09 EDUC5282 Unit 1 - Discussion Assignment

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University of the People *

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5282

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Psychology

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Nov 24, 2024

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Envisaged Outcomes of STEM and IB Programs: Holistic development is a crucial aspect of both STEM and IB programs. These programs aim to promote cognitive, emotional, and social development by adopting a well-rounded approach to learning. The IB program puts a strong emphasis on international mindedness and encourages students to engage with global issues. On the other hand, STEM education integrates global issues into its curriculum, preparing students to navigate a connected world. According to Morrison (2006), STEM provides students with an opportunity to understand the world around them as a cohesive whole, instead of a series of isolated phenomena. Both STEM and IB programs encourage the practical application of knowledge in real-world contexts, equipping students with valuable skills that extend beyond the classroom. The IB learner profile highlights the importance of being knowledgeable and engaged in issues of local and global significance, while critical thinking is another key area of focus for both programs. They aim to develop students' abilities to analyze information, solve problems, and make informed decisions. According to the IB learner profile, (n.d.), students are encouraged to use critical and creative thinking skills to analyze and take responsible action on complex problems. The development of ethical and responsible citizenship is also at the core of both STEM and IB programs. The IB learner profile emphasizes the importance of being principled, caring, and reflective, while STEM education addresses ethical considerations in the context of technological advancements. By fostering these attributes, both programs encourage students to become thoughtful, engaged, and responsible members of their communities. List some ways you will make your classroom more of an active learning environment. To achieve an active learning environment, one should consider including self-directed learning that encourages students to make decisions, case-based learning that presents students with real- world scenarios to navigate, and game-based features that stimulate engagement and motivation, as suggested by Aiello, (2022). These are the intertwined instructional approaches that I use or opt for to expand the knowledge and skills students can acquire to complete the task in my milieu. Discuss how you teach to achieve any of the envisaged learning outcomes. Using project-based or problem-based learning as an instructional approach helps students be critical thinkers, and problem-solvers, and have emotional and social development as they apply their knowledge in real-world contexts. For example, students can be assigned either a project or problem- based task about the impact of climate change or air pollution, how society (students’ residency) contributes to the cause of environmental hazards, and what ways or strategies can be implemented to minimize or omit the cause. This way, they can think about how to create environmental sustainability.

References: Learner profile for IB students. (n.d.). International Baccalaureate. http://www.ibo.org/benefits/learner-profile/ Morrison, J. S. (2006, August). TIES STEM education monograph series, attributes of STEM education. TIES 2006. http://daytonos.com/pdf/stem.pdf Alyson Aiello, (2022, October 11). Active Learning Tools for the STEM classroom. Teaching with Labster. https://www.labster.com/blog/active-learning-tools-stem- classroom#:~:text=Active%20learning%20occurs%20when%20students,or%20watching%20a% 20video%20demonstration .

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