You are to write, in academic style, a research article, on STEM teaching and learning in the primary school. The written task comprises of the following sections:

1. Introduction - What is STEM and why it is important?

2. Self-reflection on personal disposition STEM disciplines;

3. Literature review of the STEM disciplines in teaching of STEM;

4. Integrating the STEM disciplines in a problem-based learning project;

5. Develop a STEM problem based learning project;

6. Conclusion - Reflection of personal professional learning from this research experience

Through evidence of wider reading referenced in the article, you are expected to produce a coherent and structured narrative in a manuscript that demonstrates:

• an understanding of the STEM disciplines;
• the interrelationship of the STEM disciplines;
• knowledge of problem-based learning in STEM;
• developing 21^st century skills through STEM education; and,
• ability to create an integrated STEM problem based learning project.

In this assessment you will be assessed on how you:

• Demonstrate knowledge and understanding of Science, Technology, Engineering and Mathematics (STEM) disciplines.
• Use self-reflection as a professional learning tool.
• Give evidence of wider reading of pedagogical practices in STEM.
• Create an integrative STEM problem based learning project.
• Develop a STEM collaborative teaching strategies.
• Write a clear and coherent narrative with attention to spelling, punctuation and grammar, in an academic style using APA7 format and referencing procedures.
  

Australian Professional Standards for Teachers demonstrated:

• 1.2 Understand how students learn;

• 2.6 Information and Communication Technology (ICTs);

• 3.1 Establish challenging learning goals; and,
• 
6.2 Engage in professional learning and improve practice.
  
  
  

You will work in Learning Community Groups with 4 or 5 peers, you will be assigned to your Learning Community Group at the start of the term. The group unanimously chooses one STEM topic that all will report on from the topics below. You will present a 5-minute professional learning report to your group. Your report needs to address STEM education components of: interconnectedness of STEM disciplines, collaborative teaching strategies, innovative pedagogical practices, differing needs of a diverse and inclusive range of students.

Topics
A Problem based learning STEM project.
An integrative STEM project.
A girls and STEM project.
A constructivist learning STEM project.

The presentation given is a professional learning experience and should demonstrate your knowledge and understanding of the topic through the assessment criteria.

All Learning Community Group members critique each other's report and give feedback to the presenting student. A feedback proforma is completed by each Learning Community Group member and given to each presenter after the presentation. As the presenter, you will also review the recording of your presentation and complete a self-reflection, using the same feedback proforma. The presentation is recorded and a link to the recording is included in the written component (the link will be in the appendices),the appendices will also contain each Learning Community Group member's completed proforma. The presentation recording and each proforma completed with feedback are not marked.

The written component of this assessment will consist of a written reflective practice asssessment to be submitted as two parts:

Part A:
Using academic style of writing, you will write a written report of the topic in your presentation, critiquing the research evidence that framed your understanding, discussion in the Learning Community Group chats and your final report.

Part B:
Using the completed feedback proformas, you will write a self-reflection critique of your presentation based on the feedback provided from your Learning Community Group members and your personal self-reflection. This is a critique, not a repeat of the feedback.

In this assessment you will be assessed on how you:

• Demonstrate knowledge and understanding of the interconnectedness of Science, Technology, Engineering and Mathematics (STEM) disciplines.
• Select STEM content and develop collaborative teaching strategies.
• Exhibit wider reading of evidence-based research to develop innovative pedagogical practices in STEM.
• Differentiate the teaching of STEM content to meet the needs of an inclusive and diverse range of students.
• Use reflective practices as a professional learning tool to critique, reflect and evaluate understanding of STEM knowledge and pedagogy.

Australian Professional Standards for Teachers demonstrated:

1.2 Understand how students learn.
1.5 Differentiate teaching to meet the specific needs of students across the full range of abilities.
3.1 Establish challenging learning goals.
4.1 Support student participation.
6.2 Engage in professional learning and improve practice.
6.3 Engage with colleagues and improve practice.

At the beginning of the term, you will be allocated to a MS TEAMS Learning Community Group for collegial support, content and assessment discussions. These Learning Community Group are randomly formed across the course participants, students do not form their own groups.

At the end of week 5, you give evaluate each Learning Community Group member on their involvement in Learning Community Group discussions. This is not assessed, but highlights the importance of involvement in a the Learning Community Groups. Learning Community Groups exist as part of the Assessment Task 2 process.

Assessment Task 3 is assessed, in your Learning Community Group Peer Evaluation, you will evaluate each Learning Community Group member's involvement in Learning Community Group discussions. You will give each of your Learning Community Group colleagues a mark between 0 - 5, based on ten criteria questions given in the Feedback Fruits assessment activity. These criteria questions involve quality of involvement and commitment to the Learning Community Group.

Students respond to ten criteria questions:

1. Was regular in attending Learning Community Group meetings.
2. Completed assigned tasks from Moodle or the Learning Community Group.
3. Contributed positively to Learning Community Group discussions.
4. Completed shared work on time or made alternative arrangements.
5. Helped others with their work when needed.
6. Did work accurately and completely,
7. Contributed their fair share of the work.
8. Worked well with other Learning Community Group members.
9. Overall was a valuable member of the Learning Community Group.
10. Gave productive feedback in Assessment Task 2.

Australian Professional Standards for Teachers demonstrated:
6.2 Engage in professional learning and improve practice
6.3 Engage with colleagues and improve practice