scholarly journals When STEM leads to the Rest: A Reflection on STEM as the HUB for Curriculum Integration

2017 ◽  
Vol 1 (2) ◽  
pp. 35-38
Author(s):  
Douglas Price
Keyword(s):  
Social Studies ◽  
Language Arts ◽  
Curriculum Integration ◽  
Journal Article ◽  
Content Delivery ◽  
Focal Points ◽  
Content Areas ◽  
The Arts ◽  
Subject Areas ◽  
K 12

Within this journal article, I seek to promote K-12 educators to think consciously and cognitively of their subject areas on how STEM can be initiator of content-delivery. STEM is still fresh within the confines of the traditional K-12 education field, and many are seeking to understand its relation to the real world as well as other subject areas. Within this article, I seek to prove how STEM steeps itself throughout three other content areas often separated: Language Arts, Social Studies, and the Arts. If we as educators as to enhance and entice our students to think intrinsically and deeply about their learning, it is important that we search to understand how STEM can derive to and from these inherent content focal points.

The TPACK of Dynamic Representations

2012 ◽  
pp. 103-135 ◽  
Author(s):  
Lynn Bell ◽  
Nicole Juersivich ◽  
Thomas C. Hammond ◽  
Randy L. Bell
Keyword(s):  
Social Studies ◽  
Effective Teachers ◽  
Visual Representations ◽  
Technological Pedagogical Content Knowledge ◽  
Barriers To Learning ◽  
Content Areas ◽  
Pedagogical Content ◽  
Novice Learners ◽  
Subject Areas ◽  
K 12

Effective teachers across K-12 content areas often use visual representations to promote conceptual understanding, but these static representations remain insufficient for conveying adequate information to novice learners about motion and dynamic processes. The advent of dynamic representations has created new possibilities for more fully supporting visualization. This chapter discusses the findings from a broad range of studies over the past decade examining the use of dynamic representations in the classroom, focusing especially on the content areas of science, mathematics, and social studies, with the purpose of facilitating the development of teacher technological pedagogical content knowledge. The chapter describes the research regarding the affordances for learning with dynamic representations, as well as the constraints—characteristics of both the technology and learners that can become barriers to learning—followed by a summary of literature-based recommendations for effective teaching with dynamic representations and implications for teaching and teacher education across subject areas.

The TPACK of Dynamic Representations

2013 ◽  
pp. 1139-1171 ◽  
Author(s):  
Lynn Bell ◽  
Nicole Juersivich ◽  
Thomas C. Hammond ◽  
Randy L. Bell
Keyword(s):  
Social Studies ◽  
Effective Teachers ◽  
Visual Representations ◽  
Technological Pedagogical Content Knowledge ◽  
Barriers To Learning ◽  
Content Areas ◽  
Pedagogical Content ◽  
Novice Learners ◽  
Subject Areas ◽  
K 12

Effective teachers across K-12 content areas often use visual representations to promote conceptual understanding, but these static representations remain insufficient for conveying adequate information to novice learners about motion and dynamic processes. The advent of dynamic representations has created new possibilities for more fully supporting visualization. This chapter discusses the findings from a broad range of studies over the past decade examining the use of dynamic representations in the classroom, focusing especially on the content areas of science, mathematics, and social studies, with the purpose of facilitating the development of teacher technological pedagogical content knowledge. The chapter describes the research regarding the affordances for learning with dynamic representations, as well as the constraints—characteristics of both the technology and learners that can become barriers to learning—followed by a summary of literature-based recommendations for effective teaching with dynamic representations and implications for teaching and teacher education across subject areas.

Interdisciplinary Curriculum in K-12 Schools

2017 ◽  
pp. 125-143
Keyword(s):  
Social Studies ◽  
Language Arts ◽  
Content Knowledge ◽  
High Stakes Testing ◽  
Community Members ◽  
Interdisciplinary Curriculum ◽  
High Stakes ◽  
Grade Levels ◽  
The Arts ◽  
K 12

Creating a multidisciplinary curriculum may be challenging for some teachers due to a variety in grade levels, subjects taught, time allowed or devoted per subject or course, and class size combined with the emphasis on high stakes testing and content knowledge in other subjects. However, since all teachers have the potential to create integrated STREAMSS (science, technology, reading-writing/language arts, engineering, the arts, mathematics, and social studies) lessons, teachers may find the assistance they need by collaborating with teacher colleagues, connecting with parents and community members, and exploring available resources. A simplified “how to” list on creating a multidisciplinary lesson and examples of how STREAMSS concepts could be intertwined within and among topics is provided in this chapter.

Art-Informed Pedagogies in the Preparation of Teachers in the United States

2019 ◽  
Author(s):  
Melisa Cahnmann-Taylor ◽  
Lynn Sanders-Bustle
Keyword(s):  
Social Studies ◽  
Foreign Language ◽  
Professional Identity ◽  
Language Arts ◽  
Meaning Making ◽  
The United States ◽  
Relationship Building ◽  
Content Areas ◽  
The Arts ◽  
Key Questions

There are several interrelated themes in arts-informed pedagogies and teacher preparation: (1) the arts as tools to improve students’ academic achievement in other content areas such as math, science, social studies, language arts, and foreign language; (2) the arts as holistic and dynamic process for meaning-making; (3) the arts for teachers’ own professional identity and satisfaction (e.g., for teacher reflection, teacher retention, job satisfaction, and relationship-building); and (4) the arts for social change, social justice, and education advocacy work. There are a series of key questions and concerns regarding where, how, and why arts-informed teacher education practices are used, who uses them, and to what end.

Integrating STEM with Music

2021 ◽  
Author(s):  
Shawna Longo ◽  
Zachary Gates
Keyword(s):  
Digital Media ◽  
Stem Learning ◽  
Positive Direction ◽  
Content Areas ◽  
Media Arts ◽  
Science Technology ◽  
The Arts ◽  
Mixed Messages ◽  
K 12 ◽  
Creativity And Innovation

This book explores how science, technology, engineering, and mathematics (or STEM) initiatives are becoming more common in our educational system while depicting what it means to teach not only the students of today, but the citizens of tomorrow. This resource will provide 15 fully-developed and classroom-vetted instructional plans with assessments that are aligned to articulate learning from kindergarten through grade 12. With these instructional lessons and adaptations for K-12 music and STEM classes, pre-service educators, in-service educators, and administrators can better understand and immediately use tools for planning, assessing, and the practical integrating of STEM with Music. The arts, which includes music, visual art, dance, theater, and digital/media arts, bring creativity and innovation to the forefront in STEM learning. STEM learning can move teachers of the arts in a positive direction, but there are mixed messages about what that means and looks like. Many natural connections can be made between science, technology, engineering, math, and music. Twenty-first century learning skills and career-ready practices are framed so that the creativity and innovation necessary to succeed in STEM content areas and careers can be directly addressed by the educational community. The connection that is made between STEM content areas and music stimulates inquiry, dialogue, and critical thinking.

A Comparison of Burnout Experienced by Family and Consumer Sciences Teachers With Other Content Teachers During COVID- 19 Remote Teaching

2021 ◽  
Vol 113 (3) ◽  
pp. 27-35
Author(s):  
Tony Durr ◽  
Nicole A. Graves ◽  
Alison Wilson
Keyword(s):  
Social Studies ◽  
Language Arts ◽  
Learning Environments ◽  
Family And Consumer Sciences ◽  
Personal Accomplishment ◽  
Consumer Sciences ◽  
K 12 ◽  
Remote Learning

During the spring of 2020, K-12 schools were turned upside-down. The COVID-19 pandemic essentially forced all schools across the nation to close their doors and move their learning environments online. The switch to remote learning put a great deal of stress and responsibility on teachers at all levels. The content taught by family and consumer sciences (FCS) teachers presented those teachers with unique challenges that differentiated them from other content teachers in programs such as math, language arts, and social studies. With a sample of 97 teachers from Midwestern states, this study found that FCS teachers reported higher levels of depersonalization and lower feelings of personal accomplishment.

Social Studies and RTI

2019 ◽  
pp. 182-191
Author(s):  
Louise Brooks
Keyword(s):  
Social Studies ◽  
Language Arts ◽  
Progress Monitoring ◽  
Content Areas ◽  
Science Courses ◽  
The Social ◽  
Universal Screener ◽  
Reading And Math ◽  
Research Based Interventions ◽  
Academic Content

The response to intervention (RTI) service delivery model has been used primarily in the secondary language arts (reading) academic content area and in the various math courses. RTI has rarely, if at all, been introduced in secondary social science courses, even though students struggle in these courses due to the increase in reading and math content embedded within them. This chapter focuses on the implementation of RTI in social studies courses at the secondary level. The utilization of a universal screener, tiers, progress monitoring, and fidelity is discussed, followed by a presentation of specific examples of research-based interventions that can be used at each tier level in the social sciences content areas.

A Framework for Defining and Evaluating Technology Integration in the Instruction of Real-World Skills

2016 ◽  
pp. 137-162 ◽  
Author(s):  
J. Christine Harmes ◽  
James L. Welsh ◽  
Roy J. Winkelman
Keyword(s):  
Professional Development ◽  
Technology Integration ◽  
Social Studies ◽  
Focus Groups ◽  
Language Arts ◽  
Real World ◽  
Language Arts Classrooms ◽  
K 12 ◽  
Instructional Settings ◽  
Technology Specialists

The Technology Integration Matrix (TIM) was created to provide a resource for evaluating technology integration in K-12 instructional settings, and as a tool for helping to target teacher-related professional development. The TIM is comprised of 5 characteristics of meaningful learning (Active, Constructive, Authentic, Collaborative, and Goal-Directed) and 5 levels (Entry, Adoption, Adaptation, Infusion, and Transformation), resulting in 25 cells. Within each cell, descriptions are provided, along with video sample lessons from actual math, science, social studies, and language arts classrooms that illustrate a characteristic at the indicated level. Throughout development, focus groups and interviews were conducted with in-service teachers and technology specialists to validate the progression of characteristics and descriptive components.

Best Practices in K-12 Arts Integration

2017 ◽  
pp. 95-124
Keyword(s):  
Problem Solving ◽  
Social Studies ◽  
Integrated Curriculum ◽  
Arts Integration ◽  
The Self ◽  
Production Performance ◽  
Effective Strategies ◽  
The Arts ◽  
Creative Problem ◽  
K 12

Arts integration is a necessary part of the STREAMSS (science, technology, reading, engineering, art, math, and social studies) curriculum model. Within an arts integrated curriculum, K-12 students can communicate thoughts and emotions through arts criticism, arts history, aesthetics, and arts production/performance. The goal of arts learning is to better understand the self and others through artistic expression about important topics and themes. The arts provide opportunities for students to think independently and critically, to solve real world problems, and to creatively work for a better future. Arts strategies for students encourage reflection, analysis, synthesis of new and existing knowledge, and creative problem solving. Teaching practices and effective strategies integrating the arts for K-12 students are provided for educators to create curriculum using the STREAMSS approach.

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