My current Year 4 class of 29 students is not unlike any of the classes I have taught before, but it does
have its challenges. The range in ability and conceptual understanding is up to 5 years in some learning
areas. Given that I am only teaching part-time in this classroom, I want to maximize my teaching time
and learning opportunities for students – something as educators we all strive to do, however, I
constantly ask myself how successful I really am in catering for all students needs.
GETTING TO KNOW YOU
After getting to know my class over the course of the first term, I decided that am essentially planning
for three main levels of learning. The first are those students who are “below standard” and typically
require lots of concrete learning models and extra time to explore concepts thoroughly. Some of these
students can demonstrate and work with different models and manipulatives to represent their thinking,
but their communication or processing skills are lacking. Generally, their number sense is not robust
enough to move onto more complex and abstract ideas required for this age.
The second level of learning I need to cater for are those who are “at standard”. These students are I
feel, most at risk of not being catered for, because they can simply fly under the radar since they are
meeting the requirements and not generally presenting any “red flags” within their learning. However,
these students require a range of different learning styles and opportunities for knowledge and skill
application to ensure they have a really robust understanding. But are they being challenged? Are they
given the opportunity to push themselves further? Again, I ask myself these questions constantly when
planning.
Finally I have a small group of students who are capable of working beyond the standard. These
students also need careful consideration so that they are not just given more work or kept busy
because of their abilities.
COMMON THEMES
Despite the range and differences in abilities in any class I have taught over my career thus far, there
are a couple of common themes which have led me to implementing STEAM in my classroom. The first
is that many students (and parents….even some educators!) see The Arts and Maths & Science as
polar opposites. Rather than pitting these disciplines against each other, I really want to ensure that
those students who have a passion for and interest in The Arts (in any form) could express these talents
in mathematical and scientific contexts to experience the same types of joy and success in their
learning. Similarly, I want those students who are strong in Science and Mathematics to use Arts
STEAMed Magazine
17
July 2016 Edition