Who are we
And from the beginning we’ve amassed a collection of creatives to help us like graphic designers, IT professionals and experienced educators and teachers.
How we teach:
MySTREAM modules develop STREAM capabilities by challenging students to solve real-world problems set in authentic contexts. The problems engage students in the STREAM disciplines, provide opportunities for developing higher order thinking and reasoning and the general... capabilities of creativity, critical thinking, communication and collaboration.
The design of the modules is based on six pedagogical principles:
This is an underlying part of all modules with every module based around solving an initial problem. It is supported through a four-phase instructional model: research the problem and its context; investigate the parameters impacting on the problem; design and develop solutions to the problem; and evaluate and communicate solutions to an authentic audience.
Gradual Release of Responsiblity learning
MySTREAM’s implementation of the Gradual Release of Responsiblity model has four components.
1. Exploration: The purpose of the Exploration phase is to elicit students' prior knowledge, stimulate interest and gather diagnostic data to inform teaching and learning.
2. Skill Building: This component of the lesson is broken into two parts: Focus Lessons - here, the teacher establishes the purpose of the lesson and models his or her thinking, and Guided Instructions, where the teacher strategically uses questions, prompts and activities to facilitate student understanding.
3. Challenge: During this component of the lesson, the students apply their knowledge to complete a series of tasks - students work both in groups and independently.
4: Extra Challenges: This component of the lesson is completed at home, and done as Independent Learning, through the use of audtech+ innovative MyCube system .
Digital pedagogy looks critically at digital tools as potential means for learning and teaching. It considers digital content and space as valuable sites for information and knowledge, in addition to traditional mediums such as books or the classroom. Digital pedagogy allows students to take agency with the pace of learning, something that would not otherwise be available to them in a traditional classroom. It allows students to make meaningful decisions about their learning and sets a basis for lifelong self-motivation and learning. The use of new technologies in classrooms also allows students to keep pace with innovations in learning technologies and have instantaneous feedback and evaluation.
Developing higher order thinking
Opportunities are created for higher order thinking and reasoning through questioning and discourse that elicits students' thinking, prompts and scaffolds explanations and requires students to justify their claims. The modules have also incorporated the use of Bloom’s Taxanomy during the Extra Challange component of each individual chapter, to provide students with the ability to grow their higher order thinking skills.
This provides opportunities for students to develop teamwork and leadership skills, challenge each other’s ideas, and co-construct explanations and solutions. Information that can support teachers with aspects of collaborative learning is included in the resource sheets.
Recording observations, ideas and one’s reflections on the learning experiences in some form of journal fosters deeper engagement and metacognitive awareness of what is being learned. Our students store their learning in their module booklet and are provided with an opportunity to reflect on their learning. Information that can support teachers with journaling is included in the resource book.