The following reflection focusses on the way that the four key skills of Critical Thinking, Communication, Collaboration and Creativity identified on the NEA website - and relevant to the curriculum areas of mathematics and science - may be developed in the classroom. During my reflection I also considered how the approaches met the levels of the SAMR-model and how those ideas could be further developed to enhance the pedagogy that was outlined in the resources. Please feel at liberty to discuss the validity of my suggestions how the observed prerequisite skills (aka 'Four Cs') satisfy the SAMR-model and further development of the ideas identified.
How Prerequisite Skills Can be Developed in the Classroom
How the Prerequisite Skills Satisfy the SAMR-model and Further Development of Ideas
Students explore a complex mathematical problem and its solution, then share and critique their insights into the outcome of the solution. The students then explore an expert discussion of the problem on-line where a full computation is provided that explains the solutions to the responses posted online by the students. Subsequently students explore solutions posted online and assess accurate and inaccurate solutions.
The validity of already complex design solutions and alternatives are considered, interrogated further and discussed in a global, collaborative on-line environment to identify possible real-world examples and applications.
Students work in groups to formulate a solution to a nominated design problem. One student accepts the role of the client, and the others form the design team. The design team is and provided with a design brief containing the design requirements and constraints. The design team arrange an interview with the client to formulate a comprehensive Scope of Work and to identify a clear set of project outcomes based on the client’s expectations and requirements. Following completion of the preliminary design the client reviews the design and returns it for amendments if required.
Students work collaboratively in groups to arrive at a mutually acceptable solution that is evaluated and agreed on from two opposite ends of the project through two-way communication leading to possible physical implementation of the agreed solution.
Students form investigative teams to interrogate a specified mathematical problem by carrying out an on-line investigation. Various scenarios for the purpose of analysing and comparing relevant data, identifying relationships, satisfying questions about the reliability of the data and its statistical significance, and the validity of the sources are considered. Each team then prepares a presentation outlining their findings and conclusions.
A problem is analysed, investigated and solved collaboratively in a global on-line environment for the final comparison of team-based findings and conclusions that may result in reconsideration and modification of the original results to ultimately arrive at a mutually acceptable agreement and solution with real-world relevance.
Student teams prepare design documentation for a design challenge utilising simple computer-aided design software. The class establishes criteria for peer review, teams circulate their plans to make recommendations for refinements and improvements to the original plans, and a debrief is carried out on the engineering/design process and solution. Students also consider alternative expertise to improve their designs and are able to demonstrate how science and engineering involve generating and assessing ideas, formulating explanations, and applying those processes to their own work.
Alternative expertise and knowledge is sought and considered to improve an original design philosophy and process, and to demonstrate how science and engineering involve considering and assessing alternative ideas to formulate modified, improved and realistic solutions.