Apply the Design Process to Innovations such as the Fire Fighting Drone.
#STEAM603 #STEM #STEAM
Source: Tech Insider on YouTube https://youtu.be/Bm2BVTTir4c
Awesome STEM / STEAM in Real-time Current Events – Comet Neowise
Here is our Course Calendar: Please set a schedule for your learning.
Here is our Course Hashtag #CUNE607
Addendum to Concordia Lesson
Is perspective one of the “liquid skills” that Taylor connects with STEAM Learning>
Peter Taylor (2016) writes that “Given the rapid emergence of digital technologies, artificial intelligence, DNA mapping, robotics, nanotechnology, 3D printing, biotechnology and the ‘internet of things’, business and industry leaders are calling for graduates with liquid skills that enable them to adapt to a fluid working landscape throughout their lives; to prepare for jobs that currently do not exist, but that will be essential to the nation’s economic wellbeing. In this section, you will reflect on how to integrate STEAM activities and graphic organizers into your content instruction.”
Taylor (2016) connects STEAM education with “liquid skills.” that also mirror many 21st Century Skills. These liquid skills include “the ability to work with others, verbal communication, creative and critical thinking, active listening and active learning, and a disposition towards lifelong learning” (Infosys, 2016).
Perspective STEAM Activity:
Take a place piece of cardstock, the side of an Amazon delivery box, an envelope, or any piece of paper to use as your frame. Trace a cut a smaller square in the center of your cardstock frame.
Look through the cardstock lens for a new perspective.
Infosys (2016). Amplifying human potential: Education and skills for the fourth industrial revolution. http:// www.experienceinfosys.com/humanpotential
Taylor, P. C. (2016). Why is a STEAM curriculum perspective crucial to the 21st century?. Retrieved from https://researchrepository.murdoch.edu.au/id/eprint/37950/1/STEAM.pdf
ResearchGate Link to Taylor paper: https://www.researchgate.net/profile/Peter_Taylor11/project/STEAM-Education/attachment/57c5200108aec1ae1310ac2b/AS:400661599539201@1472536577088/download/ACER+Paper+2016+-+Taylor.pdf?context=ProjectUpdatesLog
April 15, the horrendous American Tax Day is next Wednesday.
On a happier and more educational note, April 15th is also the birthday of Leonardo daVinci (April 15,1452 – May 2,1519).
Our Weekend Ed. Quote features this wisdom from Leonardo daVinci:
“I have been impressed with the urgency of doing. Knowing is not enough; we must apply. Being willing is not enough; we must do.” ~Leonardo daVinci
As we continue to build and strengthen our concept integration of STEAM, let’s look for commonalities and connections. This little exercise will help us build awareness of the many, many connections for STEAM beyond the limited confines of artistic expression. I’m calling this “Common Bond STEAM.” Please read each common bond component and consider what or who or where they coalesce. Place your educated guess as a reply here and please share any resources you use.
Here is the first “Common Bond STEAM” card:
#CUNE603 #CUNE604 #CUNE606 #STEAM
See More Common Bond STEAMs
I am interested in learning more about Amna Basheer Kuruniyan… Please share any info…
“Arts learning experiences benefit students in terms of social, emotional, and academic outcomes”
~Researchers Dan Bowen of Texas A&M and Brian Kisida of the University of Missouri
“Arts learning experiences benefit students in terms of social, emotional, and academic outcomes,” write researchers Dan Bowen of Texas A&M and Brian Kisida of the University of Missouri. (Via @MindShiftKQED) https://t.co/lz7zXa6FFP
— PBS Teachers (@pbsteachers) February 26, 2019
@pbsteachers #STEAM #CUNE606 #CUNE604
Click here to see all STEAM Differentiation questions
Basham, J. D., & Marino, M. D. (2013, March). (PDF) Understanding STEM Education and Supporting Students … Retrieved January 8, 2020, from https://www.researchgate.net/publication/275353986_Understanding_STEM_Education_and_Supporting_Students_through_Universal_Design_for_Learning.