This course focuses on researching, analyzing, and applying curricular theory and philosophy of best practices in the 21st century classroom for implementing STEAM education. Special attention is given to STEAM-specific instructional strategies such as project-based assessment, inquiry-based learning, and conceptual change. Participants focus on planning and practical applications, differentiated instruction, collaboration, the use of technology, and inclusion of the arts in the development of effective K-12 learning environments that involve creating solutions to real-world problems.
This graduate course is 4 weeks.
Attendance and participation are mandatory in all university courses, and specific requirements may differ by course. If attendance requirements are not met, a student may be removed from the course. Please review the Course Attendance Policy in the Catalog for more information.
This course is not available for enrollment to residents of Alabama, Arkansas, and Kentucky.
Topics and Objectives
STEAM Educational Philosophy and Best Practices
- Define STEAM education and why it is important in the 21st century.
- Describe the STEAM philosophy and framework.
- Compare a STEAM environment to traditional learning environments.
- Connect STEAM national and state standards to STEAM philosophy.
- Evaluate best practices for STEAM education.
- Discuss the role of teachers and students in a STEAM classroom environment.
- Justify use of inquiry-based learning for STEAM integration.
- Construct a framework for metacognitive conversations creating conceptual change.
Applying STEAM-Infused Project-Based Learning with Differentiation
- Identify real-world, relevant, and authentic learning.
- Incorporate specific strategies into a STEAM-infused project-based learning (PBL) classroom.
- Organize a STEAM-infused project-based learning (PBL) unit idea using the backward design model.
- Describe how you would incorporate entry events, driving questions, and differentiated projects in a STEAM-infused project-based learning classroom.
Creating Varied Assessments for a STEAM Classroom
- Compare various types of formative and summative assessments.
- Outline a checklist assessment aligned to metacognitive conversations.
- Produce a formative, project-based assessment aligned to STEAM standards.
- Design a rubric to evaluate STEAM outcomes aligned to STEAM standards.
Focusing on Technology and Arts
- Summarize the difference between fully integrated arts and an arts activity.
- Define arts within the STEAM frame of reference.
- Research technology tool possibilities for use in a STEAM setting.
- Integrate authentic technology resources.
- Evaluate digital tools that meet the diverse needs of learners.
- Identify digital tools that can be integrated into project-based and inquiry-based learning.
The University of Phoenix reserves the right to modify courses.
Although our continuing teacher education courses are accepted by some state agencies in the United States toward teacher certifications and endorsements, this may not be the case in all states or foreign jurisdictions. If you plan to use courses for certification or endorsement, please check with your own state agency and your school district for applicability. Continuing teacher education courses are not eligible to apply to degree programs at University of Phoenix. These courses are not eligible for federal financial aid.
Transferability of credit is at the discretion of the receiving institution. It is the student’s responsibility to confirm whether or not credits earned at University of Phoenix will be accepted by another institution of the student’s choice.
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