasmus+ accreditation offered the much needed funds to train primary school staff. Since the curriculum is our operational core, the first step was to consolidate the concept of integrating subjects like Science, Technology, Engineering and Mathematics and developing a plan by integrating them with Art. This would help us impart 20th century skills and work on the National Education Strategy 2024 - 2030 pillar of Growth and Empowerment. In fact, the first course was titled: From STEM to STEAM since we needed the theoretical background depicting such an important strategic move, thus including the visual and performing arts in the daily education of each student. The aim is to strengthen students’ abilities to be more creative and flexible problem-solvers, to explore different ideas, recognise failures as opportunities for discovery and to communicate well with others. Complementing this course, another experience was given to Primary teachers and students who visited a STEAM expert Label School in Lithuania. The exposure to project-based learning was inspirational and a lot of reflection on the emergent curriculum and outdoor learning ensued. In fact another course in Bratislava, highlighted the versatility of teaching and learning through outdoor play. Besides the importance of connecting one’s self with nature, through theoretical and practical sessions, it depicted a new approach to help focus and prepare oneself mentally. Outdoor Learning and learning by doing offer a benefit in the development of social and communication skills, self-esteem, physical and mental development and the Wellbeing in general, thus tackling another pillar of the National Education Strategy 2024-2030. The third pillar of such strategy focuses on Equity and Inclusion. This was highlighted in a course in Vienna about Differentiated Instruction: Inclusion and Inclusive strategies for Successful Learning. Cross-fertilization between MRC educators and others from Spain, Italy and Greece led to discussions revolving around barriers affecting students’ participation and learning. In this case, the educator’s differentiation in class is the natural response to students’ needs, thus 4
This process of transformation in the education that we offer to each and every individual student for one’s individual success, can never materialise without strong Leadership. Various leadership styles and skills were discussed and Creative Thinking and Problem Solving were amongst those which led to discussions with our counterparts from Cyprus, Germany, Italy and Spain. Deputy Heads participated actively and they disseminated the insights throughout our schools on their return. Another course for College leaders focused on Conflict Management from a Leadership Perspective. Tackling different perspectives and disagreement is key to better direction, coordination and commitment. This also led to a profound discussion regarding the theme we should embark on for School Year 2024/5 as a College. Finally it was decided that a focus on Growth Mindset would cater for our goals, i.e. setting clear goals, seeking challenges, taking risks, celebrating effort and embracing failure, being persistent and finally reflecting and acting on feedback. This is the way to be Creative, Innovative and Professional in everything we do at Maria Regina College. Patrick Decelis Head of College Network Maria Regina College 5
CHAPTER STEAM: A CROSS-CURRICULAR APPROACH TO TEACHING
A group of eight Year 6 students and four educators from four Maria Regina College Primary schools, namely MRC Mellieha Primary, MRC St Paul’s Bay Primary, MRC Qawra Primary and MRC Mosta B Primary, visited Kauno Rajono Šlienavos pagrindinė mokykla, a STEM Expert Label School in Lithuania, in April 2024. During this mobility, educators explored how to involve students in useful and stimulating learning activities, in which Science, Technology, Engineering and Mathematics (the basic components of STEM education) connect with the Arts in a broader sense. Through STEAM activities, students explored and experienced the relationship between school subjects and real life and had more chances for cross-disciplinary dialogue, inquiry and problem-solving. STEAM is an educational approach that aims to spark an interest and lifelong love of the arts and sciences in children from an early age. Science, Technology, Engineering, the Arts and Mathematics all involve creative processes with several methods for inquiry and investigation. Teaching relevant 21st century skills that will prepare students to become innovators in an everevolving world is a must, not only for the future of the students themselves but for the future of the country. 7
learning environment in which all students can engage and contribute. As opposed to traditional models of teaching, educators using the STEAM framework use a holistic approach thus bringing the disciplines together, using the synergy between the experiential and practical learning with Mathematics and Science content. The philosophy behind teaching through STEAM is a student-centered approach where subjects are not compartmentalised. This is definitely in sync with the emergent curriculum which should be adopted throughout compulsory education years. During this mobility, educators were made aware that students should not be forced into any activity. They carry out activities accordingly to their preferences and ability. Through one of the project-based learning observed in a PreSchool class which focused on the “Plant Kingdom”, educators could observe how cognitive communication was learnt through comprehension of a story and scientific terms for the plant cycle. Digital and cognitive competencies were exposed through Mathematical activities where the students worked addition and subtraction sums on mats using the bee bots. Artistic expression through song, dance and pottery (creating clay pots) exposed the social, emotional and physical dimension of a holistic education. The primary purpose of project-based learning incorporated in STEAM education is to make students experience hands-on activities inside and outside the classroom. Given that the emergent curriculum, which lately was introduced in our educational system, is very similar, we as educators were curious to see how this is implemented in the junior years. All MRC teachers participating in this mobility were surprised to see that a big percentage of what is done during the school year revolves around such STEAM projects. 8
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