Page 36 - Volk, Marina, Štemberger, Tina, Sila, Anita, Kovač, Nives. Ur. 2021. Medpredmetno povezovanje: pot do uresničevanja vzgojno-izobraževalnih ciljev. Koper: Založba Univerze na Primorskem
P. 36
jana Marić
Connection with other subjects and better synchronization in teaching
units chronology in the STEM discipline, can greatly influence the improve-
ment of connection, as well as answer the famous student question: What is
this for? In fact, a good teacher will often, if not on a daily basis, ask himself
the question: What is it that I teach? Do I know why students need to learn
this? How will students be able to apply the knowledge I convey them? How
should I organize the class to be successful in the best way possible?
A good teacher knows that good preparation and collaboration between
teachers (Margot and Kettler 2019) is recommended for the successful com-
pletion of the teaching process, not only within the same but also within ‘re-
lated’ subjects. In the case of STEM approach subjects, collaboration is not
only advisable but also necessary. Collaboration can be within the same sub-
jects at the same grade, and between different subjects at the same grade.
One of the approaches to design based on the goals is called ‘understanding
by design’ (Wiggins and McTighe 2005). Following this approach, teachers
plan their classes to focus on what students will need to understand and
what they will be able to do at the end of class. They start from the ulti-
mate achievement and make plans backwards to ensure that students reach
that goal. In the three phases of the goals-based design, first the desired re-
sults should be identified, second, the evidence needed for the assessment
should be identified and third, the learning and teacher experience should
be planned. The students’ involvement in the learning process is one of the
basic characteristics of the teaching process based on the STEM approach.
This kind of involvement is, in general, part of the regular classroom teach-
ing due to use of student-centered pedagogy; but in most of STEM schools
research, problems, and projects are used as well (Smith and Macgregor 1992;
Yew, Chng, and Schmidt 2011).
Conclusion
Cross-curricular connecting implies linking goals, methods and content, in-
cluding evaluating multiple subjects, which involves the correlated work of
multiple-subject teachers. Cross-curricular connection enables goals to be
reached and achieved more effectively (e.g. key or other competencies). In-
terdisciplinary is at the heart of structuring the curriculum into broader ed-
ucational areas as integrated units of related subjects, and in the design of
cross-curricular topics. In this way, rationalization of the teaching process
and better conceptual connection of the content that students learn are
achieved. As we have seen, all key competences basically have the charac-
ter of cross-curricular competences.
34
Connection with other subjects and better synchronization in teaching
units chronology in the STEM discipline, can greatly influence the improve-
ment of connection, as well as answer the famous student question: What is
this for? In fact, a good teacher will often, if not on a daily basis, ask himself
the question: What is it that I teach? Do I know why students need to learn
this? How will students be able to apply the knowledge I convey them? How
should I organize the class to be successful in the best way possible?
A good teacher knows that good preparation and collaboration between
teachers (Margot and Kettler 2019) is recommended for the successful com-
pletion of the teaching process, not only within the same but also within ‘re-
lated’ subjects. In the case of STEM approach subjects, collaboration is not
only advisable but also necessary. Collaboration can be within the same sub-
jects at the same grade, and between different subjects at the same grade.
One of the approaches to design based on the goals is called ‘understanding
by design’ (Wiggins and McTighe 2005). Following this approach, teachers
plan their classes to focus on what students will need to understand and
what they will be able to do at the end of class. They start from the ulti-
mate achievement and make plans backwards to ensure that students reach
that goal. In the three phases of the goals-based design, first the desired re-
sults should be identified, second, the evidence needed for the assessment
should be identified and third, the learning and teacher experience should
be planned. The students’ involvement in the learning process is one of the
basic characteristics of the teaching process based on the STEM approach.
This kind of involvement is, in general, part of the regular classroom teach-
ing due to use of student-centered pedagogy; but in most of STEM schools
research, problems, and projects are used as well (Smith and Macgregor 1992;
Yew, Chng, and Schmidt 2011).
Conclusion
Cross-curricular connecting implies linking goals, methods and content, in-
cluding evaluating multiple subjects, which involves the correlated work of
multiple-subject teachers. Cross-curricular connection enables goals to be
reached and achieved more effectively (e.g. key or other competencies). In-
terdisciplinary is at the heart of structuring the curriculum into broader ed-
ucational areas as integrated units of related subjects, and in the design of
cross-curricular topics. In this way, rationalization of the teaching process
and better conceptual connection of the content that students learn are
achieved. As we have seen, all key competences basically have the charac-
ter of cross-curricular competences.
34
