Hard to believe almost 12 months have passed since the launch of my second book High Possibility STEM Classrooms: Integrated STEM Learning in Research and Practice. During the year I was able to speak with principal groups, teacher associations and individual schools at invited online events about the research findings and approaches used in the studies detailed in the new book.
In February 2022 I started to work with teams of teachers at a new site where there is expressed enthusiasm for being able to take active steps towards developing new units of work (with multiple syllabus outcomes carefully connected through the Australian Curriculum), design challenges and problem solving learning STEM sequences that address real world issues and concerns. The fact that these teachers have put their hand up to be involved in professional capacity building research for 12 months is humbling. Complexities of Covid-19 continues to impact all of our schools. Carving out time each week to still engage in professional learning that translates to changed classroom practices is commendable. Thank you all for your professionalism.
Over the coming weeks I will be adding some new content to this blog. I had inquiries in 2021 and earlier this year about each of the studies in the book – these feature in Chapters 3 (Teaching Integrated STEM to Students from Language Backgrounds Other Than English), 4 (Disadvantage is No Barrier to Integrated STEM) and 5 (Urban Classroom Leading From the Middle for Integrated STEM) – also some readers want to know more about the new blueprint for High Possibility STEM Schools in Chapter 7 (What’s Next for Integrated STEM). I have taken your inquiries on board so I’d love you to check back here again soon.