How Can I Integrate STEM with Music?

2021 ◽  
pp. 35-50
Author(s):  
Shawna Longo
Keyword(s):  
Multiple Intelligences ◽  
21St Century ◽  
Grade Level ◽  
21St Century Skills ◽  
Cognitive Demand ◽  
Content Standards ◽  
Piano Performance ◽  
Bloom’S Taxonomy ◽  
Essential Questions ◽  
Extension Activity

This chapter demonstrates each of the sixteen components used in creating an instructional plan for a lesson that integrates STEM with Music. Each component is placed and developed in a particular way to achieve efficiency in the reading and executing of the overall instructional plan. These components consist of Lesson Title, Duration, Lesson Description, Listing Integration of Contents, Cognitive Demand Using Bloom’s Taxonomy, Gardner’s Multiple Intelligences, 21st-Century Skills, Content Standards and Arts Standards: Assessed vs. Addressed, Key Vocabulary, Arts Concepts Based on the National Core Arts Standards, Materials, Essential Questions, Lesson Sequence and Corresponding Assessments, Summary Activity, Extension Activity, and Adaptations for Grade-Level Bands (K–2, 3–5, 6–8, 9–12). All foundational information and concepts presented in previous chapters are illustrated in the presentation of a sample lesson, Wearable Circuits for Piano Performance: Sustain Pedal.

scholarly journals The inclusion of multiple exceptional gifted students in talent development programmes

2016 ◽  
Vol 34 (1) ◽  
pp. 47-63
Author(s):  
Éva Gyarmathy ◽  
John Senior
Keyword(s):  
Multiple Intelligences ◽  
21St Century ◽  
Gifted Education ◽  
Gifted Students ◽  
Talent Development ◽  
Social Construct ◽  
Bloom’S Taxonomy ◽  
Individual Needs ◽  
Key Aspects ◽  
Further Development

Models of giftedness in the 21st century tend to describe talent as a social construct. Research now indicates that certain talented populations that are composed of multiple exceptional individuals are excluded from talent development programmes. Recognizing how well the environment best fits individual needs at particular key developmental moments, shifts the emphases of focus regarding gifted education significantly. The provision for, and the development of, multiple exceptional gifted individuals from this perspective can engender far greater possibilities than previously imagined earlier. In Hungary, we started to create innovative networks for the encouragement and the development of effective, inclusive provision. The networks have however replicated many of the problems of the former provision for talented individuals and groups. The further development of content and appropriate forms of programmes need to be synchronized through networks of innovative provision and evaluation. The proposed complex provision is suggested as a solution for the new forms of talent development that are open to the multiple exceptional gifted population regardless of the populations’ needs being understood, and perceived by, different audiences as being variously extreme, diverse and novel. A system utilizing key aspects of Bloom’s taxonomy, Renzulli’s enrichment triad and Gardner’s multiple intelligences is proposed.

scholarly journals The Plato Program

2021 ◽  
Author(s):  
John Stanton
Keyword(s):  
Critical Thinking ◽  
Multiple Intelligences ◽  
Information Literacy ◽  
Information Sources ◽  
Bloom's Taxonomy ◽  
Electronic Information ◽  
Research Skills ◽  
Bloom’S Taxonomy ◽  
Essential Questions

The Plato Program is an innovative and dynamic subject that was introduced to explore learning how to learn in Year 7. In response to observations by staff that students lacked critical thinking and research skills, it has metamorphosed into a vehicle for the delivery of information literacy within the curriculum, with a particular focus on electronic information sources. The course is structured using the well-known matrix combining Gardner’s Multiple Intelligences with Bloom’s Taxonomy, populated by tasks exploring information-based ‘Essential Questions’.

Pengembangan E-modul Berbasis Smartphone Pada Materi Integral Tak Tentu Berorientasi Keterampilan Abad Ke-21

2020 ◽  
Vol 3 (2) ◽  
pp. 222-233
Author(s):  
Veronika Fany Monica Yuniarti ◽  
Nurul Anriani ◽  
Cecep Anwar H. F. Santosa
Keyword(s):  
Research And Development ◽  
21St Century ◽  
Mathematics Teacher ◽  
21St Century Skills ◽  
Research Method ◽  
Effective Medium ◽  
Developmental Research ◽  
High Category ◽  
Research Show

Abstrak: Penelitian ini bertujuan untuk menghasilkan aplikasi e-modul berbasis smartphone pada materi integral tak tentu berorientasi keterampilan abad ke-21 yang valid, praktis, dan efektif. Penelitian menggunakan metode Research and Development (R&D) dari Borg dan Gall yang dimodifikasi menjadi enam langkah. Hasil penelitian menyatakan bahwa hasil skor validasi ahli materi sebesar 4.2 termasuk kategori valid, ahli media diperoleh 3.8 termasuk kategori valid dan guru matematika diperoleh 3.7 termasuk kategori valid. Sedangkan hasil efektivitas diperoleh dari persentase ketuntasan 70% dengan kategori tinggi, dan n-gain sebesar 0,7682 termasuk kategori interpretasi tinggi. Lebih jauh, hasil praktis diperoleh 44.55 jumlah rata-rata skor pernyataan yang termasuk kategori sangat praktis dan 39.80 jumlah rata-rata skor pernyataan yang termasuk kategori praktis. Berdasarkan hasil tersebut maka dapat disimpulkan bahwa pengembangan aplikasi e-modul berbasis smartphone merupakan media yang valid, praktis, dan efektif. Abstract: The research aims to produce a valid, practical, and effective smartphone-based e-module applications 21st-century skills-oriented integral material. The Research method was developmental research (R&D) according to Borg and Gall which was modified into six steps. The results of the research show that the validity of material experts score is 4.2 (valid category), media experts obtained is 3.8 (valid category) and the mathematics teacher score is 3.7 (valid category). While the effectiveness results obtained from the percentage of completeness of 70% with a high category and n-gain of 0.7682 including the high interpretation category. As well as the practical results obtained 44.55 the average number of statements in the very practical category and 39.80 the average number of statements in the practical category. Based on these results it can be concluded that the development of smartphone-based e-module applications is a valid, practical, and effective medium.

21st Century Skills of ICT Professionals

2020 ◽  
Author(s):  
Antonova Albena ◽  
Stefanova Eliza ◽  
Nikolova Nikolina ◽  
Mihnev Pencho ◽  
Bontchev Boyan
Keyword(s):  
21St Century ◽  
21St Century Skills

scholarly journals 4Cs Analysis of 21st Century Skills-Based School Areas

2021 ◽  
Vol 1764 (1) ◽  
pp. 012142
Author(s):  
Ahmad Khoiri ◽  
Evalina ◽  
Nur Komariah ◽  
Rahayu Tri Utami ◽  
Vip Paramarta ◽  
...  
Keyword(s):  
21St Century ◽  
21St Century Skills

Coding Is Lit: Integrating Coding and Literacy in Early Childhood Inclusive Settings

2021 ◽  
pp. 004005992110101
Author(s):  
Nicole S. Fenty ◽  
Abby Pierce ◽  
Julia Schildwachter
Keyword(s):  
Early Childhood ◽  
Critical Thinking ◽  
Young Children ◽  
21St Century ◽  
Grade Level ◽  
Literacy Skills ◽  
Inclusive Settings ◽  
Hands On ◽  
Common Grade ◽  
To Receive

There has been an increased emphasis in recent years on supporting young children with building 21st century literacy skills such as critical thinking and collaboration. Unfortunately, young children with or at risk for disabilities are unlikely to receive access to experiences that build 21st century literacies. Pre-coding activities, which include hands-on coding games and stories appropriate for young children, are one way to provide access to this population of students. The purpose of this article is to provide details about how educators in early childhood inclusive settings may integrate pre-coding activities with everyday routines and procedures as well as with common grade level appropriate read alouds. Fundamentals of pre-coding are provided along with guidelines for planning and instruction.

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