Module 1: Looking Out Telescopes and Astronomy

[Pat Brennan]

*Please Note:  Participants who use Word (Or equivalent) to write their assignments and then copy and paste these into the forum may find that additional extraneous formatting is brought across. To avoid this, either right click in the post window and choose ‘Paste as Plain Text’ or use the keyboard shortcut cmd+shift+v. Alternatively, you can first paste the content into Notepad (Or similar text editor) and then copy it from here to the topic window.

ASSIGNMENT

Choose one of the options below and write 150 words in the discussion forum:

• Describe how you could apply some of the concepts and skills you have learned in this module to your own teaching practice in line with the STEM Education policy statement
• Having reviewed the paper Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering and Maths (Liston 2018) reflect on what STEM education looks like in your classroom.
• Try out some of the referenced classroom investigations for yourself or look at other resources and describe how you would conduct a lesson on mirrors, lenses and telescopes or looking out at the night sky for your class.
• Using the I-Lofar radio telescope as inspiration and some of the introduced lesson plans and themed frameworks as reference, outline how you would conduct an inquiry based lesson on waves, sound and light and make it accessible to your pupils.

Please also comment on at least one other participant’s post.

Use of AI Tools: Our facilitators occasionally observe that course reflections may be generated with the assistance of AI tools. While AI can be a helpful support for drafting ideas or exploring different ways to express your thinking, it is essential that your forum posts reflect your own understanding and engagement with the course content. This is in line with the Department of Education and Youth’s Summer Course guidelines.
Before posting to the forum, we encourage you to take a moment to review your contributions and, if necessary, revise them to ensure they are appropriate and authentically your own.

[CJ Mac Ilwaine]

Reading Liston (2018) made me reflect on how STEM is taught in my classroom. I use the Science Explorers programme from Folens to provide a structured approach to science, while encouraging as much hands-on learning as possible. I believe children develop a deeper understanding when they investigate, experiment and discover concepts for themselves. I also make a conscious effort to bring learning outdoors, using the natural environment as a resource for exploring scientific ideas. Observing plants, animals and seasonal changes helps pupils make meaningful connections between classroom learning and the real world. These experiences encourage curiosity, problem-solving and critical thinking, which are key elements of STEM education. Liston reinforced the importance of integrating STEM in authentic and engaging ways, and I hope to continue providing opportunities that inspire children to explore and develop a lifelong interest in science.

[Katie O’Brien]

I also found the authentic and engaging integration of STEM an important aspect of the Liston report, as it allows the children to see how the learning applies to real life.

[Anna Monaghan]

Hi Katie

I agree. The challenge is to do real authentic integration over tokanism. I think its less is more and get in depth.

[Louise Monahan]

A Climate Detectives theme is an engaging way to bring STEM learning into my primary classroom through real-life, hands-on investigations. I can encourage pupils to become “climate detectives” by exploring environmental issues within our school grounds or local community, such as litter, biodiversity, water use or energy conservation. Pupils can ask questions, make predictions, collect and record data, and use simple digital tools to analyse their findings.

The project integrates key skills such as critical thinking, collaboration, communication and problem-solving. For example, pupils could investigate which areas of the school attract the most pollinators, monitor rainfall, or measure classroom energy use before suggesting ways to reduce waste.
Using the Climate Detectives approach also supports Ireland’s Primary STEM Education Policy by promoting inquiry-based learning and connecting classroom activities to real-world issues. It empowers children to take positive action for the environment while developing scientific understanding and digital skills in a meaningful, age-appropriate context.

[Owen Breslin]

What a brilliant idea Louise. I often find that Environmental awareness and care was always one of the strands that didnt seem as popular as some of the other areas of the science curriculum. You have made some great suggestions of how climate and environmental issues can be engaged with in a very meaningful way in the classroom.

[Aoife Doyle]

I agree. This is only going to become more relevant to the children as we have seen recently with climate change – wildfires in France, Ireland etc.

[Lorraine Higgins]

Love your lesson idea Louise. It seems especially relevant after the crazy weather that we had this Summer to do a “Climate detectives” lesson. Makes it current and relevant to the students which I feel is a big draw to encourage classroom engagement.

[Jonathan Ryan]

I agree with Louise. Her ideas show how Climate Detectives makes STEM meaningful by connecting learning to real-life environmental issues while developing pupils’ inquiry, teamwork, and problem-solving skills.

[serena harkin]

I completely agree that the Climate Detectives approach is an excellent way to engage children in meaningful STEM learning. It allows pupils to explore real environmental issues through hands-on investigations while developing essential skills such as teamwork, communication and critical thinking. I particularly like how it encourages children to become active problem-solvers and responsible citizens, showing them that their ideas and actions can have a positive impact on their school and the wider environment.

[Edel Rowan]

I really like this themed lesson Louise. Climate detectives would certainly encourage collaboration, communication and also enable integration amongst other curricular areas.

It can be used in the younger classes and using the variety of prompts etc it would be fun for all.

[Ciara Frayne]

I really like your resposne Louise! You have shared some excellent ideas for making climate and environmental topics more engaging for children. I often find these areas can be more challenging to bring to life than other Science topics, but your suggestions show how they can be explored in a practical, relevant, and meaningful way that will capture children’s interest.

[Helen O Sullivan]

Hi Louise

I agree with the above re the the Env Awareness & Care being one of the strands that was not as popular. I think things are changing now due to of the very obvious climate change narrative that is currently ongoing. This is absolutely essential. You have many excellent ideas which I hope to put into my everyday teaching in the classroom.

Thank you

[Geraldine McKeigue]

Some excellent ideas here Louise, I for one will be fostering climate detectives in my classroom this year and I look forward to what will come of it.

[Brian Leonard]

I particularly like the emphasis on pupil-led investigations and taking positive action, as this helps foster environmental responsibility and shows pupils that their ideas and actions can make a difference.

[Ciara Reynolds]

I completely agree with this. I think the Climate Detectives theme is a great way of making STEM learning more practical and relevant for children. Investigating things that they can actually see and experience in their own school or local area would make the learning much more meaningful.

I particularly like the idea of children collecting their own data and then using it to come up with possible solutions. It gives them a sense of ownership and encourages them to work together, think critically and solve problems.

I also think it fits really well with the Primary STEM Education Policy, as it encourages curiosity and hands-on learning while helping children understand that they can make a positive difference to the environment.

[Natasha Heavin]

I really like the idea of using Climate Detectives to make STEM more hands-on and relevant for pupils. I think investigating things around the school, such as pollinators or energy use, would give children a real reason to collect and analyse data. It also links really well with the STEM policy by encouraging teamwork, problem-solving and learning through real-life experiences. I think the fact that pupils can then suggest ways to improve things makes the learning even more meaningful.

[Grace O Malley]

Fair play to you Louise for outlining in such detail the use of the Climate Detectives concept with your class and the endless possibilities it allows for. Climate Change is such a huge concern for all and I think this Summer in particular it became very relevant for children with the horrendous wildfires across parts of Europe, we had first hand experience of a campsite in southern France being destroyed. Then on return home we had the devastation of raging wild fires in our beautiful Slievenamon in Tipperary. I think children would learn so much through your Climate Detectives in such a meaningful way.

[Dervla McGeeney]

Hi Louise. I really like your idea and agree that Climate Detective  makes STEM more interesting and hopefully in turn makes children more engaged with lessons. I think that linking their discoveries to their local environment will encourage them to see the bigger picture with how even small actions can make a big difference.

[Patricia Dunne]

I really like how you have connected the Climate Detectives theme with real issues within the school and local community. The practical investigations would keep pupils engaged while developing important STEM skills. Giving children the opportunity to collect data and suggest solutions also helps them understand that their actions can make a positive difference.

[Michaela Barrington]

I agree that hands-on learning is one of the most effective ways to engage children in STEM, and I like how you combine the structure of the classroom’s Science programme with opportunities for investigation and discovery. Bringing learning outdoors is such a valuable approach, as it allows pupils to see science in action and make meaningful connections with their everyday environment. I also think your focus on developing curiosity, critical thinking and problem-solving skills reflects the key messages from Liston (2018). Your post has given me some ideas about making greater use of the outdoor environment to support STEM learning in my own classroom.

[Caitriona Collins]

I agree that bringing the children outdoors gives them a deeper understanding of the topics being covered. Hands on experience is a great way to learn and discover for themselves.

[cristina bermudez]

<div role=”heading” aria-level=”3″ data-animation-nesting=”” data-sfc-cp=”” data-sfc-root=”ep” data-sfc-cb=”” data-complete=”true” data-processed=”true” data-sae=”” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif, "Noto Color Emoji"; font-size: 20px; font-weight: 600; margin: 24px 0px 12px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>Special School for children with Autism and complex needs and complex needs (moderate to severe general lerning disability.</div>
<div role=”heading” aria-level=”3″ data-animation-nesting=”” data-sfc-cp=”” data-sfc-root=”ep” data-sfc-cb=”” data-complete=”true” data-processed=”true” data-sae=”” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif, "Noto Color Emoji"; font-size: 20px; font-weight: 600; margin: 24px 0px 12px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”></div>
<div class=”otQkpb” role=”heading” aria-level=”3″ data-animation-nesting=”” data-sfc-cp=”” data-sfc-root=”ep” data-sfc-cb=”” data-complete=”true” data-processed=”true” data-sae=”” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif, "Noto Color Emoji"; font-size: 20px; font-weight: 600; margin: 24px 0px 12px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”><span data-subtree=”aimfl” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif, "Noto Color Emoji"; font-size: 20px; font-weight: 600; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>Lesson Plan: Exploring Reflection with Mirrors</span><!–TgQPHd||[]–></div>
<div data-sfc-cp=”” data-sfc-root=”ep” data-sfc-cb=”” data-hveid=”CAIIAQgEEAA” data-complete=”true” data-processed=”true” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif, "Noto Color Emoji"; font-size: 16px; font-weight: 400; margin: 12px 0px 16px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”></div>
<div class=”n6owBd awi2gc” data-sfc-cp=”” data-sfc-root=”ep” data-sfc-cb=”” data-hveid=”CAIIAQgEEAA” data-complete=”true” data-processed=”true” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif, "Noto Color Emoji"; font-size: 16px; font-weight: 400; margin: 12px 0px 16px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”><strong class=”Yjhzub” data-sfc-root=”ep” data-sfc-cb=”” data-complete=”true” data-processed=”true” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif, "Noto Color Emoji"; font-size: 16px; font-weight: 700; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>Objective:<!–TgQPHd||[]–> Students will explore light by interacting with safe, unbreakable mirrors.<!–TgQPHd||[]–></div>
<div class=”Fsg96″ data-sfc-cp=”” data-sfc-root=”ep” data-sfc-cb=”” data-complete=”true” data-processed=”true” data-sfc-inited=”2″ data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif, "Noto Color Emoji"; font-size: 14px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”><!–TgQPHd||[]–></div>
<div class=”AdPoic” role=”heading” aria-level=”4″ data-animation-nesting=”” data-sfc-cp=”” data-sfc-root=”ep” data-sfc-cb=”” data-complete=”true” data-processed=”true” data-sae=”” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif, "Noto Color Emoji"; font-size: 16px; font-weight: 700; margin: 24px 0px 12px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>Sensory Warm-Up (2 minutes)<!–TgQPHd||[]–></div>
<ul class=”KsbFXc U6u95″ data-sfc-root=”ep” data-sfc-cb=”” data-ved=”2ahUKEwiHvd7nrOOVAxU2QUEAHTo6KJIQ-7AUeggIAggBCAUQAA” data-hveid=”CAIIAQgFEAA” data-complete=”true” data-processed=”true” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif, "Noto Color Emoji"; font-size: 16px; font-weight: 400; margin: 12px 0px 16px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>
<li class=”Z1qcYe” data-sfc-cp=”” data-sfc-root=”ep” data-sfc-cb=”” data-hveid=”CAIIAQgFEAE” data-complete=”true” data-sae=”” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif, "Noto Color Emoji"; font-size: 16px; font-weight: 400; margin: 0px 0px 12px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”><span class=”iNqyIf” data-sfc-cp=”” data-sfc-root=”ep” data-sfc-cb=”” data-complete=”true” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif, "Noto Color Emoji"; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>Hand out large, plastic, shatterproof mirrors.<!–TgQPHd||[]–></span><!–TgQPHd||[]–>
<li class=”Z1qcYe” data-sfc-cp=”” data-sfc-root=”ep” data-sfc-cb=”” data-hveid=”CAIIAQgFEAI” data-complete=”true” data-sae=”” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif, "Noto Color Emoji"; font-size: 16px; font-weight: 400; margin: 0px 0px 12px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”><span class=”iNqyIf” data-sfc-cp=”” data-sfc-root=”ep” data-sfc-cb=”” data-complete=”true” aria-owns=”action-menu-parent-container” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif, "Noto Color Emoji"; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>Allow students to touch the smooth surface.</span>
<li class=”Z1qcYe” data-sfc-cp=”” data-sfc-root=”ep” data-sfc-cb=”” data-hveid=”CAIIAQgFEAI” data-complete=”true” data-sae=”” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif, "Noto Color Emoji"; font-size: 16px; font-weight: 400; margin: 0px 0px 12px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”><span class=”iNqyIf” data-sfc-cp=”” data-sfc-root=”ep” data-sfc-cb=”” data-complete=”true” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif, "Noto Color Emoji"; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>Cue: “Touch the smooth mirror.”<!–TgQPHd||[]–></span><!–TgQPHd||[]–>
<li data-sfc-cp=”” data-sfc-root=”ep” data-sfc-cb=”” data-hveid=”CAIIAQgFEAI” data-complete=”true” data-sae=”” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif, "Noto Color Emoji"; font-size: 16px; font-weight: 400; margin: 0px 0px 12px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>
<ul class=”KsbFXc U6u95″ data-sfc-root=”ep” data-sfc-cb=”” data-ved=”2ahUKEwiHvd7nrOOVAxU2QUEAHTo6KJIQ-7AUeggIAggBCAUQAA” data-hveid=”CAIIAQgFEAA” data-complete=”true” data-processed=”true” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif, "Noto Color Emoji"; font-size: 16px; font-weight: 400; margin: 12px 0px 16px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”><!–TgQPHd||[]–>
<div class=”Fsg96″ data-sfc-cp=”” data-sfc-root=”ep” data-sfc-cb=”” data-complete=”true” data-processed=”true” data-sfc-inited=”2″ data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif, "Noto Color Emoji"; font-size: 14px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”><!–TgQPHd||[]–></div>
<div class=”AdPoic” role=”heading” aria-level=”4″ data-animation-nesting=”” data-sfc-cp=”” data-sfc-root=”ep” data-sfc-cb=”” data-complete=”true” data-processed=”true” data-sae=”” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif, "Noto Color Emoji"; font-size: 16px; font-weight: 700; margin: 24px 0px 12px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>Direct Exploration (5 minutes)<!–TgQPHd||[]–></div>
<ul class=”KsbFXc U6u95″ data-sfc-root=”ep” data-sfc-cb=”” data-ved=”2ahUKEwiHvd7nrOOVAxU2QUEAHTo6KJIQ-7AUeggIAggBCAYQAA” data-hveid=”CAIIAQgGEAA” data-complete=”true” data-processed=”true” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif, "Noto Color Emoji"; font-size: 16px; font-weight: 400; margin: 12px 0px 16px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>
<li class=”Z1qcYe” data-sfc-cp=”” data-sfc-root=”ep” data-sfc-cb=”” data-hveid=”CAIIAQgGEAE” data-complete=”true” data-sae=”” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif, "Noto Color Emoji"; font-size: 16px; font-weight: 400; margin: 0px 0px 12px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”><span class=”iNqyIf” data-sfc-cp=”” data-sfc-root=”ep” data-sfc-cb=”” data-complete=”true” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif, "Noto Color Emoji"; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>Shine a flashlight onto a student’s mirror.<!–TgQPHd||[]–></span><!–TgQPHd||[]–>
<li class=”Z1qcYe” data-sfc-cp=”” data-sfc-root=”ep” data-sfc-cb=”” data-hveid=”CAIIAQgGEAI” data-complete=”true” data-sae=”” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif, "Noto Color Emoji"; font-size: 16px; font-weight: 400; margin: 0px 0px 12px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”><span class=”iNqyIf” data-sfc-cp=”” data-sfc-root=”ep” data-sfc-cb=”” data-complete=”true” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif, "Noto Color Emoji"; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>Reflect the light spot onto a nearby wall.<!–TgQPHd||[]–></span><!–TgQPHd||[]–>
<li class=”Z1qcYe” data-sfc-cp=”” data-sfc-root=”ep” data-sfc-cb=”” data-hveid=”CAIIAQgGEAM” data-complete=”true” data-sae=”” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif, "Noto Color Emoji"; font-size: 16px; font-weight: 400; margin: 0px 0px 12px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”><span class=”iNqyIf” data-sfc-cp=”” data-sfc-root=”ep” data-sfc-cb=”” data-complete=”true” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif, "Noto Color Emoji"; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>Guide the student to tilt their mirror.<!–TgQPHd||[]–></span><!–TgQPHd||[]–>
<li class=”Z1qcYe” data-sfc-cp=”” data-sfc-root=”ep” data-sfc-cb=”” data-hveid=”CAIIAQgGEAQ” data-complete=”true” data-sae=”” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif, "Noto Color Emoji"; font-size: 16px; font-weight: 400; margin: 0px 0px 12px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”><span class=”iNqyIf” data-sfc-cp=”” data-sfc-root=”ep” data-sfc-cb=”” data-complete=”true” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif, "Noto Color Emoji"; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>Watch the light spot move across the room.<!–TgQPHd||[]–></span><!–TgQPHd||[]–>
<li class=”Z1qcYe” data-sfc-cp=”” data-sfc-root=”ep” data-sfc-cb=”” data-hveid=”CAIIAQgGEAU” data-complete=”true” data-sae=”” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif, "Noto Color Emoji"; font-size: 16px; font-weight: 400; margin: 0px 0px 12px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”><span class=”iNqyIf” data-sfc-cp=”” data-sfc-root=”ep” data-sfc-cb=”” data-complete=”true” aria-owns=”action-menu-parent-container” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif, "Noto Color Emoji"; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>Cue: “Look at the dancing light.”</span>

• <div class=”AdPoic” role=”heading” aria-level=”4″ data-animation-nesting=”” data-sfc-cp=”” data-sfc-root=”ep” data-sfc-cb=”” data-complete=”true” data-processed=”true” data-sae=”” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif, "Noto Color Emoji"; font-size: 16px; font-weight: 700; margin: 24px 0px 12px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>Interactive Activity (5 minutes)<!–TgQPHd||[]–></div>
  <ul class=”KsbFXc U6u95″ data-sfc-root=”ep” data-sfc-cb=”” data-ved=”2ahUKEwiHvd7nrOOVAxU2QUEAHTo6KJIQ-7AUeggIAggBCAcQAA” data-hveid=”CAIIAQgHEAA” data-complete=”true” data-processed=”true” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif, "Noto Color Emoji"; font-size: 16px; font-weight: 400; margin: 12px 0px 16px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>
  <li class=”Z1qcYe” data-sfc-cp=”” data-sfc-root=”ep” data-sfc-cb=”” data-hveid=”CAIIAQgHEAE” data-complete=”true” data-sae=”” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif, "Noto Color Emoji"; font-size: 16px; font-weight: 400; margin: 0px 0px 12px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”><span class=”iNqyIf” data-sfc-cp=”” data-sfc-root=”ep” data-sfc-cb=”” data-complete=”true” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif, "Noto Color Emoji"; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>Place high-contrast picture cards on the table.<!–TgQPHd||[]–></span><!–TgQPHd||[]–>

<li class=”Z1qcYe” data-sfc-cp=”” data-sfc-root=”ep” data-sfc-cb=”” data-hveid=”CAIIAQgHEAI” data-complete=”true” data-sae=”” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif, "Noto Color Emoji"; font-size: 16px; font-weight: 400; margin: 0px 0px 12px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”><span class=”iNqyIf” data-sfc-cp=”” data-sfc-root=”ep” data-sfc-cb=”” data-complete=”true” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif, "Noto Color Emoji"; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>Hold a mirror vertically next to the card.<!–TgQPHd||[]–></span><!–TgQPHd||[]–>
<li class=”Z1qcYe” data-sfc-cp=”” data-sfc-root=”ep” data-sfc-cb=”” data-hveid=”CAIIAQgHEAM” data-complete=”true” data-sae=”” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif, "Noto Color Emoji"; font-size: 16px; font-weight: 400; margin: 0px 0px 12px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”><span class=”iNqyIf” data-sfc-cp=”” data-sfc-root=”ep” data-sfc-cb=”” data-complete=”true” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif, "Noto Color Emoji"; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>Show the double image created by reflection.<!–TgQPHd||[]–></span><!–TgQPHd||[]–>
<li class=”Z1qcYe” data-sfc-cp=”” data-sfc-root=”ep” data-sfc-cb=”” data-hveid=”CAIIAQgHEAQ” data-complete=”true” data-sae=”” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif, "Noto Color Emoji"; font-size: 16px; font-weight: 400; margin: 0px 0px 12px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”><span class=”iNqyIf” data-sfc-cp=”” data-sfc-root=”ep” data-sfc-cb=”” data-complete=”true” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif, "Noto Color Emoji"; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>Help students place their own cards nearby.<!–TgQPHd||[]–></span><!–TgQPHd||[]–>
<li class=”Z1qcYe” data-sfc-cp=”” data-sfc-root=”ep” data-sfc-cb=”” data-hveid=”CAIIAQgHEAU” data-complete=”true” data-sae=”” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif, "Noto Color Emoji"; font-size: 16px; font-weight: 400; margin: 0px 0px 12px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”><span class=”iNqyIf” data-sfc-cp=”” data-sfc-root=”ep” data-sfc-cb=”” data-complete=”true” aria-owns=”action-menu-parent-container” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif, "Noto Color Emoji"; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>Cue: “See two pictures.”</span>

• <div class=”AdPoic” role=”heading” aria-level=”4″ data-animation-nesting=”” data-sfc-cp=”” data-sfc-root=”ep” data-sfc-cb=”” data-complete=”true” data-processed=”true” data-sae=”” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif, "Noto Color Emoji"; font-size: 16px; font-weight: 700; margin: 24px 0px 12px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>Wrap-Up (3 minutes)<!–TgQPHd||[]–></div>
  <ul class=”KsbFXc U6u95″ data-sfc-root=”ep” data-sfc-cb=”” data-ved=”2ahUKEwiHvd7nrOOVAxU2QUEAHTo6KJIQ-7AUeggIAggBCAgQAA” data-hveid=”CAIIAQgIEAA” data-complete=”true” data-processed=”true” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif, "Noto Color Emoji"; font-size: 16px; font-weight: 400; margin: 12px 0px 16px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>
  <li class=”Z1qcYe” data-sfc-cp=”” data-sfc-root=”ep” data-sfc-cb=”” data-hveid=”CAIIAQgIEAE” data-complete=”true” data-sae=”” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif, "Noto Color Emoji"; font-size: 16px; font-weight: 400; margin: 0px 0px 12px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”><span class=”iNqyIf” data-sfc-cp=”” data-sfc-root=”ep” data-sfc-cb=”” data-complete=”true” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif, "Noto Color Emoji"; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>Provide immediate praise for participation.<!–TgQPHd||[]–></span><!–TgQPHd||[]–>

<li class=”Z1qcYe” data-sfc-cp=”” data-sfc-root=”ep” data-sfc-cb=”” data-hveid=”CAIIAQgIEAI” data-complete=”true” data-sae=”” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif, "Noto Color Emoji"; font-size: 16px; font-weight: 400; margin: 0px 0px 12px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”><span class=”iNqyIf” data-sfc-cp=”” data-sfc-root=”ep” data-sfc-cb=”” data-complete=”true” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif, "Noto Color Emoji"; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>Transition to the next activity using a predictable song.<!–TgQPHd||[]–></span><!–TgQPHd||[]–>
<li class=”Z1qcYe” data-sfc-cp=”” data-sfc-root=”ep” data-sfc-cb=”” data-hveid=”CAIIAQgIEAM” data-complete=”true” data-sae=”” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif, "Noto Color Emoji"; font-size: 16px; font-weight: 400; margin: 0px 0px 12px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”><span class=”iNqyIf” data-sfc-cp=”” data-sfc-root=”ep” data-sfc-cb=”” data-complete=”true” aria-owns=”action-menu-parent-container” data-copy-service-computed-style=”font-family: "Google Sans", Arial, sans-serif, "Noto Color Emoji"; font-size: 16px; font-weight: 400; margin: 0px; text-decoration: none; border-bottom: 0px rgb(10, 10, 10);”>Collect materials in a structured bin.</span>

[cristina bermudez]

after reading the article : unreaveling stem (Lisotn, 2018), the artile talks bout how STEM is not islolated subjects but interconnected. it aims to support problem solving and creativity through a community of enquiry and provide stratgies such as open ended approach to solving problems.

As a special school, strategies such as hands on learning and exploring with the use of visual supports and differentiated adapted lessons that aims to meet the children where they are at, through gorup projects i is very supportive of the inquiry based learning. through monthly themes and lessons and links to curricular subjects aims to provide that for our children. for example. one monthly theme I did was colour. we completed a group project exploring colour through a sensory experience. for expample blue was cold and red was hot and the colours inbetween. as a group we decided the cold sensory objects such as water, red hot such as volcano eruptions to red hot chillies and peppers, bubble painting etc exploring through science, technology and sensory tools to explore through a stem lens.

[Geraldine McKeigue]

Some lovely methods of taking these ideas and differentiating them to suit a special class setting. Many of these ideas I can integrate in to my mainstream classroom for children who I feel would really benefit from this. Thanks

[Rheanne O Shea]

I particularly like how you have modified the activities to suit the needs and abilities of pupils in a special school environment.

[Kelly Feehan]

Hi Cristina,

When I taught in a special class I found STEM a difficult subject to plan for. I really like some of your methods and ideas for differentiating in a special class.

[Michelle McKenzie]

Hi CJ, I totally agree with you here. AS teachers, sometimes we can get caught up in programmes and textbooks but really stripping back the layers and bringing it back to the children’s own lives is where we need to begin.

[Aoife Doyle]

I really like how you have taken the activities and adapted them to a special school setting.

[Michelle O’Driscoll]

I totally agree with you but not just in special schools. I think we have become very dependent on books for mainstream classes also. I don’t see how having a book for science in a junior school in particular is of any benefit to the children compared to what we could offer them through hands-on fun investigative experiments.

[Aoife Doyle]

I read the piece from Liston. It helped me to think differently about what STEM education looks like in my classroom. Before this, STEM sometimes felt overwhelming, especially in a junior classroom, but I really liked how this approach, in line with the new Primary Curriculum Framework, focuses on simple, meaningful learning experiences rather than complicated projects. The light lessons, especially the rainbow spinner activity, stood out to me because they were easy to set up and engaging and suitable for young children. They showed me that STEM can be both fun and achievable, whereas this had been a barrier for me before hand.
One of the biggest ideas I took from the reading was the importance of making connections to children’s everyday lives. When learning is linked to things they already know and experience, it becomes much more meaningful and encourages curiosity. I now feel that effective STEM does not have to be complex, it just needs to make sense. Instead, it can be integrated into everyday classroom experiences in ways that are relevant, practical and enjoyable for young learners.

[Una Halpin]

Hi Aoife

Welcome to the course and I’m glad that this module has encouraged you to think differently about STEM. So often, teachers are overwhelmed by the idea of STEM, feeling that they don’t have enough knowledge to teach it effectively or that they need expensive and complicated resources, but as you’ve noticed from the resources here and from Maeve Liston’s paper, this is not the case. Often very simple investigations using everyday materials can lead to fantastic learning experiences for children  if they are given the time and space to explore their ideas and the teacher can also learn with their pupils. I have been working with the Curious Minds and ESERO resources for almost 20 years and using the inquiry based approach in my own workshops with schools and I can honestly say that I have learned far more about STEM from this than I ever did in school or in my Science degree. I hope you get lots more ideas for integrating STEM in your junior classroom from the other modules in this course.  Just a word on formatting, for future modules, when writing replies elsewhere and pasting them into the forum, rigfht click on the box and choose paste as plain text and it will copy without the extra formatting.

 

[Sharon Curran]

I also tused to think that STEM was much more complicated than it actually is. It’s nice to see how simple, everyday activities can create really meaningful learning experiences and get children naturally curious and involved.

[Edel Blake]

Hi Sharon, I also am guilty of overthinking STEM – we are a Junior School and I was so concerned that we would be left behind.  It is so reassuring to see that there is so much support out there such as the curious minds website to support quality STEM lessons.  I am really excited about the investigative framework as I think it will help to keeep us focussed and not just stick the label STEM on any lesson.

[Emma Thouvenin]

I agree connecting to children’s own lives is important and the children will find learning more meaningful. This is especially true in the Junior end of the school. Keeping it simple is important for the pupils and the teacher.

[Claire Kelly]

I agree that sometimes projects can be daunting and time-consuming, especially in the junior classrooms. Simple activities that encourage cooperative learning and foster curiosity in the world around us is so important at any age but particularly in the younger classes. Children learn much more from their experiences and through investigative learning the process is as important as the result or conclusion.

[Patricia Dunne]

I really enjoyed reading your reflection, particularly your point that STEM does not need to involve complicated projects. I agree that simple, hands-on activities can be very effective with younger pupils. The rainbow spinner sounds like a great example of this. I also like your focus on connecting STEM to children’s everyday experiences, as this can make learning more meaningful, encourage curiosity and help children develop confidence in exploring new ideas.

[Louise Kelleher]

I completely agree that in the past, I’ve been guilty of overcomplicating STEM education. I tend to be of the mind that unless we are using lots of resources and equipment and have something to show for our work at the end, that it maybe doesn’t count. But this has reminded me that the learning experience is far more important than the end piece, or in fact, that there doesn’t need to be an end piece. I think it’s about encouraging the children to have an enquiring mind and to start thinking scientifically.

[Lorraine Higgins]

One of the aspects of this module that I found most engaging was reinforcing the idea that STEM is about much more than learning scientific facts. It encourages curiosity, creativity, critical thinking and problem-solving and can be combined with numerous subject areas. By connecting science lessons to places that are part of our own heritage, pupils are more likely to develop an interest in the subject and appreciate its relevance to everyday life.

In my own classroom, I would try to use Birr Castle as a stimulus for hands-on learning experiences. Before completing the module, I had not realised the important role it played in the development of astronomy and engineering. It highlighted for me how local history and heritage can be used to make science more meaningful and relevant for children. Pupils could investigate how telescopes work, explore the properties of light through simple experiments, or examine the biodiversity in their local environment to make meaningful connections with the natural world. I myself am an active learner and, maybe I am biased, but I believe children learn most effectively when they are actively involved in their learning and can relate new concepts to real places that they encounter daily.

[Adrian Kelly]

I agree that children learn best when they are actively involved and can see a real-life purpose to their learning. I particularly like the idea of using Birr Castle as a starting point, as it connects STEM with Irish history and heritage while providing opportunities for practical investigations into light and astronomy.

[Grainne Monaghan]

I agree that bringing pupils outside to watch themselves the change that is happening with their own eyes instead of just reading it in a book is a more beneficial way of learning.  I also agree that it encourages the pupils to really engage in their learning and develop their own ideas and questions.

[Orla Walsh]

I would us the investigation of light and sound in my classroom in line with the STEM Education Policy statement. I would use wondering questions in relation to light when looking at the telescope such as ‘ What is a lens?’ and ‘ What is a mirror?’. I would then use Wondeing to engage the pupils and use prompts such as ‘does light always travel in straight lines?’ and ‘What is a mirror?’. I would then move onto the Exploring aspect and explore binoculars, magnifying glasses, telescopes etc. I would use the rainbow spinner to further develop the childrens curious minds. I would use starter question, prediction conducting the investigation as a class and individuals and finally interpreting the results. These questions would include what happened when it spun, what colour combinations worked best and what happened when we spun it faster. I think the students would thoroughly enjoy this process

[Sarah Stanceliene]

Great reflective piece here CJ. I agree completely about hands on learning and letting the children discover concepts for themselves. When they join the dots and make the connections independently as a learner, it is far more likely to stay with them in terms of the content and the learning experience itself.

[Anna Shine]

I like your point about bringing STEM learning outdoors and using the natural environment as a resource. I also definitely find that giving children opportunities to investigate and discover things for themselves makes the learning much more meaningful, while also naturally developing curiosity and problem-solving skills.

[Brian McNulty]

Liston (2018) explains how STEM should not be viewed as individual subjects, but taught using a range of integration and cross-curricular links. Students should use inquiry based learning and problem solving techniques to make connections between different areas of learning.

In my classroom, STEM is seen as a collaborative subject area, where students are encouraged to work together to solve problems and find the correct answer. It promotes teamwork, resilience and communication between students. An example of this is finding out which materials are best suited to build a bridge. Students would build on their scientific knowledge exploring the properties of materials, and engineering skills to design and construct bridges. Students work together to find out what materials work and which ones don’t.

[Eanna Byrne]

I agree that children need to experience concepts first hand in order to deepen their understanding and develop further questions about their learning.

[Grace O Mahony]

I really enjoyed reading your reflection, CJ. I agree that hands-on learning helps children understand concepts in a more meaningful way. I also like your idea of bringing science outdoors, as it gives children the opportunity to connect what they learn in the classroom with the real world. I think this can make STEM much more enjoyable and engaging.

[Caitriona Kinsella]

Yes, definitely! Sometimes you see teachers just doing token activities as STEM rather than real and meaningful engaging tasks. This isn’t a sleight against teachers, just that perhaps the classroom is under so much pressure that we don’t always have the time. There are so many ways we can bring in enquiry based learning rather than just a standalone STEM project or activity!

[Margaret Fitzgerald]

In Module 1, I learned about the Framework for Inquiry, which has four steps: Engage, Investigate, Next Steps, and Reflect.

I can use this in my First Class teaching by letting children explore light and sound through hands-on activities, instead of just telling them facts. For example, children could use mirrors and lenses to find out how light bounces and bends, and even try to make their own simple periscope or spinning colour wheel.

This fits with the STEM Policy, which wants children to be curious, ask questions, and solve problems themselves rather than just listening to the teacher.

I can also connect this to maths, by getting children to measure and record what they find, and to oral language, by teaching new words like “reflection” and “refraction.” I could even link it to art, by having children draw pictures of stars or galaxies, and to history, by talking about the Great Telescope at Birr Castle.

[Yvonne Kenny]

There are many concepts and skills that I  have learned in this module that i would use in my own teaching practice in line with the STEM Education policy statement. I would definitely utilise the curious minds website, the esero website. I used the discover science website before but I had forgotten about it and I really like the easy way you can filter lessons on the curious minds website and link your lesson across the curriculum. The frameworks are so easily laid out and it gives you everything you need to create an engaging STEM lesson at any class level. I have never used the ESERO website before but again  I can see this becoming a go to website for STEM going forward. I love the suggestions in this lesson on using the colour wheel to explore light and the suggestions to make it easier or more challenging depending on the class you are teaching. Also I love the make your own telescope lesson and the fact it clearly explains which materials you would need to buy to make the telescope. This module has given me the confidence to try new stem lessons and explore this area of science in more detail with my class.

[CJ Mac Ilwaine]

I agree with this response. The Curious Minds and ESERO websites are very practical and well-structured resources that support effective STEM planning and make it easier to deliver engaging, cross-curricular lessons. I also find Discover Science useful, and it is a good reminder to revisit it more regularly. The suggested activities, such as the colour wheel and the make-your-own telescope lesson, are particularly valuable because they are hands-on, adaptable for different class levels, and clearly resourced. Overall, I also feel this module has helped build confidence in using a wider range of STEM resources and in planning more active, inquiry-based lessons in the classroom.

[Riona Brennan]

I agree, teaching STEM when you are not scientifically or mathematically minded can be daunting, even at the junior end of a school. I feel that the resources and activity packs from Curious Minds, ESA etc will be invaluable planning and teaching STEM specification.

• This reply was modified 4 months ago by Riona Brennan.

[Katie Calvey]

I agree Yvonne – I’m excited to look at the Curious Minds website and see what will suit my context.

[cristina bermudez]

Yvonne

i really relate to your thinking, i had forgotten about the resources and websites such as curious minds. the learning from this module has provided me with a refresher and the time to explore how I can incorrporate  more STEM into my lesson planning going forward

[Alyson O Rourke]

I have used different components of the Curious Minds Programme in my classroom last year, it is a very useful tool!

[Lorraine Higgins]

I agree I am also excited to start using the ESRO website to help with STEM lessons. With the new curriculum change its great to get resource suggestions like this that are practical and that you know will help with lesson planning.

[Catherine O’ Reilly]

I agree Yvonne, the Curious mindss and ESERO website are very valuable resources. Thank you for teh reminder re: Discover Science, I used to use this years ago and it was great.

[Orla Walsh]

I also think the dicover science website is a great tool

[Amy Heraghty]

Thank you for highlighting the accessibility of the curious minds website and other resources such as ESERO, etc. These supports alongside the  governing frameworks will certainly simplify the planning and facilitating of STEM.

[Una Halpin]

Hi Yvonne

Welcome to the course and it is great to hear that you found the first module and the websites so useful.  Curious Minds is a rebrand of the Discover Primary Science website that you used in the past and many of the new activities incorporate aspects of the ones you would have been familiar with before.  Both the Curious Minds and ESERO website aim to make it easier for teachers to find practical resources that align with the curriculum and that can be adapted easily for different class groups so it is good to hear you highlight that aspect. You will also find that most of the resources needed to carry out the lessons are readily available and apart from a few like the telescope, you will need to buy very little specialist equipment or materials

[Yvonne Kenny]

Yes these websites are great and it’s great to refresh our minds and inspire us to do more STEM activities, I love the fact that you need little to no specialist equipment and that many of the lessons require items you already have or from the recycling bin. This module has certainly inspired me to be a little more creative with my science based lessons. Many thanks

[Louise Monahan]

I did not realise that there were so many resources available online. I am looking forward to researching the Curious Minds resources.

[Richelle Treacy]

The Curious Minds website is really lovely and is very teacher friendly.  I will definately be using it in September.  I had previously used the Discover Primary Science and found that very practical also with some great resources for both the junior and senior ends of the school.  The lesson plans are explained very well and managable for even the most nervous.

[Mary Cody]

Yes i agree with both Yvonne and others who responded, Curious minds is a great resource. So often resources are not entirely suitable for special school but there really is so much for all abilities

[Rachel Connolly]

I agree Yvonne, Curious minds is a great resource and makes it much easier for teachers to adapt in the classroom for all needs.

[Mary Fitzpatrick]

I would agree, I am looking forward to unlocking the opportunities that these websites will give to my lessons. I also like that you need to rely on having a lot of equipment that may just not be available to schools.

[Jessica Whelahan]

I’m looking forward to accessing lots of great ideas on these websites in Septemeber. I agree, they are very well laid out and very practical.

[Lisa Connolly]

I also agree with Yvonne on the curious minds support document. It’s going to be an excellent resource.

[Jessica Whelahan]

I agree Yvonne, I’m looking forward to using the lovely resources in my school and sharing them with any colleagues who aren’t familiar with them (as some of them were new to me before enrolling on this course). The curious minds website is very user friendly and had very practical ideas.

[Ashton O Rourke]

Hi Yvonne, I  totally agree the resources shared in this module from Curious Minds, ESERO and ESA will be a great help and will act as fantastic support materials in our school as we have chosen STEM as our first subject specification to focus on under the Primary Curriculum Framework.

I thought it was particularly helpful how a number of different / similar versions of a resource were shared – allowing an opportunity to “mix and  match”, drawing ideas from a number of resources and choosing an approach that works best for each individual class setting  / context.

[caitriona ni chriostoir]

One of the things I enjoyed most in this module was learning about the scientific history of Birr Castle. I hadn’t realised how important it was in the development of astronomy and engineering. I think using local places like this can really help children see that science isn’t just something they learn from a book.

In my own classroom, I would use this as a starting point for practical activities where pupils can investigate, ask questions and work together. They could explore how telescopes work, carry out simple investigations using light, or look at nature around the school to make links with biodiversity. I think children learn best when they are actively involved and can relate lessons to real places and experiences.

This module reminded me that STEM is about curiosity, problem-solving and creativity. By connecting lessons to our own heritage, pupils are more likely to become interested in science and understand why it matters.

[Michelle Mannix]

Hi Caitriona

Welcome to the course and it is great to hear that you enjoyed learning about the scientific history of Birr Castle. Sometimes we can underestimate the local area and the history that surrounds it. I live near Doneraile, in Cork, and recently I went on the tour of Doneraile house and was fascinated by it, somewhere that i’ve been for many many years and didn’t know the history of the house itself.

This module encourages curiosity and develop problem solving through STEM. As you have said it starts with the local area, for real life connections and plan for investigations around this such as biodiversity or even looking at light investigations. Lots of opportunity for creativity and collaboration. Thanks for sharing, I hope you enjoy the course.

[Siobhan Hennessy]

I agree with you about the Curious Minds website. I also found the ESERO website really useful and can definitely see myself using both in the future.

[Lisa Barry]

I am exciting to explore the Curious minds website aswell and use this as part of our STEM projects and inspiration for ideas.

[Katie O’Brien]

Describe how you could apply some of the concepts and skills you have learned in this module to your own teaching practice in line with the STEM Education policy statement.

 

I found this module to be very beneficial as it has provided me with practical and useful resources which can be used when teaching STEM topics.  I think they will work well when incorporated into the the primary curricular framework as they give ample opportunity for integration across a wide range of subject areas.  I generally try to incorporate themes into my lesson plans and feel that both the curious minds website and ESERO websites are fantastic resources to help with this thematic approach.  This module has highlighted the importance of inquiry based learning and allowing the children to predict and explore new concepts and ideas, as well as plan, investigate and analyse their ideas.  As a teacher, it is important to give children the opportunity to explore new concepts through this inquiry based learning.  Plenty of opportunity to become involved in hands on, practical activities is essential for pupils to grasp an understanding of concepts and will ensure a lifelong understanding of these concepts.

[Michelle Mannix]

Hi Katie,

Welcome to the course. Thanks for sharing your thoughts on this module. I agree that as teachers we need to give the learners lots of opportunities to explore new concepts through hands on practical tasks and inquiry based learning. While we can give them the information and discuss the concepts, practical exploration allows them to make sense of it and apply their learning. I hope you enjoy the other modules across this course.

[Diarmaid Beirne]

I agree with your thoughts Katie.  There are some great resources in this module that would be very beneficial in the  teaching of STEM subjects.  As you have highlighted, there are many opportunities for integration across the curriculum which only benefits the childrens’ learning.  I think it is crucial that children have hands-on activities in order to give them stronger understanding as you have emphasised.

[Lorna Young]

Hi Katie,
I totally agree, inquiry based learning is so important and it definitely does help encourage life long understanding and love of science. The resources on the curious minds website are fantastic. I am looking forward to trying the rainbow spinner activity in my classroom.

[caitriona ni chriostoir]

I agree with you, Katie. This module provides some excellent resources that will be really useful for teaching STEM. I can see myself using many of these activities in the classroom.

[Jennifer Feerey]

Katie, I agree that this module has provided some really useful ideas and resources that can be brought into the classroom. I also like the idea of using a thematic approach, as STEM can easily be linked with subjects such as English, Maths, Geography and Art. The Curious Minds and ESERO websites seem like great resources for finding activities that are engaging and suitable for primary school children. I particularly agree with the importance of inquiry-based learning. Giving children the chance to ask questions, make predictions and investigate things for themselves can make learning much more meaningful. I think hands-on activities are especially important in STEM, as children can learn by trying things out and seeing what happens. This can also encourage them to work together, think creatively and learn from mistakes. Overall, I think these approaches can make STEM more enjoyable and help children develop skills they can use in everyday life.

[Mary Fitzpatrick]

Try out some of the referenced classroom investigations for yourself or look at other resources and describe how you would conduct a lesson on mirrors, lenses and telescopes or looking out at the night sky for your class.

I would conduct a hands on lesson to spark wonder about the universe, how lenses and mirrors allow us to explore the night sky, bridging everyday optics with astronomy.

To start, the students begin with a hands-on investigation using cheap magnifying glasses (convex lenses) and flashlights. By projecting the window’s image onto a piece of paper, they will discover how a convex lens bends and flips light rays to form an image.

They will then begin to build a DIY Telescope. The children would work in pairs to build a simple refracting telescope. Using two different-sized cardboard tubes and two convex lenses, they would slide the tubes until a distant object comes into magnified focus.
To finish, I would introduce a concave makeup mirror to show how reflecting telescopes use mirrors instead of lenses to gather light without colour distortion. We would end the session by discussing how these exact tools allow astronomers to capture light from galaxies millions of light-years away.

[Alyson O Rourke]

This sounds like a great lesson, the use of magnifying classes would really interest the children

[Mary Fitzpatrick]

I would conduct a hands on lesson to spark wonder about the universe, how lenses and mirrors allow us to explore the night sky, bridging everyday optics with astronomy.

To start, the students begin with a hands-on investigation using cheap magnifying glasses (convex lenses) and flashlights. By projecting the window’s image onto a piece of paper, they will discover how a convex lens bends and flips light rays to form an image.

They will then begin to build a DIY Telescope. The children would work in pairs to build a simple refracting telescope. Using two different-sized cardboard tubes and two convex lenses, they would slide the tubes until a distant object comes into magnified focus.

To finish, I would introduce a concave makeup mirror to show how reflecting telescopes use mirrors instead of lenses to gather light without colour distortion. We would end the session by discussing how these exact tools allow astronomers to capture light from galaxies millions of light-years away.

[Adrian Kelly]

I really like the idea of actually building a simple telescope, as it gives the children a practical way to understand a concept that could otherwise be quite abstract. Working in pairs would also encourage collaboration and problemm solving, and I think the link to how real astronomers observe distant galaxies would really capture their interest.

[Anna Monaghan]

Having reviewed the paper Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering and Maths (Liston 2018) reflect on what STEM education looks like in your classroom.
I think, as others have said, STEM is not quite visible in my classroom, as up to now, there has been much more emphasis on the Science, as a stand-alone subject, without reference to the other aspects of investigation. I think this is as much of a reflection on me, being unsure of myself and reliant on experiments in the textbooks and not knowing where to find information. One of my biggest worries is teaching a misconception instead of the correct facts.
There have been some successes in the past- project work on Living Things, specifically animals in the Arctic and Antarctic regions. I have taught infants to second class predominately and can see how the lesson plans in the Curious Minds websites, ESERO and ESA Kids will be very useful in the coming year. I had used the Discover Primary Science website previously and have often used National Geographic Kids videos as a ‘wonder/curiosity’ point.
Linking STEM to themes will be a very useful way to explore future topics. For the junior classes, you could easily use ‘Take a Look’ Lesson 15 ESERO and link the topic to colour/rainbows/ refraction in the junior classes.

[Michelle Mannix]

Hi Anna,

Welcome to the course and thanks for sharing your reflection on your current practice in STEM. I think the 1999 curriculum and text books have made stand alone lessons where integration and topic based learning were not highlighted by some. And we can all be conscious of the many misconceptions and doubt our own knowledge in some areas.

But it is great to hear of the successes too and how you have seen the value of integration in the lessons on Arctice and Antarctic animals. Even developing this to include more curricular areas or planning ahead of how to use the resources across this course to plan for future topics. The new SEE and STEM curriculum will allow for integrated learning for topic and project based learning. I hope you get lots of ideas from across this course for the next school year.

 

[Katie Calvey]

I absolutely agree Anna – I went by the books as I was afraid of doing something incorrect. But I’m starting to see the focus is on childrens’ inquiry and being more child led and curious.

[Mary Cody]

As a teacher in a special school, I found this module very relevant to my own practice. One of the biggest things I took away from it was that STEM doesn’t have to be complicated or rely on expensive equipment. It is really about encouraging children to be curious, to ask questions and to explore the world around them in a way that suits their own abilities. This fits well with the STEM Education Policy Statement, which promotes active, hands-on learning and developing problem-solving skills rather than simply learning facts.

I have been lucky enough to visit Birr Castle many times over the years, both personally and with groups of pupils. Seeing the Great Telescope and learning about the discoveries made there gives science a real-life context. It helps pupils realise that science is not just something in a textbook but something that happened, and continues to happen, here in Ireland.

Working in a special school means that every lesson has to be adapted to meet a wide range of needs. I really liked the Curious Minds inquiry approach because it allows every child to participate at their own level. Some pupils might ask questions verbally, others through AAC, pictures or gestures.

I could see myself using many of the practical activities from the module, particularly those involving mirrors, lenses, light and simple telescope-making. My pupils learn best when they can touch, experiment and see things happening for themselves

[Hilda Hegarty]

I think it’s interesting that’s Mary’s experience in a special school setting where pupils learn best when

They can touch,experiment and see things happening for themselves

Is really the essence  of the methodology for the STEM curriculum.

As an aside I visted Birr Castle as I was in the area and discovered a native of my town Agnes Mary Clerke born in 1842 had a connection there. On subsequent investigation, she was an extraordinary woman.  Definitely a prompt for our senior classes for STEM projects.

[Anna Monaghan]

Hi Hilda

Thanks for the name – we can always use more female scientists names. I’m hoping that there will be a special study on our Irish female astronaut will provide an opportunity to study more women in science.

[Rachel Bromell]

Hi Mary,

I will be working in a special class in the senior end of the school in September for the first time and I am really looking forward to having an enquiry based approach. It is lovely to hear that you have a positive experience of instilling curiosity among the pupils and allowing hands on investigations. Thanks for sharing.

[Michelle Mannix]

Hi Mary,

Welcome to the course and thank you for sharing your thoughts and experience of using the Curious Minds resources in your class setting.

I agree that STEM does not need to be all expensive resources and equipment and can be covered using everyday materials. It is great to hear how the activities can be modified for your class setting and how pupils can engage and respond in different formats. What a great example of Universal Design for Learning. The activities on lenses and mirrors and how the learners in your class learn best when exploring for themselves. This is something for us all to reflect on in our own practice. Thank you for sharing your experience. I hope you enjoy the other modules in this course.

[Niamh Brady]

Hi Mary it’s so great to hear from another teacher working in a special school setting. I completely agree with your takeaway that STEM doesn’t need to be complex or resource-heavy. Your point about the importance of curiosity and exploring the world at an individual level really resonates with me, as that flexibility is vital for our students.

[Lorna Kenny]

That is very insightful Mary. I think all schools could benefit from following your advice of students learning best when they can touch, experiment and see for themselves.

[Hilda Hegarty]

<ul style=”box-sizing: inherit; border: 0px; font-size: 12px; margin: 0px 15px 15px; outline: 0px; padding: 0px; vertical-align: baseline; list-style: none; background-image: initial; background-position: 0px 0px; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial; color: #163c42; font-family: ‘Hind Madurai’, sans-serif;”>
<li style=”box-sizing: inherit; border: 0px; font-style: inherit; font-weight: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline; background: 0px 0px; list-style: disc;”>Describe how you could apply some of the concepts and skills you have learned in this module to your own teaching practice in line with the STEM Education policy statement

I am moving back to some class teaching  after a number of years in a support role SET. I think the Curious Minds / ESERO framework for Inquiry is something that will definitely help me to apply some of the concepts outlined in this module as core to STEM teaching.

The whole Engage section allows for meaningful and integrated learning. The prompt allows a stimulus from the children’s everyday life. For example a post summer discussion on swimming at the beach and when is the best time. The eliciting of waves / tides as playing a part.

Again the section on wondering allows children come up with their questions ,theories encouraging the sense of agency . Can you remember when you went, what did you notice about swimming, deep water shallow etc.

The exploring section allows you reflect on activities to engage the children, water play, spilling water, measuring how far it travels etc. The inclusion prompt again allows the teacher reflect on the meaningful participation of everyone.

I think that whole framework , the investigation, taking the next step and reflection is an ideal way to guide teachers in implementing the STEM curriculum . It is something I look forward to using in Sept with Senior Infants and our first topic will be waves and tides.

 

[Hilda Hegarty]

Not sure where all the text before my question came from !

[Michelle Mannix]

Hi Hilda, Sometimes when you copy and paste from word into this forum it can include formatting information. Next time when you right click to paste, click on paste as plain text which can avoid this.

Thanks, Michelle

[Sinead O’ Meara]

I really enjoyed reading your post. The Curious Minds/ESERO framework seems like a very practical way to support STEM learning. I also like how it encourages children to ask their own questions and learn through exploring.

In our special school, the children often need lots of hands-on, sensory experiences, so this approach would work well for many of our pupils too. It can be adapted to suit different abilities while still giving children opportunities to investigate and make discoveries. Best of luck with your waves and tides topic in September,  it sounds like a lovely way to start the year.

[Rachel Connolly]

In my classroom, STEM education is integrated through hands-on, collaborative, and problem-solving activities that encourage children to think critically and creatively. Rather than teaching Science, Technology, Engineering, and Maths as separate subjects, I aim to connect them through meaningful real-life tasks. For example, pupils may work together to design and build structures, investigate scientific questions, or use digital tools to research and present their findings.

Reflecting on Liston’s (2018) paper, I recognise the importance of moving beyond the STEM acronym and focusing on how these subjects can support curiosity, innovation, and active learning. STEM in my classroom is child-centred and inquiry-based, allowing pupils to explore ideas, test solutions, and learn from mistakes. I also try to promote inclusion by ensuring all children feel confident participating in STEM activities. Overall, STEM education in my classroom encourages engagement, communication, and the development of practical skills for the future.

[Michelle Mannix]

Hi Rachel

Welcome to the course. Thanks for sharing your thoughts on Liston’s paper along with reflection on STEM in your own classroom. It is important to give the learners the opportunity to think critically and creatively and give them autonomy in their learning too. It is great to hear that you allow for collaborative work in the different areas of STEM and make connections to real life tasks. As you have mentioned this does encourage engagement, communication along with development of many skills for the future.

I hope you enjoy this course.

[Pat Coady]

Hi Rachel,

I agree that effective  STEM teaching can be seen as helping the children develop critical skills rather than necessarily building a knowledge base. This is what helps the have the confidence to participate fully and not to be anxious about making a “mistake”.

[Shandon Sugrue]

I also agree with this approach, it give the children a chance to ‘give it a go’! they can all then learn from one another.

[Rachel Bromell]

Responding to bullet point 3

In a previous lesson, I introduced the topic of space using an image of the Leviathan Telescope, which engaged students and led into a lesson on orbiting and planetary motion. To further explore the question “How does a telescope work?”, I would design a follow-up inquiry-based lesson focused on light. The class would be divided into two groups to investigate different aspects of how telescopes function. One group would explore how light travels through prisms, observing how it bends and separates into colours, linking this to lenses used in refracting telescopes. The second group would investigate reflection using mirrors, experimenting with angles and how light can be directed, connecting this to reflecting telescopes. Each group would record observations and present findings. A subsequent lesson would involve students planning, designing, and making a simple telescope to apply their learning in a practical context.

[Diarmaid Beirne]

Liston’s call to move “beyond the acronym” sharpened my lens: in my 5th Class, STEM is less four silos and more an integrated way of noticing, questioning, and designing with purpose. A typical unit begins with a real context—energy use in our school, water quality in a local stream, or accessibility on our yard. Pupils frame investigable questions, plan fair tests, gather and analyse data (spreadsheets, simple sensors or manual logs), iterate a design or action, and communicate findings through graphs, reports, and short videos. Technology is both a thinking tool (data handling, coding micro‑controllers where feasible) and an audience bridge (sharing dashboards and explainers), not a reward at the end.

Engineering design brings trade‑offs to the surface: criteria, constraints, and evidence‑based decisions. Maths lives inside every step—measures, averages, error checks—rather than as a separate worksheet. Science anchors claims in observable patterns and models. Reflection journals and pupil voice surveys make the learning visible and guide next steps. Success looks like transfer: students applying the same inquiry‑design cycle to new problems, collaborating productively, and justifying choices with data and ethics, not just correct answers.

[Eibhlin O Connor]

I really like how you’ve built on the students initial interest with a follow up inquiry lesson Rachel. Linking prisms and mirrors to different types of telescopes is a great way to make the science meaningful.

[Niamh Brady]

Teaching in a special school, I’ve found that an inquiry-based approach is essential for my STEM lessons. I’ve traditionally relied on the Bridge 21 Model because its project-based, staged structure really helps my students dive deep into a topic over time. However, after working through this module, I’m really drawn to the ‘Curious Minds / ESERO Framework for Inquiry’ as it feels like it might be a better fit for my students’ needs than my current approach.

Reflecting on my time in mainstream education, I can see now that I often fell into the traps Maeve Liston highlights in her paper. I was definitely guilty of teaching STEM as isolated subjects rather than truly integrated ones, and in those early days, I often fell for the ‘science experiment’ trap, focusing on testing a hypothesis rather than engineering a real-world solution. I’m much more conscious of that now and  I’m actively working to put ‘Engineering’ at the heart of our lessons by challenging students to solve actual problems in our local community.

[Michelle Mannix]

Hi Niamh

Welcome to the course and thank you for sharing your thoughts and reflecting on your own practice in light of Liston’s paper. I agree that we all have fell into the trap of treating the areas of STEM in isolation rather than an integrated approach. I really like how you are planning to put engineering into the heart of your lessons now and making connections to real life problems. I often try and consider design and make tasks that would link to concepts or topics in Science such as exploring forces and gravity and then having a parachute task to allow for connections between the concept and engineering.

It is great to hear that you feel the Curious Minds framework might be a better fit for your student’s needs and I hope that the other resources across this course will help in planning for the learners in your class to allow for project based learning at their level. I hope you enjoy the course.

[Eibhlin O Connor]

This is a great reflection! I love how you’re putting  engineering and real-world problem solving at the centre of your STEM lessons!

[Barbara Browne]

Hi Niamh, I totally agree that we can sometimes teach STEM as  isolated subjects and I was guilty of isolated experiments. I also include more science and maths when preparing STEM lessons, but I am  not so good at highlighting the engineering aspect. This is an area that I will be more mindful of when I return to school and integrating STEM over all curricular areas.

[Jessica Whelahan]

Describe how you could apply some of the concepts and skills you have learned in this module to your own teaching practice in line with the STEM Education policy statement

I really liked how this module showed practical, easy ways of incorporating STEM into the classroom more. I particularly liked the ESERO planning tool and the way it gave room for reflection, acknowledging that not all lessons go perfectly, and that there is always room for improvement next time around. It would be useful as a reference.

I also found the practical examples of lessons very useful, and I liked how everything was very clearly laid out. I had never used the ESERO website before, but definitely will be in the future. The way specialised equipment is only necessary for certain investigations is great, as we can make full use of that recycling bin!

I liked how the course acknowledged the time constraints teachers are under to cover the curriculum, and how we can incorporate STEM across a wide variety of subject areas.

What I liked best was the idea of letting the children investigate and discover for themsleves, rather than being too prescriptive. Given the stimulus at the beginning of the lesson and the tools to complete the task, there is a lot more learning to be done when the children are hands on. In this way, it makes them better critical thinkers and also aids self assessment by acknowledging both the successes and failures of the task.

[Orla McGrath]

I agree that the practical examples of lessons are very useful along with the easy ways of incorporating STEM into the classroom.

[Carrie bond]

I agree with you, Jessica, about the ESERO website and lessons, I find them easy to follow and very well laid out, they would be very easy to incorporate into my teaching next year.

[Orla McGrath]

Having reviewed the paper Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering and Maths (Liston 2018), I have reflected on what STEM education looks like in my classroom. I have neglected engineering at times and have been guilty of thinking ‘STEM Activities’ with the children exploring is ticking the box when that is all it is at times and not always beneficial. I am hoping I will be able to use some new ideas in this course in my teaching in September.

[Eibhlin O Connor]

After reading Unravelling STEM, I seee STEM as education as more than just teaching Science, Technology, Engineering and Maths seperately. In my classroom STEM involves giving the children the opportunities to explore, investigate and solve real life problems through play and hands on learning. As a senior infant teacher, I encourage the children to to ask open-ended questions. This allows them to test their own ideas. For example, during free play in the mornings, children might build bridges with blocks, investigate materials that float or sink or explore shadows using torche. These activities encourage, teamwork, creativity and critical thinking alongside subject knowledge. I also try to integrate STEM with other curriculum areas such as literacy and art making learning meaningful and engaging. STEM in my classroom is child centred and inquiry based, where mistakes as seen as part of the learning process. Children are encouraged to think, question and discover themselves. This approach helps the children to become confident learners who enjoy answering questions, exploring new ideas and making connections across different areas of learning.

[Ciarán Kelliher]

Hi Eibhlin, I really enjoyed reading your post. I like how you described STEM as being child-centred and inquiry-based, especially in Senior Infants. Your examples of building bridges, investigating floating and sinking, and exploring shadows show how STEM can be integrated into everyday classroom activities. I also agree that encouraging children to ask questions and learn through trial and error helps to build confidence, curiosity and problem-solving skills from an early age.

[Ciarán Kelliher]

My lesson would begin by showing pupils images of the I-LOFAR radio telescope at Birr Castle Demesne in County Offaly and asking, “How can a telescope see things if it doesn’t use light?” This would encourage pupils to make predictions and ask questions about waves and how information travels through space. We would then investigate different types of waves by exploring how sound travels using tuning forks or cups and string, before discussing how radio waves are another type of wave that cannot be seen. Pupils would work in groups to test ideas, record observations and explain their findings, encouraging collaboration and inquiry-based learning. To make the lesson accessible, I would use videos, diagrams, demonstrations and hands-on activities, allowing pupils to represent their learning through drawings, oral presentations or written explanations. Vocabulary would be introduced using visual supports, benefiting EAL pupils and those with additional learning needs. I would finish by revisiting the I-LOFAR telescope and asking pupils to explain how scientists use radio waves rather than visible light to explore the universe. Using a local example such as Birr Castle helps make STEM learning relevant and meaningful for pupils while developing scientific thinking and curiosity.

[Patrick McCarthy]

Teaching vocabulary is so important and something I think we can all overlook, especially with an overloaded curriculum; it gives a great chance to combine and integrate literacy across all areas.

[Patrick McCarthy]

If I was teaching a lesson on waves, sound and light, I would use the I-LOFAR radio telescope as a starting point to show children that scientists can study space in different ways, not just by using telescopes that rely on visible light. I would begin by asking the class how they think we can learn about things that are too far away to see. This would encourage them to ask questions and share their own ideas.

 

Using the Curious Minds/ESERO inquiry framework, the children would then investigate sound and light through practical activities. They could test how sound travels using string telephones or different materials and explore light by using mirrors, torches and lenses to investigate reflection and refraction. I would encourage them to make predictions, record what they notice and discuss their results with their group.

 

To make the lesson accessible for all pupils, I would use plenty of hands-on activities, visual aids and simple scientific vocabulary. Children could record their learning through drawings, photos or short written observations depending on their ability. I think linking the investigations back to the I-LOFAR telescope would help pupils see how the science they are learning in class is used by real scientists, making the lesson more meaningful and engaging.

[Lorna Kenny]

As Liston, (2018) puts engineering as the foundation of STEM projects in order for them to truly be considered STEM and not just separate subjects, my classroom activities would revolve around this. They would involve real world ideas of engineering. Vasque, 2015 explained the concept of STEM in a simple pen and it is eye opening that you don’t usually look at everyday items like that as technology and the process it went through to get to what it is used for. This concept inspires me to have my students look at items that are ‘simple’ everyday items and to really see the process it would have taken to get to where it is now.

STEM education in my classroom would look like students first researching the topic on which we are doing for example a lesson that we did before the Summer break was on creating boats that float. Students first tested materials on which either float or sink and materials that were waterproof/resistant (Science strand). Next students selected materials and researched different designs of a simple boat that would float (Technology strand). Then the students created their boats using different materials and modifying their boat where needed when testing it in water (Engineering strand). Finally students then put their boat to the test by placing counters on their boats and counting them and seeing how much it could carry before it would sink (Maths strand).

[Shannon Wilson]

Hi Lorna,

Welcome! It’s great to read that Liston’s paper resonated with you, thank you for sharing such a strong reflection on STEM teaching in your classroom. It’s a great idea to get the students to observe their local environment and choose objects around them to investigate. You can easily involve some cross-curricular elements here by having them sketch, write stories about, look at the history of, or describe their objects as Gaeilge, etc.

Your boat investigation is a great classroom example because it clearly includes all four areas of STEM in a purposeful way. The use of counters adds a lovely fair-test element too. It sounds like a very engaging lesson where pupils can learn through trial, error and improvement, which is so central to STEM thinking.

I hope you enjoy the rest of the course.

[Richelle Treacy]

Having reviewed the paper Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering and Maths (Liston 2018) reflect on what STEM education looks like in your classroom.

I am happy enough with the teaching and participation of STEM in my classroom in recent years.  I do however, know there is always room for improvement and new ideas.  I read through the above paper and even though my classroom already ticks the boxes of effective STEM education in that pupils are encouraged to investigate problems and work collaboratively, I would love to see them develop more resiliance by learning from their mistakes.  Cross curricular students really hate to fail and would rather not try sometimes than get it wrong.  I would also like to further develop integrated learning opportunities.  It is definately something that I really focused on when teaching in the Junior end of the school and not so much on my return to the senior end.  It makes life easier for everyone as well as allowing students to use their knowledge in a better way as they themselves make the connections between disciplines.

[Richelle Treacy]

I am happy enough with the teaching and participation of STEM in my classroom in recent years.  I do however, know there is always room for improvement and new ideas.  I read through the above paper and even though my classroom already ticks the boxes of effective STEM education in that pupils are encouraged to investigate problems and work collaboratively, I would love to see them develop more resiliance by learning from their mistakes.  Cross curricular students really hate to fail and would rather not try sometimes than get it wrong.  I would also like to further develop integrated learning opportunities.  It is definately something that I really focused on when teaching in the Junior end of the school and not so much on my return to the senior end.  It makes life easier for everyone as well as allowing students to use their knowledge in a better way as they themselves make the connections between disciplines.

[Barbara Browne]

Having reviewed the paper Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering and Maths (Liston 2018) reflect on what STEM education looks like in your classroom.

As a teacher in the junior end of my school, I feel that the children’s natural curiosity and questioning is a great opportunity for many of our STEM lessons. We always start our STEM lessons with a trigger..it could be a story (ie..focusing on materials, we may use The Three Little Pigs) or a picture or a video clip. I also like to use websites such as Explorify.co.uk and activities such as Zoom in/out and Odd One Out to provoke conversations and predictions and extend language. The children have opportunities to conduct simple investigations around whatever topic we are exploring. They get opportunities to work as part of a group or pair. I use STEM Smaointe and Curious Minds as a resource for STEM lessons in my classroom.
After reading the article, I agree that STEM lessons should provide the opportunity to develop the key skills of communication, critical thinking , creativity and collaboration. It also made me think of STEM lessons that I have conducted over the year and how much engineering was included. I tend to focus on the maths and science and this article really got me thinking about future stem lessons. In the article, it states that engineering is the glue that integrates science, maths, and technology and forces them towards workable solutions. This is something that I will keep in mind in future stem lessons

[Riona Brennan]

I feel that this module has equipped me with many ways of applying some of the concepts and skills covered throughout the module to teaching STEM in line with the STEM Education policy statement. As mentioned in some of the slides, the  children we teach are naturally curious and creative beings. The children are given agency to explore, make discoveries and make predictions in meaningful and hands on way. Many of the activities encourage  collaboration and peer learning, and there is scope for much cross-curricular linkage outside of STEM, in particular Art and English. The Mirror Writing Activity is best done in pairs, and while initially it might appear simple, the children will  potentially be quite surprised at the result…I wonder will the results be ‘reflected’ in their earlier predictions?! The Magic of Light and Rainbow Spinner activities should also prove to be a revelation to younger children. The Magic of Light activity in particular has some great starter questions which will help the teacher to see the current level of understanding and if there are any scientific misconceptions currently in play. All these activities move past the idea of ‘knowledge recall to skills and understanding’.

[Kaytlyn Walsh]

I really enjoyed your take on the policy statement. I also found the mirror writing activity interesting and will be incorporating it into my teaching in the coming year.

[Kaytlyn Walsh]

There are many concepts and skills you have learned in this module that I can apply to my own teaching practice that are in line with the STEM Education policy statement. One concept highlighted in the statement is the importance of integration across the subjects, This is to broaden and strengthen the child’s understanding. I must demonstrate and embody the skills of creativity and innovation to the children as this is an integral part of partaking in STEM and problem solving activities. By displaying these traits, the children will begin applying this to their work. Maths is a major component across the other subjects in the area and so it is important as teachers that we continue to look at things differently and model our maths theories and how to test them. STEM builds on children’s prior knowledge and understanding. As teachers we will find out about children’s ideas through discussion, conferencing, pair and group work, hands on activities and many other ways. This will take patience as a teacher and also scaffolding.

[Laura Healy]

Absolutely — your reflection aligns strongly with STEM principles. Integrating subjects, modelling creativity, and scaffolding children’s ideas are essential for building confident problem‑solvers.

[Laura Healy]

 

After I read Liston (2018), I can appreciate STEM more in my classroom as “learning by doing” with real problems. I feel the hands-on approach is much better. We blend science, technology, engineering, and maths in one task instead of four separate subjects. For example, in a “mini-garden” project, children observe plant growth (science), use tablets to take photos and make a timeline (technology), design a simple watering system with bottles and tubing (engineering), and measure height each week to make a bar chart (maths). In a “bridge challenge,” teams test different shapes, record how many cubes each bridge holds, and improve their design. Talk moves matter: I ask open questions, “What do you notice? What will you try next?” and we value mistakes as data and learn from them. We use simple tools that every classroom will have: rulers, stopwatches, block coding apps, and recycled materials. Assessment is practical: checklists for planning, testing, and explaining results. STEM feels inclusive when tasks have roles—builder, measurer, recorder—so every child contributes and sees why their idea matters.

[Michelle Mannix]

Hi Laura

Welcome to the course and thanks for your thoughts on Liston’s paper. As you have mentioned a mini garden project is an excellent example of addressing all areas of STEM in one task.

There are many digital tools that we can use to address the Technology aspect of STEM as you have mentioned. We can often focus on coding or other uses of technology rather than digital tools which support our learning.

Addressing all areas of STEM will also address other curricular areas and allow for meaningful tasks and activities. I like how you plan to give roles to the learners in your class which would ensure everyone contributes and shares their ideas as you have mentioned. Thanks for sharing.

[Sinead O’ Meara]

STEM in my classroom is not something that happens in one lesson or one subject. In my junior ASD class in a special school, STEM learning is part of everyday activities and is adapted to meet the very different needs of each child. Many of my pupils have complex communication, sensory and learning needs, so activities need to be practical, predictable and meaningful. We might explore floating and sinking during water play, build simple structures with blocks, or use interactive technology to support communication and choice-making. While these activities may seem simple, they develop problem-solving, early mathematical thinking, curiosity and an understanding of cause and effect. Liston highlights the importance of connecting the STEM subjects, and I can see that this happens naturally when learning is based on the children’s interests, abilities and everyday experiences rather than on separate subject areas.

[Michelle Mannix]

Hi Sinead,

Welcome to the course and thank you for sharing your own insights on STEM in your current educational setting. I can see how exploratory play such as water play will address the concepts of floating and sinking in an appropriate way for the learners in your class.

As you have mentioned when learning is based on the children’s interests, abilities and everyday experiences this allows for meaningful connections and can address all STEM subjects. While this works for your setting, we should all reflect on how we can build on this in our own educational settings too.

Thanks for sharing, I hope you enjoy the course.

[Pat Coady]

Having reviewed the paper Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering and Maths (Liston 2018) reflect on what STEM education looks like in your classroom.

 

As an admin principal in a school with 8 class and 3 SEN teachers, and looking at how STEM is taught with Liston’s paper in mind, I would be quite happy with how our team approaches the “subject”. Whenever I have a chance to visit a classroom during a STEM lesson or activity I am always impressed at how teachers can give the children the necessary information and tools they need but still accommodate them in their discovery learning. As teacher with quite a few years under my belt I find myself having to hold back from interfering when I see a pupil or group having difficulty coming to terms with the task in hand. The children aren’t being told they’re wrong or incorrect, they’re given the agency to develop critical thinking, problem solving, teamwork. They can arrive at a solution in a way that is real and relevant to them in that moment. Resilience is a characteristic which grows when children are allowed to see they can get something “wrong” without having a negative consequence. This offers a huge learning opportunity and in turn helps grow confidence to try something new, to innovate in the future.

• This reply was modified 4 months ago by Pat Coady.
• This reply was modified 4 months ago by Pat Coady.

[Michelle Mannix]

Hi Pat,

Welcome to the course. Thanks for sharing your thoughts on STEM in your school while reflecting on Liston’s paper. It is great to hear this approach and how to encourage the learners to think critically and problem solve rather than allowing the teacher to help and guide them. As you have mentioned this will also develop resilience and I agree that this is a huge learning opportunity and encourages learners to try something new and to think outside the box for themselves. Well done on the great work in your school.

 

[Sinead O’ Meara]

For younger classes in a special school, I would make the lesson simple, fun, and hands-on. I would start by talking about places the pupils know, such as the classroom, playground, or school. We would walk around the school and look at different places together. Back in the classroom, the pupils would draw a simple map using pictures, colours, and a few easy labels. They could work with a partner or with support if needed.

I would use Google Maps to show the school from above so pupils can see what it looks like. I would also use GeoHive to show a simple map of Ireland and point to where we live. This helps pupils connect maps with real places they know. I would use short instructions, visual supports, repetition, and lots of encouragement so that every pupil can take part and enjoy the lesson.

[Hazel O DWYER]

I like google maps also. Im familiar with it so use it a lot

[Carrie bond]

For a lesson on lenses, I would use one of the ESERO lessons on their website. I would start with a class discussion about lenses, talking about their everyday uses, allowing children to examine and pass around my glasses and some of my children’s old glasses, and magnifying glasses from our science kit.
I would show the children the close up picture of the flower, and ask them to see if they recognise it, then show them the other picture and have them compare both.
I would take my class outside and have a quick minibeast and leaf hunt, getting the children to work in pairs to find one of each.
I would have them return to the classroom and spend time examining their finds and drawing what they see, both with and without a magnifying glass.
At the end, we would discuss what they have learned, looking at their own pictures and talking about the differences between what they could see with and without a magnifying glass, and why that would be useful. Then we would of course have a freeing the minibeasts celebration to conclude!

[Katie Calvey]

Using the Liston research document as a stimulus, I reflected on what STEM currently looks like in my classroom. At the moment, I tend to teach science and technology as separate areas. I may make occasional links with maths, but I do not currently use a fully integrated STEM approach.

The document highlighted how STEM can connect learning across disciplines through meaningful, real-world contexts. Going forward, I would like to explore more opportunities for pupils to make connections between science, technology and maths through collaborative, problem-solving activities.

[Shannon Wilson]

Hi Katie,

Welcome to the course and thanks for sharing your reflection on Liston’s paper. It is very honest and useful to recognise that STEM is often taught as separate subjects, as this is something many teachers will relate to.

I like that you have identified real-world contexts and collaborative problem-solving as possible ways forward. It might be interesting to think about what this could look like in the specific context of your own classroom. For example, are there topics, interests, local features or everyday problems that your pupils already engage with that could become a starting point for integrated STEM learning?

Even small changes, such as adding a measuring, designing, predicting or digital recording element to an existing science lesson, can help pupils begin to make stronger connections between Science, Technology, Engineering and Maths. I look forward to hearing how you develop this in practice.

[Michaela Barrington]

This module has increased my confidence in teaching astronomy by showing how practical, inquiry-based activities can make complex concepts accessible to primary pupils. Learning about telescopes, light, and our night sky has highlighted the importance of encouraging children to observe, question, and investigate the world around them. In my classroom, I would use simple activities such as observing the Moon’s phases, exploring how mirrors and lenses work, and creating models of telescopes to develop pupils’ understanding. I would also draw on the resources provided by ESERO and the inspiring scientific heritage of Birr Castle Demesne to show pupils that world-class astronomy has strong Irish connections. These experiences support the STEM Education Policy Statement by promoting curiosity, collaboration, critical thinking, and hands-on learning across the curriculum. By linking science with history, technology, and engineering, I can help pupils develop both scientific knowledge and an appreciation of Ireland’s important contribution to astronomy.

[Lisa Connolly]

For me, STEM is about giving children opportunities to explore, question, and discover through engaging learning experiences. Instead of teaching each STEM subject separately, I like to plan activities that naturally combine elements of science, technology, engineering, and maths. For example, children might investigate a real-life problem, work in groups to come up with possible solutions, and use digital resources or simple materials to test their ideas.

Liston (2018) highlights that effective STEM education is not simply about covering four subject areas, but about creating learning experiences that encourage curiosity, creativity, and independent thinking. This reminded me of the importance of allowing children to take ownership of their learning by asking questions, making predictions, and reflecting on what worked and what they would change.

I also believe that STEM should be accessible to every child. By providing a supportive classroom environment where different ideas are valued and teamwork is encouraged, children become more willing to take risks and learn from challenges. Through these experiences, pupils develop important life skills such as communication, resilience, and problem-solving alongside their STEM knowledge.

[John Harnett]

I really enjoyed reading your post. I completely agree that STEM is much more meaningful when it’s taught through real-life, hands-on experiences rather than as separate subjects. I also liked your point about giving children ownership of their learning. It reminded me how important it is to let pupils ask their own questions, explore different ideas and learn from trial and error. I think creating a classroom where children feel comfortable taking risks and working together is key to building both confidence and resilience. Your post has given me some great ideas about how I can further integrate STEM into my own teaching in a way that is engaging and accessible for all learners.

[John Harnett]

This module has highlighted the value of inquiry-based, hands-on STEM learning and the importance of connecting science to local heritage. In my own teaching practice, I will create opportunities for pupils to investigate real-world problems through observation, questioning and collaborative learning. Using examples from Birr Castle Demesne, such as the Great Telescope, biodiversity and engineering achievements, I can help pupils appreciate Ireland’s rich scientific heritage while developing curiosity and critical thinking skills. I also plan to make greater use of outdoor learning, encouraging children to explore their local environment, collect data and communicate their findings. These approaches align with the STEM Education Policy Statement by promoting creativity, problem-solving, digital literacy and cross-curricular learning. Most importantly, they will help pupils see STEM as relevant, engaging and accessible, while fostering confidence and a lifelong interest in science, technology, engineering and mathematics.

[Sharon Donohoe]

I really love the idea of connecting STEM to local heritage and areas. I completely agree that Ireland has such a rich biodiversity and scientific heritage. We should make more use of it.

[Claire Gorman]

<p class=”isSelectedEnd”>One of the key messages from Liston (2018) is that STEM should not be viewed as four separate subjects taught alongside one another, but as an integrated approach that encourages students to solve authentic problems through inquiry, creativity, collaboration, and critical thinking. This perspective has prompted me to consider whether my lessons provide meaningful opportunities for students to connect knowledge across disciplines rather than learning concepts in isolation.</p>
<p class=”isSelectedEnd”>In my classroom, STEM learning is most effective when it is centred on real-world challenges. Students engage in hands-on investigations, design tasks, and collaborative projects that require them to ask questions, test ideas, evaluate evidence, and refine their solutions. For example, students may investigate environmental issues, design structures using engineering principles, or use digital technologies to collect and present data. These activities naturally integrate science, mathematics, technology, and engineering while promoting problem-solving and resilience.</p>
<p class=”isSelectedEnd”>Reflection on the paper has also highlighted areas where I can strengthen my practice. While I regularly incorporate practical investigations and digital technologies, I recognise that there are occasions when the STEM disciplines remain compartmentalised. I would like to become more intentional in planning learning experiences where the connections between the disciplines are explicit and purposeful. Rather than adding technology to existing lessons, I aim to design learning experiences where each STEM discipline contributes meaningfully to addressing a shared problem.</p>
<p class=”isSelectedEnd”>Liston (2018) also emphasises the importance of developing transferable skills alongside subject knowledge. In my classroom, I strive to foster collaboration, communication, creativity, and critical thinking by encouraging students to work in teams, explain their reasoning, and reflect on both successful and unsuccessful outcomes. Creating a classroom culture where students feel comfortable taking risks and learning from mistakes is an important aspect of STEM education, as it mirrors authentic scientific and engineering processes.</p>
<p class=”isSelectedEnd”>Moving forward, I intend to increase the use of inquiry-based and project-based learning, strengthen partnerships with the wider community where appropriate, and provide more opportunities for students to engage with authentic STEM careers and contexts. I also plan to refine my assessment practices so that they capture not only students’ content knowledge but also their problem-solving processes, collaboration, and application of learning.</p>
Overall, Liston’s paper has reinforced that effective STEM education is not simply about teaching science, technology, engineering, and mathematics together. It is about creating integrated, authentic learning experiences that develop curiosity, innovation, and the capacity to solve complex problems. Reflecting on my own classroom has highlighted both the strengths of my current practice and opportunities for continued growth as I work towards providing richer and more meaningful STEM learning experiences for my students.

[Una Halpin]

Hi Claire

Welcome to the course and thanks for your detailed reflection on STEM practice in your classoom. It is great that you are already incorporating practical lessons and that you have a strong focus on STEM skills. Hopefully this course will support you in the areas you have identified for improvement in your own teaching, particularly in the areas of inquiry based investigations and projects and a greater involvement with the wider community.

Just a word on posting. When typing your responses elsewhere and then posting into the forum, right click on the response window before pasting and choose paste as plain text. This removes the extra formatting which can make your reply difficult to read.

[Naomi Kiernan]

I love the idea John has about linking in Ireland’s heritage to lessons about biodiversity and scientific achievements. This is a really effective way to integrate a number of subjects into one or two topics and learning objectives.

[Claire Gorman]

I agree with John, that this module has highlighted the importance of hands on approaches to teach and strengthen the value of STEM lessons to our students.

[Claire Gorman]

A seasonal biodiversity project would provide students with an opportunity to observe how the natural environment changes throughout the year while developing scientific inquiry skills, environmental awareness, and an appreciation of local biodiversity. The project would run across the entire school year, allowing students to make regular observations and identify patterns over time.

Using the course resources, I would establish a designated biodiversity study area within the school grounds, such as a garden, hedgerow, woodland area, or grassy space. Students would visit this location regularly to observe seasonal changes in plants, animals, insects, fungi, and weather conditions. The emphasis would be on careful observation, recording evidence, asking questions, and making comparisons across the seasons.

To support the project, I would use a range of resources, including species identification guides, tree and wildflower charts, bird and insect identification sheets, magnifying glasses, bug viewers, thermometers, rain gauges, measuring tapes, clipboards, digital cameras or tablets, and online citizen science platforms where appropriate. Digital tools such as Google Lens, iNaturalist, or the National Biodiversity Data Centre’s recording resources could help students identify species accurately and contribute to real biodiversity monitoring projects.

Students would use a variety of recording sheets throughout the year, including:

Seasonal observation journals.
Nature spotter checklists.
Plant and animal identification sheets.
Tree and leaf identification records.
Bird and insect tally charts.
Weather recording sheets.
Habitat survey templates.
Simple data tables and graphs to compare observations over time.
Reflection journals where students record questions, predictions, and new learning.

I would aim to bring learning outdoors at least once each fortnight, with additional visits during significant seasonal events such as autumn leaf fall, spring flowering, bird nesting, or insect emergence. Short, regular observations would help students notice gradual changes that might otherwise be overlooked and would reinforce the idea that scientific investigations often require long-term data collection.

The project would integrate naturally with a range of curriculum areas. In Science, students would investigate living things, habitats, life cycles, and environmental change through observation and inquiry. In Geography, they would explore local environments, land use, mapping, and human impacts on biodiversity. Mathematics would be incorporated through measuring, estimating, collecting data, creating tables and graphs, and identifying patterns and trends.

English lessons would include nature journaling, report writing, oral presentations, poetry, and descriptive writing inspired by seasonal observations. In Visual Arts, students could create botanical drawings, leaf prints, habitat models, and seasonal displays using natural materials. Digital Technologies would support photography, digital presentations, online species identification, and the creation of interactive maps or digital portfolios documenting the project.

The project could also incorporate Social, Environmental and Scientific Education (SESE) by encouraging discussions about sustainability, conservation, and caring for local habitats. Students might participate in school initiatives such as planting pollinator-friendly flowers, creating bug hotels, or monitoring bird feeders. These activities would help students develop a sense of environmental responsibility while applying their scientific learning in meaningful ways.

Assessment would be ongoing through observation, student journals, completed recording sheets, class discussions, digital portfolios, and presentations. Students would be encouraged to reflect on their findings, identify seasonal patterns, and explain how biodiversity changes throughout the year using evidence gathered during the project.

Overall, a seasonal biodiversity project provides an engaging and authentic context for STEM learning. By combining regular outdoor experiences with scientific investigation and cross-curricular learning, students develop curiosity, observation skills, data literacy, and a deeper understanding of the natural world. Running the project across the school year allows students to experience environmental change first-hand and fosters a lasting appreciation for biodiversity and sustainable stewardship of their local environment.

[Naomi Kiernan]

STEM by its very nature is multi-faceted and offers so many opportunities for cross-curricular planning stretching beyond just Science, Technology,Engineering and Math. I love how lessons typically allow for critical thinking, problem solving and creativity and individuals can often take their own approach during lessons.I work in an autism class and the hands on approach typically works really well particularly when lessons can be linked to real life experiences for the pupils. There is autonomy within the majority of lessons for children to dictate the direction the lesson goes and often they are collaborative and encourage the children to listen to the other students point of view or rationale which lends itself to peer learning. Because of the array of abilities and interests in my class, I find STEM is the perfect area to incorporate a number of objectives and through themes or topics it allows for accessibility and differentiation.

[Margaret Byrne]

I agree Naoimi, STEM provides so many opportunities for integration and fosters so many important skills in our children.

[Shannon Wilson]

Hi Naomi,

Thank you for sharing such a thoughtful reflection. It is great to hear how well the hands-on nature of STEM works in your autism class, especially when lessons are linked to real-life experiences that are meaningful for the pupils. Your point about autonomy is very important too, as giving pupils opportunities to make choices, test ideas and follow their own interests can make learning much more engaging and accessible.

STEM also seems like a very strong fit for differentiation in your setting, as pupils can respond in different ways through building, drawing, talking, testing, recording or using digital tools – and as you mentioned it is great for peer learning!

I hope you enjoy the rest of the modules.

[Rebecca Rigney]

I like the mention to the children dictating lessons as I find in my school that STEM is definitely the subjects that gain most engagement from pupils. My class last year was so engaged and interested in everything in science, history and geography and were so curious about all topics.

[Margaret Fitzgerald]

Yes, I agree with you Rebecca, STEM lessons always brings an atmosphere of excitement to the classroom, it encourages curiosity and exploration about the world we live in.

[Margaret Byrne]

I tried out some of the activities mentioned in this module myself and I particularly enjoyed the lesson about the reflection of light and I know my 5th class students would enjoy doing this one too. This activity is a lesson on mirrors. For this experiment you will need a ball, mirror, paper, light, protractor, scissors, pencil and cardboard. This activity is great as you can see the reflection of light in different ways such as when we bounce the ball off the ground or when we shine light into a mirror and it reflect onto a piece of cardboard. The children can then practice their lines and angles skills during this experiment and can determine whether the angles are obtuse or acute in the reflections. This is just a very small and simple activity that caught my attention and can be so easily done in the classroom as it involves the use of very basic equipment that is easily accessed.

[Hazel O DWYER]

This is great to hear.  Im looking forward to trying them so Im glad they were a success.

[Rebecca Rigney]

I would apply a lot of the concepts learned in this module to my own teaching practices next year. I liked the curious mind framework in particular. I like this concept as it encourages children to be curious, exploratory and develop problem- solving skills. I think having the template for the children to write down ideas is really useful as they can refer back to it throughout the lesson. I think it allows for more independent thinking also. I will also adapt the concept of writing down the new vocabulary from the STEM lessons throughout the lesson by not just listing the words but by posing questions to see if children can name the word. I like this concept as it integrates vocabulary work from literacy into STEM lessons.

• This reply was modified 3 months, 3 weeks ago by Rebecca Rigney.

[Caitriona Collins]

I have learned many concepts and skills in this module that I could apply to my own teaching. I have learned about the importance of integration to broaden and strengthen the child’s understanding across the subjects as well as encouraging collaboration and peer learning. I liked the ESERO planning tool and the practical examples of lessons. The engage section allows for integrated learning and the exploring section allows the teacher to reflect on activities to engage the children. I would definitely use the curious minds website. The frameworks are well laid out and helps create a STEM lesson at every class level. STEM builds on children’s prior knowledge and understanding. As the teacher I will gain knowledge of the children’s understanding through discussion, pair work, group work, hands on activity and conferencing. It is important to give the children the opportunity to explore new concepts through inquiry based learning. This will all ensure that pupils have a good understanding of what’s being taught.

[Eva Murray]

Gaining the children’s knowledge prior through the ways listed is very important and efficient. I agree that using the resources provided help teachers with integration which benefits the children in many ways

[Shannon Wilson]

Hi Caitriona,

Welcome to the course and thank you for sharing your reflections on Module 1.

It is great to hear that you found the ESERO planning tool and Curious Minds resources useful. I agree that the frameworks are very helpful for structuring STEM lessons across different class levels, especially with the emphasis on engaging pupils, exploring ideas and building on prior knowledge. They also tie in really well to the new curriculum.

I really like how you highlighted different ways to understand pupils’ thinking. These approaches are so important in inquiry-based learning, as they allow pupils to explain their ideas, listen to others and refine their understanding through practical exploration – all important skills.

You could also think about how you might apply one of the ESERO or Curious Minds lessons to a specific topic or class you teach, as this would help bring your reflection even more clearly into your own classroom practice.

Hope you enjoy the rest of the modules!

[Eva Murray]

Describe how you could apply some of the concepts and skills you have learned in this module to your own teaching practice in line with the STEM Education policy statement:

The planning framework is very helpful to give structure to the inquiry lessons.
Based on this framework I was refelecting on how and when was the most beneficial times in the day to complete these investagations. I would complete the wonder at the end of the school day. This is when the children are tired and struggle to concentrate. Allowing them to watch, look at something and develop their own opinions would be engaging. This would give me time to gather the equipment for exploration which could be done in stations depending on what the children have wondered.

I see from this learning that the inquiry can be prescriptive or child led. I think getting a balance of this will be most efficient. For example the inquiry question could be prescribed by the the teacher but the next steps and making connections could be led by the students. To ensure there is a balance

[Hazel O DWYER]

I agree the planning framework is very helpful to give structure. It very helpful for planning

[Sharon Donohoe]

For a lesson on this topic I would use the I-Lofar radio telescope as a starting point to spark the children’s curiosity by asking how scientists learn about space without travelling there. I would explain that the telescope uses radio waves to gather information and relate this to the everyday waves the children already know, such as sound and light. I could also show a YouTube video as videos are often more appealing to children. We could begin the lesson with a KWL activity beginning with questions and predictions before carrying out simple investigations. As an experiment the children would explore sound by testing how vibrations travel through different materials using string telephones, tuning forks, wood, paper, walls, etc. They would investigate light by using torches, mirrors and everyday objects to discover which materials are transparent, translucent or opaque. The children could then work in pairs or small groups to record their results using simple tables. A whole class discussion would be helpful here. I would use videos and images of the I-Lofar telescope to make the learning meaningful and accessible.

[Luke Sheridan]

Hi Sharon. I really like how you grounded the whole lesson in a real question – ‘How do scientists study space without leaving Earth?’ rather than jumping straight into a complicated science lesson. The string telephones and tuning forks are a nice practical touch for the sound strand, and pairing that with the transparent/translucent/opaque investigation for light gives a good balance across both topics.

One thing I’d be wondering about is how you’d extend this for a senior class. Perhaps by getting them to link the I-LOFAR antennas back to what they discovered about sound and light waves could be a good idea. Could be a nice way to tie your KWL back in at the reflection stage. Thanks and well done!

• This reply was modified 3 months, 3 weeks ago by Luke Sheridan.

[Luke Sheridan]

Option 3

For this module I’d focus on a hands-on lesson using the Curious Minds framework. I’d start by engaging the class with a prism or a crystal catching the light, asking them to wonder why rainbows appear and whether light always travels in straight lines.

For the investigation, I’d give pairs a concave and convex lens each and let them explore what happens when they look through them, move them closer to their eye, or closer to the object. Then we’d use plane mirrors to see how light changes direction, linking this to periscopes and how the Great Telescope at Birr used mirrors rather than lenses.

As a next step, I’d have the class design and build a simple telescope from cardboard tubes, applying what they’d learned about lens placement. We’d finish by a class discussion on what they noticed. The students should understand that the convex lens bends the light rays so they cross before reaching the eye, flipping the image.

[Kayleigh Ryan]

I really like the example you have given.

[Hazel O DWYER]

After reading Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering and Maths (Liston, 2018), I reflected on what STEM education looks like in my classroom. The paper mentions that STEM involves meaningful integration of real-world problem-solving experiences that encourage creativity, critical thinking, collaboration and innovation. I find STEM is part of a range of learning experiences in my classroom rather than being confined to specific lessons. Reading Liston’s paper reinforced for me the importance of moving beyond viewing STEM as four separate subjects. Effective STEM education involves creating opportunities for students to think critically, collaborate, communicate and apply their knowledge in meaningful ways. While finding time can be challenging, I think it is important to make the time as STEM learning provides valuable opportunities for inquiry-based learning and helps prepare students with many skills they might need in the future.

[Kayleigh Ryan]

This module has encouraged me to think differently about how I teach STEM and has given me greater confidence to use inquiry-based learning in my classroom. I now see the importance of allowing pupils to explore, question and investigate rather than simply providing them with answers. Going forward, I plan to include more hands-on activities that encourage teamwork, creativity and problem-solving. For example, simple investigations involving light, magnets or forces can help pupils make meaningful connections between science, technology, engineering and mathematics. I also hope to make greater use of digital technology to support pupils in recording and sharing their learning. The STEM Education Policy Statement highlights the importance of developing curiosity and critical thinking, and I feel these approaches will help my pupils become more engaged and independent learners. Overall, this module has inspired me to create a classroom where pupils feel confident to ask questions, experiment, learn from mistakes and enjoy discovering how STEM relates to everyday life.

[BRÍD-SÍLE Ní Fhlatharta]

I agree Kayleigh , children develop a deeper understanding when they investigate, experiment and discover concepts for themselves.

[BRÍD-SÍLE Ní Fhlatharta]

Lesson: The Sky at Night!

I would begin the lesson about the night sky by asking the children to think about the topic and have them share what they already know. I would then encourage students to wonder about the topic. Their ideas will lead them to ask questions and become curious about the Night sky. This approach puts students in the centre of the learning and offers opportunities for every child to feel included.

I believe that children learn better when they’re curious, using student questions to guide lessons—start where the students show interest and then lead them into the new content.

Students could draw pictures of different things they see in the night sky, moon, stars, planets, shooting stars.

Introduce to the children the telescope. How a telescope is used to look at the night sky in detail. Dividing the children into group Design and Make a Telescope.i would use the Discover Primary science lesson on investigating refraction. During this lesson the children would explore how objects may be magnified using simple lens or magnifier. I also really like the website http://www.kidsastronomy.com/telescopes. There is loads of useful information about telescopes.

The children are given the opportunity to share what they have seen or experiences they’ve had, relating to the lesson and their personal knowledge and memories.

[Michelle McKenzie]

Having read Liston’s 2018 article, I’ve realised that STEM in my 2nd class classroom already aligns with some of her key ideas, even if I didn’t name it as STEM before. One point she makes is that meaningful, real world problems should drive STEM learning. When I think about moments where children build, test, or redesign something in class, I can see how naturally they engage when the problem feels genuine. I’m now more conscious of slowing down and letting those moments become the lesson rather than rushing on.
Liston also highlights that STEM literacy grows through inquiry and the design process. I can see this clearly when pupils explain why their idea might work, compare results, or decide how to improve something they’ve made. Reading the article helped me recognise that these everyday interactions are valuable STEM experiences. It’s encouraged me to notice them more and give children the space to explore their thinking.

[Claire Greene]

I agree, Michelle. Liston’s approach has also encouraged me to broaden my understanding of STEM and to integrate it more intentionally into everyday teaching and learning. Using STEM to address real-world problems helps children recognise that their learning has purpose and that the solutions they develop can have a meaningful, positive impact on their school and wider community.

[Alyson O Rourke]

Reflecting on the paper Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering and Maths (Liston 2018), I questioned what STEM looks like my classroom. This was always an area I did not have confidence with teaching. I often relied on textbooks and programmes however the full benefit was not being taught and these programmes often focus on one component. Collaboration and Inquiry based learning are very important when it comes to STEM in the classroom. I think as teachers we often focus on paperwork and having worksheets and other assessment proof of lessons being conducted which can often lead to hands on inquiry investigative activities being overlooked as there is no log of these lessons, however these are the most meaningful for children. To overcome this obstacle in my classroom, I had a stem journal. The children made logs in their journal of different inquiry based lessons carried out. They wrote their predictions and findings. This really helped me overcome my fear of not having a log of lessons. It allowed me to implement more inquiry based activities in my classroom and outside of the classroom too. An example of this is a nature walk we went on prior to the Summer holidays. Instead of having your usual checklist of ticking off different items you see, the children chose 4 items that sparked their interest on the walk. They drew a picture of these and wrote the name. We then furthered this learning back in the classroom by researching into the items they found. This was brilliant for the children and provided them with opportunities to engage in hands on learning whilst also giving them ownership and choice of what they wished to focus on!

[Shannon Wilson]

Hi Alyson,

Welcome to the course and thank you for sharing such an honest and thoughtful reflection. I think many teachers will relate to feeling less confident with STEM, and I really like your point about the pressure to have written evidence of learning, and how this can sometimes make practical investigations feel harder to capture.

Your STEM journal is a fantastic solution, as it allows pupils to record predictions, observations, drawings, findings and reflections – all important to scientific inquiry – while still keeping the focus on active learning.

The nature walk example is lovely too. Giving pupils ownership by asking them to choose items that sparked their interest rather than ticking off a list makes the learning much more meaningful. It is also very mindful and helps students be more in the present. Following this up with research back in the classroom creates a strong inquiry cycle, moving from observation and curiosity to investigation and reflection.

Hope you enjoy the rest of the course.

[Elaine Lynch]

Hi Alyson,

 

I love the idea of a STEM journal, suitable for all age groups. I’ll definitely try doing one this year. I love getting out with my class for nature walks so the journal will tie in nicely with that.

[Ashton O Rourke]

From exploring Maeve Liston’s paper “Unravelling STEM”, and in turn reflecting on my own classroom practice, I can see that STEM learning is often present, but it is not always truly integrated. Many activities focus on a stand alone science investigations, a maths topic is thought during maths time alone and technology is used as a teaching support, but these do not always connect the four STEM disciplines in a meaningful way. As Liston highlights, authentic STEM is more than teaching science and mathematics together or using these digital tools, it is an “interdisciplinary approach” that engages pupils in solving real-world problems through creativity, critical thinking, collaboration and the engineering design process.
Going forward, I would like to place greater emphasis on designing authentic STEM experiences where pupils investigate real-life challenges, where they are encouraged to plan and test solutions (both scaffolded by the teacher as facilitator and student led) and to reflect on the effectiveness of their designs.

I hope to move beyond isolated STEM activities and create learning experiences that integrate science, technology, engineering and mathematics (and art for STEAM lessons) in purposeful and relevant ways. I also want to encourage more pupil collaboration, communication and resilience by allowing children to learn through trial, error and redesign. This approach would not only deepen their understanding of STEM concepts but also help them develop the problem-solving, creativity and teamwork skills that are essential for their future learning and lives in wider society.

[Michelle Mannix]

Hi Ashton,

Welcome to the course. Thanks for sharing your reflection on your own STEM work in school in light of Liston’s article. This module offers us the chance to reflect on what is working well and how we can develop STEM in our own teaching and learning. As you have mentioned, a starting point could be integrating the STEM areas together while also looking at making connections to real-life examples or projects. This would give a focus and allow for meaningful connections between curricular areas and to allow for problem solving, creativity and collaboration among the learners as you have mentioned.

I hope you enjoy the other modules in this course.

[Owen Breslin]

Module 1 gave a great introduction to the structured approach to Scientific investigation and the integrated nature of STEM. I have previously used the Curious Minds website and find it to be an excellent resource. I will definitely be trying out the Esero and Esa resources going forward. I think one of the big shifts in STEM is to properly plan your activities. Look for chances to integrate across the curriculum. Also I feel to properly engage with a topic, more time may be needed. Many of us are guilty of looking for activities that can easily fit into a fortnights Science time as this easily fits into our planning documents. I think it is also not always possible to cover the material in a text book and also engage with the resources available on some of the websites mentioned above. Support material has to be carefully used to ensure it complements rather than distracts from the main activity. For me, I am going to try and ensure that I have more investigations that properly use the Curious Minds Framework for Inquiry. I am also going to use what I have learned about the telescopes at Birr Castle in a lesson this year.

[Michelle Mannix]

Hi Owen

Welcome to the course, it is great to hear your feedback on this module along with the resources in this module.

As you have mentioned, STEM is beginning to focus on cross curricular learning and this can be seen in the new curriculum framework with SEE and STEM allowing for inquiry based and project based learning. And yes, we can all be guilty of looking for tasks in a very tight timetable and monthly plan and not looking at a bigger concept or project. Something we can all reflect on and look at how we can make changes in the new school year.

Thanks for sharing, I hope you enjoy the course.

[Claire Greene]

After reviewing Liston’s (2018) paper, Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering and Maths, I have reflected on how STEM education is integrated into my own classroom practice. My approach aims to provide all children with meaningful opportunities to develop the knowledge, skills and dispositions needed to become active, informed and engaged learners. As Liston (2018) emphasises, STEM education extends beyond the individual subject areas and should provide children with opportunities to apply their learning in authentic, cross-curricular contexts.

In my classroom, I strive to create engaging, hands-on learning experiences that encourage children to investigate, explore and solve problems collaboratively. From my experience, integrating STEM activities across the curriculum increases children’s motivation and engagement, as it promotes active learning and provides regular opportunities for discussion, teamwork and shared decision-making. Rather than learning concepts in isolation, children are encouraged to make meaningful connections between science, technology, engineering and mathematics while applying their understanding to real-world situations.

Furthermore, STEM projects provide valuable opportunities for children to develop key skills such as communication, critical thinking, problem-solving, reasoning, resilience and leadership. Through collaborative design challenges and inquiry-based learning experiences, children learn to generate ideas, test possible solutions, evaluate outcomes and reflect on their learning. These experiences foster creativity and perseverance while encouraging children to view mistakes as opportunities for learning and improvement. Overall, I believe that integrating STEM education in this way supports the holistic development of children and prepares them with the skills and confidence needed to engage thoughtfully with an increasingly complex and technology-driven world, reflecting the vision of STEM education outlined by Liston (2018).

[Lorna Young]

I read the article by Dr. Maeve Liston for this module task. I thought it was a very interesting read and really made me think about activities that I have labelled as STEM in the past when teaching. These activities, even though I had the best intentions of completing a STEM lesson, were probably better labelled as Technology or Science lessons. I think the description she used to describe a STEM activity is something I will be much more aware of and I will definitely try to integrate more engineering into my lessons. As stated in the article ‘Engineering is the glue that integrates science, mathematics and technology and forces them towards a workable solution’ and gives the great example of how a pen is technology showing that technology doesn’t always have to mean involving online work or an iPad. I think this article would be a great intro for staff to read before the new curriculum is used in our schools.

[Elaine Lynch]

If I were teaching a lesson on mirrors, lenses and telescopes to a primary school class, I would begin by asking the children what they already know about mirrors, magnifying glasses and telescopes and encourage them to make predictions about how they think they work. The children would then work in small groups using mirrors, torches and magnifying glasses to investigate how light reflects and how lenses make objects appear bigger. I would encourage them to ask questions, share their ideas and record what they observed. As I teach in a school close to Birr Castle, I would use the Great Telescope as a real-life example to make the lesson more meaningful and relevant. We would discuss how the telescope helped scientists to study the night sky and why Birr is famous for its contribution to astronomy. I would organise a visit to Birr Castle so that the children could see the telescope for themselves and make links between what they had investigated in the classroom and an important landmark in their own community. Throughout the lesson I would guide the children with questions rather than simply giving them the answers, helping them to develop their scientific skills of observing, predicting, investigating and communicating. I feel this approach would encourage curiosity and help the children to see that science is all around them and is closely connected to their own local environment.

[Seamus Hogan]

Hi Elaine, I love the idea of bringing the children to Birr castle to look at a real life telescope and showing them a real life example. It’s a great way to ground their learning in their local community and foster an appreciation for what a marvel of engineering the telescope is.

[Emer Courtney]

Hi Elaine,

This sounds like a very interesting lesson. It is fantastic to have this resource on your doorstep and makes the lesson much more meaningful for the children in your class I think!

[Shannon Wilson]

Hi Elaine,

Welcome to the course.

I really like how you would guide the children through questioning rather than simply giving answers. This would really support inquiry-based learning and help pupils develop skills in observing, predicting, investigating and communicating.

The link with Birr Castle and the Great Telescope is especially strong, as it connects the science learning to the pupils’ own local heritage. Visiting the telescope would help them see how classroom investigations link to real scientific discovery and the history of astronomy in their community.

One small extension to stregthen the engineering design process could be to get the pupils designing their own simple viewer or periscopes after exploring mirrors and lenses.

Thanks for sharing and hope you enjoy the rest of the modules.

[Seamus Hogan]

If I was teaching a lesson on mirrors I would begin by asking
“Does light travel in straight lines, and can we bounce it?”

Then, working scientifically in groups, pupils test flat mirrors. Using a torch covered by card with a thin slit, they shine a light beam at a mirror positioned on paper. They trace the incoming ray and the reflected ray to observe that the angles match. We would use this information to try and build a simple periscope and discuss how this is important for navigation such as in submarines.

[Emer Courtney]

Having reviewed the paper Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering and Maths (Liston 2018) reflect on what STEM education looks like in your classroom.

I don’t use a set science/SESE programme in my class but pull from different resources that suit the topics that I decide to teach. Topics are often chosen based on  the season/current affairs/questions that come up and we decide to try and find a solution.

I love the example of the pen being an ‘excellent example of technology based on science, engineering and maths’. This reminds me that we don’t need to over complicate lessons.

I like to use real life problems in our school to encourage children from my class to use their critical thinking skills. For example, we have chickens in our school but they were taken by a predator! Taking that situation and seeing if we could figure out what had happened, could we use cameras to see what sort of wildlife were visiting the coop? Were there other ways that we could find this information, look for footprints? We have previously used a tunnel experiment to check if hedgehogs live in our school garden, would this work for foxes/bigger animals? Why/Why not?

How could we make our chicken coop more secure?

We are looking at getting an automatic closing door to ensure chickens are safely locked in each night, it is powered by solar which is another lesson in itself and will encourage more discussion and investigation.

I think the children remember these meaningful lessons where there was hands on investigation, making predictions, recording observations, solving a real problem, use of technology . They can see it being applied in a real life situation where their ideas and inventions make an actual difference.

[Michelle Mannix]

Hi Emer

Welcome to the course. It is great that you can pick and choose topics relevant to the class without the pressure of the text book for STEM. We can often be too reliant on these books and miss out on relevant learning opportunities from our own local area.

What a great opportunity to have chickens in the school, while it is very unfortunate that they were taken by a predator. It does create real-life problems for the learners to engage in and problem solve and it would also incorporate digital tools such as the cameras. Aside from the STEM learning, the chickens must provide for lots of hands on, meaningful learning about caring for the world around us. Amazing, thanks for sharing, I hope you enjoy the course.

[Sharon Curran]

Hi Emer, It must have been upsetting for the children when the chickens were taken, but turning it into an investigation was such a positive way to help them process what happened. It gave them a real purpose for their learning and showed how STEM can help solve real-life problems.

[Sinead Keane]

Hi Emer,

 

I also thought the pen being a piece of technology was so interesting – I had never realsied that technology is not something electronic! I think that my own students would also be shocked to hear that as all they think about is iPads etc as technology. I love your idea of the real wordl problems too and I think I will actually do something along those lines myself, we have a few projects next year in our outside area that will definitely be good for some STEM thinking!!

[Siobhan Hennessy]

After reading Liston (2018), I realised that many of the ideas discussed are already part of my teaching practice. I try to make learning as hands-on and practical as possible because I find that children are much more engaged when they are actively involved. We use the Explore with Me programme as a guide, but I also like to plan my own lessons and activities where I can to meet the needs and interests of my class. My class has taken part in the STEPS Young Engineers programme for the last few years, and the children have really enjoyed it. They especially like designing, building and testing different models, and it naturally encourages problem-solving, teamwork and creativity. I also try to use an inquiry-based approach where children ask questions, investigate ideas and learn through trial and error rather than always being given the answers. Reading Liston (2018) made me think more about how STEM is not just about teaching science, technology, engineering and maths as separate subjects. Instead, it is about helping children make connections across these areas through meaningful learning experiences. While I think I already do this to some extent, I would like to be more intentional when planning lessons so that the links between the different STEM subjects are clearer. Overall, the paper reinforced the importance of providing engaging, real-world learning opportunities that encourage curiosity, creativity and critical thinking.

[Michelle Mannix]

Hi Siobhan

Welcome to the course and thanks for sharing your reflection on your own practice following Liston’s paper. It is important to reflect on what has been working well for you and participating in the STEPS Young Engineers programme would address many areas of STEM. This approach also works in addressing problems in the local area which makes connections to real life problems as outlined by Liston.

While we can focus on the areas of STEM, Liston’s paper, as you have outlined, wants us to focus on these areas in an integrated approach and it is something we can all work on going forward as this also links with the new STEM curriculum specification.

Thanks for sharing, I hope you enjoy the course.

[Jonathan Ryan]

Previous visits to Birr Castle have shown me how science, technology, engineering and maths can be connected to real places and real life. I learned that children understand STEM better when they can investigate, ask questions and solve problems together. In my teaching, I will use more hands-on activities and encourage pupils to explore, test ideas and share their thinking. I will also try to include outdoor learning where possible, helping children make links between nature, history and science. I will encourage teamwork, creativity and curiosity by giving pupils opportunities to design, build and improve their ideas. These approaches support the STEM Education Policy Statement by developing critical thinking, communication and problem-solving skills. They also help children become confident learners who enjoy discovering new ideas.

[Mairead Penston]

I agree that real life scenarios are key for children to see STEM in action and understand concepts in real time and how what they are learning can be applied to real life.

I think experiences for children can be long lasting for their learning and really enhance the objectives we as teachers are trying to attain.

[Marie-Therese Ryan]

I agree Jonathan. I also found that visits to Birr Castle really show children how STEM connects to real life. Hands-on activities, teamwork and giving pupils the chance to test and improve their ideas help make learning more meaningful and enjoyable. A great day out!

[Sharon Curran]

For a <span style=”font-weight: normal;”>2nd Class</span> lesson on mirrors, lenses and telescopes, I would begin by asking pupils how we see distant objects such as stars or the Moon. Working in small groups, pupils would investigate plane mirrors and lenses, observing how light travels in straight lines and how mirrors reflect light, changing its direction. They would explore concave and convex lenses by moving them closer to and further from their eyes and different objects, recording how the image changes. Next, pupils would examine a simple telescope, discussing how lenses magnify distant objects by collecting more light. I would show images of the Great Telescope at Birr Castle to connect the lesson to Irish scientific heritage. To consolidate learning, pupils would complete a simple night-sky observation, identifying the Moon or visible stars and recording their observations in a science journal. Throughout the lesson, I would encourage prediction, investigation, discussion and reflection to promote scientific inquiry skills.

[Lisa Barry]

Module 1 Lesson

Children should be able to:

Explain that sound is made by vibrations.
Recognise that light helps us to see.
Understand that some waves, like radio waves, cannot be seen but can carry information.
Ask questions, make predictions and carry out simple investigations.
Work cooperatively to share ideas and explain their findings.Start by showing a picture of the I-LOFAR radio telescope and asking:

What do you think this is?
Does it look like a telescope?
How do you think scientists use it?
Can we learn about something without seeing it?

Its important at this stage to explain that while our eyes can only see some things, scientists also use special equipment to “listen” to radio waves coming from space. Compare this to hearing a bird before you can see it.

Activity 1 – Exploring Sound
Question:

How is sound made?

Provide pupils with simple objects such as:

Rubber bands
Drums or containers
Tuning forks (if available)
Rulers hanging over the edge of a table

Ask pupils to:

Predict what will happen when the object is plucked or tapped.
Observe what they see and hear.
Describe how the object moves.

Class discussion:

What did all the objects have in common?
What made the sound?

 

Activity 2 – Exploring Light

Question:

How does light help us?

Using torches and mirrors, allow pupils to investigate:

How light travels.
How mirrors reflect light.
What happens when an object blocks the light and creates a shadow.

Ask:

Can light go through everything?
Why do we need light to see?

It is important at this stage that they understand that light helps us see and travels in straight lines.

Activity 3 – Invisible Waves

Explain that not all waves can be seen.

Ask pupils:

Can you see Wi-Fi?
Can you see radio signals?
How does your favourite radio station reach your house?

Link this to I-LOFAR by explaining:

“Instead of looking at stars with a giant lens, I-LOFAR listens to tiny radio waves coming from space. These waves tell scientists about stars and galaxies far away.”

STEM Challenge

Working in small groups, pupils design and build a simple model of a radio telescope using recycled materials such as:

Cardboard
Paper cups
Card tubes
Foil
String

Each group explains:

What their telescope is listening for.
How it helps scientists learn about space.

There are no right or wrong designs—the focus is on creativity and explaining ideas.

Hands-on Learning
Allow pupils to explore using real materials.
Encourage learning through play and investigation.
Pair pupils with supportive classmates.
Use sentence starters such as:
“I noticed…”
“I think…”
“My prediction was…”
Allow pupils to record ideas through drawings instead of extended writing.

[Sinead Keane]

Hi Lisa,

 

I really like this series of lessons – and I agree with your layout in that it would problably take a few lessons or even a whole week of activities before the STEM challenge to get the children prepared with new vocabulaty and science concepts too, . I wonder could you align this with length or angles in Maths that week to prepare them for building their telescopes and getting the dimensions right (although I do agree too creativity would be important too!)

Thanks for an insightful post!

[Edel Rowan]

TheThe concepts and skills I have learned in this module havand engaging way. In line with the STEM Education Policy Statement, I aim to create learning experiences that encourage curiosity, creativity, critical thinking, collaboration, and problem-solving.
One of the most valuable concepts I have learned is the importance of inquiry-based and hands-on learning Rather than simply presenting information, I will encourage pupils to ask questions, investigate real-world problems, and test their own ideas through practical activities. This approach promotes deeper understanding and helps children develop resilience as they learn from trial and error.
I also recognise the importance of integrating the STEM disciplines rather than teaching them in isolation. By designing cross-curricular lessons, I can help pupils see the connections between science, technology, engineering, and mathematics. For example, pupils could design and build a bridge using recycled materials, applying mathematical measurement, scientific knowledge of forces, engineering design processes, and digital tools to document and evaluate their work.
The module has also highlighted the value of developing pupils’ computational thinking and digital literacy skills. I plan to incorporate age-appropriate coding activities, digital technologies, and problem-solving tasks into my classroom to prepare pupils for an increasingly technology-driven world. These activities will encourage logical thinking, creativity, and perseverance while supporting the objectives of the STEM Education Policy Statement.
Another key learning point is the importance of providing inclusive STEM experiences for all learners. I will ensure that activities are accessible, differentiated, and engaging so that every child can participate to the maximum of their ability.
The concepts and skills I have learned in this module have strengthened my understanding of how STEM education can be embedded into everyday teaching practice in a meaningful and engaging way. In line with the STEM Education Policy Statement, I aim to create learning experiences that encourage curiosity, creativity, critical thinking, collaboration, and problem-solving.
One of the most valuable concepts I have learned is the importance of inquiry-based and hands-on learning. Rather than simply presenting information, I will encourage pupils to ask questions, investigate real-world problems, and test their own ideas through practical activities. This approach promotes deeper understanding and helps children develop resilience as they learn from trial and error.
I also recognise the importance of integrating the STEM disciplines rather than teaching them in isolation. By designing cross-curricular lessons, I can help pupils see the connections between science, technology, engineering, and mathematics. For example, pupils could design and build a bridge using recycled materials, applying mathematical measurement, scientific knowledge of forces, engineering design processes, and digital tools to document and evaluate their work.
The module has also highlighted the value of developing pupils’ computational thinking and digital literacy skills. I plan to incorporate age-appropriate coding activities, digital technologies, and problem-solving tasks into my classroom to prepare pupils for an increasingly technology-driven world. These activities will encourage logical thinking, creativity, and perseverance while supporting the objectives of the STEM Education Policy Statement.
Another key learning point is the importance of providing inclusive STEM experiences for all learners. I will ensure that activities are accessible, differentiated, and engaging so that every child can participate to the maximum of their ability.
The concepts and skills I have learned in this module have strengthened my understanding of how STEM education can be embedded into everyday teaching practice in a meaningful and engaging way. In line with the STEM Education Policy Statement, I aim to create learning experiences that encourage curiosity, creativity, critical thinking, collaboration, and problem-solving.
One of the most valuable concepts I have learned is the importance of inquiry-based and hands-on learning. Rather than simply presenting information, I will encourage pupils to ask questions, investigate real-world problems, and test their own ideas through practical activities. This approach promotes deeper understanding and helps children develop resilience as they learn from trial and error.
I also recognise the importance of integrating the STEM disciplines rather than teaching them in isolation. By designing cross-curricular lessons, I can help pupils see the connections between science, technology, engineering, and mathematics. For example, pupils could design and build a bridge using recycled materials, applying mathematical measurement, scientific knowledge of forces, engineering design processes, and digital tools to document and evaluate their work.
The module has also highlighted the value of developing pupils’ computational thinking and digital literacy skills. I plan to incorporate age-appropriate coding activities, digital technologies, and problem-solving tasks into my classroom to prepare pupils for an increasingly technology-driven world. These activities will encourage logical thinking, creativity, and perseverance while supporting the objectives of the STEM Education Policy Statement.
Another key learning point is the importance of providing inclusive STEM experiences for all learners. I will ensure that activities are accessible, differentiated, and engaging so that every child can participate to the maximum of their ability.
concepts and skills I have learned in this module have strengthene concepts and skills I have learned in this module have strengthened my understanding of how STEM education can be embedded into everyday teaching practice in a meaningful and engaging way. In line with the STEM Education Policy Statement, I aim to create learning experiences that encourage curiosity, creativity, critical thinking, collaboration, and problem-solving.
One of the most valuable concepts I have learned is the importance of inquiry-based and hands-on learning. Rather than simply presenting information, I will encourage pupils to ask questions, investigate real-world problems, and test their own ideas through practical activities. This approach promotes deeper understanding and helps children develop resilience as they learn from trial and error.
I also recognise the importance of integrating the STEM disciplines rather than teaching them in isolation. By designing cross-curricular lessons, I can help pupils see the connections between science, technology, engineering, and mathematics. For example, pupils could design and build a bridge using recycled materials, applying mathematical measurement, scientific knowledge of forces, engineering design processes, and digital tools to document and evaluate their work.
The module has also highlighted the value of developing pupils’ computational thinking and digital literacy skills. I plan to incorporate age-appropriate coding activities, digital technologies, and problem-solving tasks into my classroom to prepare pupils for an increasingly technology-driven world. These activities will encourage logical thinking, creativity, and perseverance while supporting the objectives of the STEM Education Policy Statement.
Another key learning point is the importance of providing inclusive STEM experiences for all learners. I will ensure that activities are accessible, differentiated, and engaging so that every child can participate to the maximum of their ability.
Hfhhderstanding of how STEM education can be embedded into everyday teaching practice in a meaningful and engaging way. In line with the STEM Education Policy Statement, I aim to create learning experiences that encourage curiosity, creativity, critical thinking, collaboration, and problem-solving.
One of the most valuable concepts I have learned is the importance of inquiry-based and hands-on learning. Rather than simply presenting information, I will encourage pupils to ask questions, investigate real-world problems, and test their own ideas through practical activities. This approach promotes deeper understanding and helps children develop resilience as they learn from trial and error.
I also recognise the importance of integrating the STEM disciplines rather than teaching them in isolation. By designing cross-curricular lessons, I can help pupils see the connections between science, technology, engineering, and mathematics. For example, pupils could design and build a bridge using recycled materials, applying mathematical measurement, scientific knowledge of forces, engineering design processes, and digital tools to document and evaluate their work.
The module has also highlighted the value of developing pupils’ computational thinking and digital literacy skills. I plan to incorporate age-appropriate coding activities, digital technologies, and problem-solving tasks into my classroom to prepare pupils for an increasingly technology-driven world. These activities will encourage logical thinking, creativity, and perseverance while supporting the objectives of the STEM Education Policy Statement.
Another key learning point is the importance of providing inclusive STEM experiences for all learners. I will ensure that activities are accessible, differentiated, and engaging so that every child can participate to the maximum of their ability.

[Ciara Frayne]

Having read Liston, 2018, I reaslise that STEM is much more than teaching these subjects separately. Effective STEM education involves integrating learning through real-world problems, encouraging children to investigate, collaborate, think critically, and develop creative solutions.
In September I will be confident explore more STEM activities with my 5th class. I will do this by encouraging the children to ask questions, make predictions, carry out investigations, and reflect on their findings. Wherever possible, I make learning relevant by connecting lessons to the local environment and children’s own experiences. For example, we explore weather patterns, sustainability, and our coastal environment through practical investigations and digital technologies.

[Laura Carney]

I completely agree that STEM works best as a combined effort rather than teaching each subject separately. I think a theme-based approach is a great way to achieve this, as it allows children to make connections between subjects while exploring real-world topics. It also makes learning more meaningful and engaging.
 

• This reply was modified 2 months, 3 weeks ago by Laura Carney. Reason: Formatting using iPad

[Irene Bond]

I also found the Liston article very helpful.  Integrating all subjects to focus on real-world problems makes so much more sense as an approach to STEM.  Showing the children how their learning connects to the local environment is so important at primary level.  At Senior Infants level, I find that they love to track the weather each day.  It’s been a great way to build their vocabulary around the weather and we compare the weather in our area to weather in places they may have visited, or have family members.

[Helen O Sullivan]

I read the Liston paper on STEM as best as I could as I quickly came to realise that STEM is not what I thought it to be that it was a full focus on Maths ,Science and Engineering but rather a way of thinking and  not just a  a full focus of different subjects  .It also calls upon us to be more aware from more socially informed lens .This is very much the way in which we want the environment to be for the next generation .The earth doesn’t belong to us and we must pass it on in good shape to the next generation .

In the classroom it would mean for me to impress upon my little Senior Infants that if for example we are doing work on building shapes with blocks that this cannot alone be applied across the STEM subjects but that I can bring in a social awareness and environmentally friendliness into it that I may not have thought of doing before,

[Doireann Ní Mhurchú]

I agree with Helen when she says that STEM in the infant classroom can be integrated into all subjects including SPHE and Language. The creativity that young children have are naturally STEM based, potentially without having the language or experience to realise it.

[Mairead Penston]

Describe how you could apply some of the concepts and skills you have learned in this module to your own teaching practice in line with the STEM Education policy statement

This module really allowed me to reflect on my teaching of STEM. I really liked exploring the curious minds framework template which really gives structure and a process to the lessons. I like the reflection aspect to it which allows you to think about ways you can improve further lessons or things you might add to the next lesson or questions that may arise to explore in further lessons. I really liked the simplicity of the helicopter lesson. I think this lesson is so accessible for all children and it’s a great starting point for children to follow the curious minds framework and build in questioning, predictions and reflections. I like the simplicity of the resources yet how effective it is. This module was a fantastic starting point to reflect on my own practices.

[Michelle O’Driscoll]

Using the cutting edge  I-Lofar telescope on the grounds of Birr Castle as inspiration, I would introduce an inquiry based lesson for a second or third class by using the prompt of the handing prism in the window as demonstrated in the lesson idea in module 1 and ask the question “How can we detect things we cannot see?” We would first have a class discussion on the prism and what is happening, where the rainbow comes from. We could do this weith a glass of water also. I would then show the pupils images of the I-Lofar telescope and explain how it uses radio waves to explore space.

As a class we would investigate sound waves by putting rice on a speaker and watching it dance as we change the beat and volume. We would continue to investigate sound and light through other hands-on activities such as making string telephones, using tuning forks and investigate light by experimenting with torches, mirrors, transparent, translucent and opaque materials, Throughout the lesson I would encourage the children to make predictions, observe, and record their findings – discussing further ideas with their peers.

To ensure lesson accessibility, I would include visual aids, practical demonstrations and encourage scientific vocabulary. I would also give them options as to how they would like to present their findings. For any worksheets I create for the lessons I would differentiate them for the different levels of ability in my class. I would include sentences starters and word-banks for the children who need additional support, whilst giving the more-able students a more challenging work sheet to ensure that they too are learning.

[Michelle Mannix]

Hi Michelle

Welcome to the course. Thanks for sharing your lesson idea. I like how you are planning to engage the learners with the prism and exploration of the light splitting through the prism to create the rainbow. This allows for lots of discussion and critical thinking as they consider how we detect things we cannot see.

I like how you have planned for a variety of activities to explore sound and light and for the learners to make connections with their learning as they work through the tasks. I like how you are planning for different ways to present their work. You could also consider some research for some learners to challenge them and give them more responsibility for their own learning. Thanks for sharing, I hope you enjoy the course.

[Emma Thouvenin]

After reading Unravelling STEM Beyond the Acronym of Science, Technology, Engineering and Maths (Liston, 2018), I have thought more about what STEM education looks like in my own classroom. The paper outlines that STEM is about much more than teaching science, technology, engineering and maths as separate subjects. Instead, it encourages an integrated approach where children can explore, question, investigate and solve real-world problems. This is something I try to incorporate into my teaching by planning activities that allow pupils to work collaboratively, think creatively and make connections across different areas of learning.

For example, pupils often take part in hands-on investigations, use digital technology to support their learning, and apply maths skills during practical science or design activities. I have found that children are much more engaged when they are given opportunities to explore ideas for themselves rather than simply following instructions. Reading this paper also made me realise that I could be more intentional about making stronger links between the different STEM subjects, rather than focusing on them individually. Using themes in my teaching might help with this.

[Michelle Mannix]

Hi Emma,

Welcome to the course and thanks for sharing your thoughts and reflection on the ideas explored in Liston’s paper. It is great to hear your own approach to planning for STEM allowing for collaboration, creativity and also cross curricular learning.

It is great that you are seeing that the learners are more engaged when they can explore tasks or challenge their own ideas and questions. This allows for an integrated approach to STEM as they are using digital tools, investigations and even design skills to explore their own ideas. While we can always be reliant on a specific approach and set of instructions, I have seen that allowing my own class to explore and challenge their own ideas did allow for more meaningful lessons and connections to their own lives too. Sometimes a thematic approach works well for this as they can use their learning from another area such as History or Geography to support their thinking in STEM.

Thanks for sharing, I hope you enjoy the course.

[Mark Coady]

I agree with your points that an integrated approach is encouraged and allows pupils to explore, question and think critically.

[Sinead Keane]

Question 2: Responding to the article Unravelling STEM: Beyond the acronym of Science, Technology, Engineering, and
Mathematics.

 

I found this article really interesting because as a teacher I have never actually taken a step back and looked at the four aspects of STEM individually; I have always taught Maths and Science, alongside technology in my classroom, but I had not considered much before the Engineering side of STEM and it’s importance. I was really interested in Liston’s focus on the importance of the Engineering part of STEM and how important it is. In reading that the Engineering is the ‘glue’ that combines the Science, Maths and Technology I realised that in my own teaching I need to guide the students towards solving a problem as the main learning adjective, using Science, Maths and Technology as the resources to do that. This is not how my classroom has worked with STEM so far; in my STEM lessons I have leant more into the Maths side of things and in doing so I have not given my students the chance to focus on ‘engineering’ the problem or task in front of them. I suppose as this is a relatively new concept in our curriculum it is something I had not really thought about too deeply; but Liston’s insights into the role of each individual letter in STEM really helped me look at the subject more closely and adjust how I approach a lesson in the future.

• This reply was modified 3 months, 1 week ago by Sinead Keane.

[Marie-Therese Ryan]

• Having reviewed the paper Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering and Maths (Liston 2018) reflect on what STEM education looks like in your classroom.

In the classroom, I try to give children real problems to solve together. Last year, we did a STEM bridges project where the children planned, built and tested bridges using simple materials. They worked in teams, solved problems and improved their designs when things did not work. This helped them see how science, maths and engineering all work together. This paper has made me think that I can make even more links between all four STEM areas. I want my pupils to enjoy learning through hands-on activities and see how STEM connects to everyday life.

[Mark Coady]

Upon reflection of the STEM practices in the classroom over the previous years, and after reviewing Liston’s work ‘Unravelling STEM: Beyond the acronym of Science, Technology, Engineering and Mathematics’, there has always been a lot of STEM used in the learning. Things like group work and getting the children in groups or teams to work together and think critically about the chosen subject has encouraged great engagement from the pupils. Not only has there been great engagement but the pupils are recording their findings and sharing what they have worked out with each other, which I found has solidified a lot of the learning when they share with each other their own findings. Liston’s review states that one of the characteristics of STEM education is to inspire creativity as well as problem solving inquisitive thinking and teamwork. This is something I focus on in lessons. The use of concrete materials to make or build things and the use of nature around the school grounds have been hugely beneficial to learning.

[Una Halpin]

Hi Mark

Welcome to the course.  It is great to hear that inquiry based STEM is an importnat part of your classroom practice and that the children are used to working together to solve problems and communicate their findings and also that you use the outdoor environment for learning. All of these aspects will have even more emphasis in the new STEM curriculum and I hope that the rest of the modules in this course will provide you with plenty of inspiration for STEM lessons.

[Luke Kavanagh]

I found the discussion about collaboration and pupils sharing their findings particularly interesting as it reinforced the idea that learning is strengthened when children have opportunities to explain their thinking and learn from one another.

[Jessica Poyntz]

There was a lovely selection of resources provided in this module which I look forward to exploring with my class this coming year. When teaching a lesson on mirrors, lenses, and telescopes to my Infants & First Class, I would use a hands-on, interactive approach that encourages curiosity and exploration. I would begin by showing them different types of mirrors, such as a flat mirror and a curved mirror, and ask them to observe how their reflections change. Next, I would introduce simple magnifying glasses and allow the children to examine leaves, insects, or classroom objects to see how lenses make things appear larger. I would explain that lenses help us see small things more clearly and are also used in glasses and cameras. I would then show a child-friendly telescope and explain that telescopes use lenses or mirrors to help us see objects that are very far away, such as the Moon and stars. I would let the children look through the telescope at distant objects outside the classroom. Throughout the lesson, I would encourage questions and discussion, using simple language and real-life examples.  This engaging, practical lesson would help children develop scientific observation skills while making the topic enjoyable and memorable.

[Doireann Ní Mhurchú]

<span style=”font-weight: 400;”>Having reviewed the paper Unravelling STEM, I have realised the most important element in the classroom is to have an interesting topic that the class can engage in and are willing to be curious about. It also helps when the results can be open ended where the children can engage with different outcomes and have the opportunity to discuss their findings and combine skills. In the classroom I found some of the most effective STEM topics are things like making bridges, using balloon powered cars or making a rollercoaster. Using items that are familiar to the children, it allows a sense of security and a willingness to be creative in their enquiry. Integrating science and maths through the organisation of engineering and including technologies in their process, STEM looks like a fun, engaging, interesting and challenging classroom environment.</span>

[Shannon Wilson]

Hi Doireann,

Welcome to the course and thank you for sharing your reflection. I really like your point about choosing an interesting topic that pupils can connect with and feel curious about. The familiar, hands-on challenges you have highlighted are great examples, as they give pupils a sense of confidence while still allowing for creativity, problem-solving and open-ended outcomes. It’s also a great idea to look to what’s happening in the news or in your immediate environment for inspiration and a natural hook.

I also like how you highlighted the importance of discussion and comparing different results. This is such an important part of STEM learning, as pupils can explain their thinking, listen to others and reflect on how they might improve or adapt their designs.

Just a small note: it looks like some formatting code copied into your post at the beginning and end. If you are copying from Word or another programme, it can help to paste as plain text first, and then format the post in the discussion box.

[Doireann Ní Mhurchú]

Thanks for your feedback. I will try and copy as plain text going forward.

[Luke Kavanagh]

This module has strengthened my understanding of how astronomy can be taught in an engaging and meaningful way at primary level. It showed me that complex ideas become much easier for children to grasp when they are explored through practical, hands-on investigations rather than simply explained. It also gave me the idea of bringing in my own telescope to school for days where we have a very visible moon during day time. I now feel more confident planning lessons that encourage pupils to ask questions, make predictions, and learn through observation. In my classroom, I would include activities such as tracking the Moon’s changing appearance, investigating how light behaves using mirrors and lenses, and constructing simple telescope model, integrating with Art. I would also use resources from ESERO alongside the history of Birr Castle Demesne to demonstrate that Ireland has made an important contribution to astronomy and scientific discovery. These approaches reflect the aims of the STEM Education Policy Statement by promoting curiosity, problem-solving, teamwork and active participation. By linking astronomy with science and technology and bringing in local history, which is of abundance where I work, I can help pupils develop scientific understanding while fostering an interest in exploring the local world and beyond.

[James Russell]

Having looked at the paper ‘Unravelling STEM…’, I identified the following ways that STEM is being taught in my class. As we got a new garden area and greenhouse recently I am going to concentrate on it as the area where I have covered a lot of STEM teaching throughout the year.

Also gardening provides hands-on, sensory experiences for my SEN pupils. Activities can be adapted for different learning needs while promoting communication, independence, and problem-solving. It is also a great opportunity to incorporate a movement break into the students day.

In class we used a physical timeline to track a plant’s life cycle. We looked at its growth on time lapse videos. We grew a bean inside a clear plastic bag with a wet paper towel taped to a window so the root system is completely visible. We recorded it’s growth in our logbook. This allows the students to see the life-cycle of the plant rather than just read about it. We built a bug motel during the year. The students gathered natural materials like twigs, pinecones, bamboo stalks, and willow taken from the willow arch in school. This helps teach structural stability and structural arrangement. This links the areas of Science, technology, engineering and maths.

[Jessica Poyntz]

I love all the ideas you have mentioned here James. It is so important that children are seeing the processes (lifecycle of the bean) rather than just reading about it. For the last couple of years I have had caterpillars in the classroom and watched the whole process as they develop into butterflies before we release them into our school garden. It is such a lovely thing for the pupils to observe.

I also love how having a school garden provides an opportunity for movement breaks. Watering the plants/veg is a lovely responsibility to give to pupils.

[James Russell]

Caterpillars is a lovely idea, I might try that too. Some of the ideas around the garden tied in with our students completing the L1LP program, so this meant we spent some time in the garden sowing vegetables. We sowed potatoes, onions, broadbeans, pumpkins, sunflowers and tomatoes. The students seemed to enjoy the different surroundings and also the sensory nature of the garden. A sensory garden is my next objective.

[Jack Ryan]

1. I agree a garden project/green house/polytunnel is a great way to achieve STEM outcomes. In our school, we made a school plan of the outcomes we wanting each class to achieve to ensure progression as they went from Junior Infants to 6th Class.

[Grainne Monaghan]

After reading Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering and Maths, I reflected on how STEM is already part of my classroom and how it can be strengthened through greater integration. I include all 4 stems in my lessons without realising.  In my 2nd class classroom, STEM is most effective when learning is practical, inquiry-based and connected to real-life situations. Pupils investigate scientific questions, use mathematics to measure and record results, and apply engineering skills by designing and building simple structures. Technology is  used through  interactive whiteboards, educational apps and digital research where appropriate. The paper reminded us the importance of linking the four STEM disciplines rather than teaching them by themselves. It  highlighted the value of developing creativity, collaboration, communication and problem-solving skills. Going forward, I hope to provide more opportunities for pupils to engage in open-ended investigations where they can ask questions, test ideas, reflect on their learning and make meaningful connections across the STEM curriculum. I want to encourage more child led investigations.

[Kevin O Leary]

I really like your point Grainne about already including the four STEM areas without always realising it. I also agree that hands-on, inquiry-based learning is where children engage most effectively. Your reflection on creating more opportunities for child-led investigations is something I can relate to, as it encourages curiosity, problem-solving and deeper learning across the STEM curriculum.

[Jack Ryan]

• Describe how you could apply some of the concepts and skills you have learned in this module to your own teaching practice in line with the STEM Education policy statement

I enjoy science and get great satisfaction out of watching pupils design and make things. I think I do a good job at teaching different aspects of STEM but I definitely could improve. I never really feel like I achieved my potential in science at secondary school.

Doing the course definitely gave me a buzz of excitement to be back in the classroom and I have a couple of takeaways I want to use in September. They are probably simple ideas in a way but I think with time pressures and busy classrooms, they can be forgotten easily.

1. Prompts/starters- I thought this was shown really well in Module 1. Getting the children to wonder and explore is great way to start a STEM block. There was a slide about not focusing of science vocabulary at the start and to focus in lesson on vocabulary. I feel it is important to do teach vocabulary at the start and something the inspectorate always highlight.

2. Resist stepping in and giving too much help. I am guilty of this. Obviously you can assist and give little prompts but I probably control too much as I am conscious of the outcome to get achieved. My 3 year old daughter wants to objects with Duplo as shown on the box. While helping her, I upset her as I am trying to show how to make it ‘perfectly’. I am probably taking away from her learning.

3. Reflection

I spend a lot of time of reflection and recognize it’s important. The question What are you happiest with? is a very effective way to ellicit constructive dialogue.

[sinead bergin]

I too can relate to you saying that you tend to help out the children too much during the StEM lesson. I will definitely follow the steps laid out in this module when leading an STEM lesson.
I certainly would have begin with pre-teaching the vocabulary that we would be using in our experiments rather than allowing this information to be gained by the children during their investigation. I love the idea of the starter question. A question where they are free to predict and speculate without me making any suggestions or inferences.
Posing questions that encourage wondering during the investigating is super. …Did ? How? Would you try? which? what have you observed? what would you change? what might happen if…?
It is simply impossible for the children to interpret and internalise the information if they have not wondered, have not explored themselves, predicted, tried to investigate, tried to investigate again with different parameters and used the equipment themselves.
They cannot solve a task if they do not wonder how it works, why it works and how they can affect how it works using the equipment provided.

[Emma Mc Carthy]

Jack

I agree with your post on wanting to guide children step by step as we can be very goal orientated. The approach of the frame work allows more time for curiosity and creativity. I agree with your thoughts on this I too are guilty of this goal orientated approach instead of a more curious and creative problem-solving approach

[Kevin O Leary]

Liston (2018) made me think about how I can get STEM into my classroom. The thing that really stood out to me was that STEM works best when you put all 4 parts together, not when you teach them separately.

In my 4th class,  I want the kids to have fun while they learn. We do lots of hands-on things where they get to ask questions, solve problems and work together. The children love doing science experiments using maths to figure out what is going on and using interactive technology to help them learn. I think it is really important to make learning feel real. It is something they can use in their lives. This helps them be curious, creative and think hard about things.

Reading that paper made me think I should plan my lessons better so I can link all the STEM subjects together. I want the children to be able to explore and learn on their own without me telling them what to do. This way, they can make connections between things and learn skills that they will use forever.

[Kevin Daly]

I had 4th class last year too and I agree, the children love hands on work, it really engages them.

[Kevin Daly]

The concepts and skills explored in this module have highlighted the importance of making STEM education practical, inquiry-based and connected to real-world contexts. In my own teaching practice, I can apply these ideas by encouraging pupils to investigate, question, design and problem-solve rather than simply learn scientific facts. This aligns with the STEM Education policy statement, which promotes creativity, collaboration and the development of critical thinking skills.

For example, I can incorporate more STEM challenges where pupils work together to design solutions to authentic problems, such as creating a structure that can support weight or designing a sustainable solution for their local environment. I will also focus on developing pupils’ digital skills by using technology as a tool for investigation and communication. By providing opportunities for exploration and experimentation, I hope to foster curiosity and confidence, allowing pupils to see STEM as something relevant, engaging and accessible in their everyday lives.

[Eimear Cahill]

Hi Kevin, I agree the module also made me think about using a practical, inquiry-based approach that is connected to real-life contexts. Children definitely learn best when they can make connections if possible and allowing them to carry out investigations about things they know definitely would be great to promote their problem-solving skills.

[Catherine O’ Reilly]

Having reviewed the paper Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering and Maths (Liston 2018) reflect on what STEM education looks like in your classroom

 

STEM education in my classroom not only involves the teaching of Science, Technology, Engineering and Maths subjects but also involves a cross-disciplinary approach. It is also linked with Art education which encourages design, creativity and innovation. Stem education in my classroom encourages natural investigating, problem-solving skills, connecting with children’s questions, experiences and interests. We focus on real-world learning skills and STEM integration across many subjects. STEM education in my classroom looks like child-led inquiry, hands-on investigations, a great emphasis on the process over the product. In Dr. Maeve Liston’s piece she states: in order for us to embrace an integrated approach to STEM which is meaningful and effective in our classrooms and as part of STEM outreach activities high quality STEM teaching and learning materials and resources are needed along with well-informed professional development. This is so true and I continue to keep up my continual professional development when it comes to STEM and integration in right across the other curricular areas.

[Eimear Cahill]

Hi Catherine, I agree this is a great approach to bring STEM into as many curricular areas as possible to make the teaching and learning as meaningful as possible. I really like the mention of bringing STEM into the arts and not just restricted to the curricular area of maths, science, technology and engineering.

[Brian Leonard]

This module has strengthened my understanding of inquiry-based STEM teaching and how to use the Curious Minds/ESERO Framework to plan engaging, child-centred learning experiences. In my classroom, I will use the Curious Minds Planning Guide to design investigations that encourage pupils to ask questions, predict, observe, and reflect, while differentiating activities to meet the needs of all learners. I will integrate STEM with literacy by using oral discussion, science journals, and topic-based reading and writing. I also plan to use ESERO resources to explore astronomy through practical investigations with telescopes and observations of the night sky. These approaches align with the STEM Education Policy Statement by promoting curiosity, critical thinking, problem-solving, collaboration, and real-world learning, while fostering positive attitudes towards STEM across the primary curriculum.

[Eimear Cahill]

In the STEM Education policy statement and from this module, it is emphasised that STEM should be driven by curiosity and problem-solving. In terms of the concepts a and skills Wondering and Exploring, I think it is very important for pupils to become active investigators and this is something I hope to bring into my classroom this coming year. I think children should be given the choice to Explore their own own questions, through teacher modelling of open ended questions. Also I aim to provide my class with open-ended investigations to allow them to wonder and explore within STEM and science. After this module, I also see the importance of connection to real life and making these investigations meaningful, making lessons more enjoyable for all. I also hope to facilitate STEM lessons where the children are willing to try new things and be able to make mistakes, this is very important in STEM to give them the confidence to try.

[Aimee Donovan]

I agree that open-ended investigations are so important as they give children the chance to develop problem-solving skills. Connecting problems to real life contexts help the children to view the learning as meaningful and relatable.

[Edel Blake]

Describe how you could apply some of the concepts and skills you have learned in this module to your own teaching practice in line with the STEM Education policy statement. In my own teaching practice it will be important that I remain aware that I should be thinking and planning for integrated STEM learning not isolated subjects and that the focus should be solidly on child-led inquiry, with hands on investigative learning and a focus on process over product.

The helicopter propeller lesson would be a good lesson to try with the children. I would allow them to do their own research on helicopters – child led investigation and to look at examine some toy helicopters and then give them the template from the curious minds website and allow them to collaborate to create their propellers – collaboration and hands on investigation, encourage them to test their propellers and collaborate to improve them, We could introduce a maths component by discussing the shapes of the propellers, experimenting with different shapes and then timing how long the propellers take to hit the floor, we could try different heights etc. We would also discuss creating a fair test. This type of lesson used the engage-investigate – next steps and reflect framework for inquiry.

[Shannon Wilson]

Hi Edel,

Welcome to the course, hope you are enjoying the content so far.

Thanks for sharing your approach to the helicopter propeller lesson, it sounds like a fantastic example of STEM in practice. Allowing pupils to research helicopters, examine toy models, create their own propellers, test them and then make improvements would give them real opportunities to work like engineers. The collaborative element is also very strong, as pupils can share ideas, compare results and learn from one another.

I especially like how you would include Maths and discussing fair testing. This fits really well with the framework for inquiry, and the new curriculum, and would make for a very active and meaningful STEM lesson.

[Aoife Dolan]

I also agree with your Helicopter propeller lesson and love how you can make it a very child led investiagtion.

[Kevin Raftery]

I would also like to use the helicopter propeller lesson and try to make it as child led as possible as you state. I would then take the children to the Shannon Flight Museum where the children could learn more about flight and try the flight simulators.

[Emma Mc Carthy]

The lesson on the mystery fingerprints was a particularly effective real-life learning experience. The language associated not only with the different types of fingerprints, but also vocabulary such as culprit, provided excellent opportunities for language development. This is a lesson I would love to adapt and integrate with literacy, perhaps by using a clip from “The Cookie Culprit” to explore and apply this language in a different context.

The teacher delivering the fingerprint lesson also highlighted the importance of the reflective process. Reflection is key to both assessment of learning and assessment for learning, for both the pupils and the teacher. I believe this is a critical practice, and, as this module reminded us, “just one change can make a difference”.

Many science lessons do not incorporate design, real-world applications or the core ideas of engineering. In addition, the “T” in STEM education can sometimes present an obstacle to producing meaningful STEM experiences. I feel that this can also be a challenge in my own teaching of science. At times, I may be using science too much like a recipe book and not allowing enough time for proper:
• Exploration
• Wondering
• Investigation

The STEM pillars provide an excellent framework for my practice during the coming school year. I particularly like the idea of using a prompt to stimulate and elicit prior knowledge.

When concluding a lesson, I would like to use reflective language and questions such as:
• What did you like most about the design?
• What challenges did you encounter?
• What would be important to remember for next time?

I also want to strengthen the integration of STEM and literacy. New vocabulary explored during lessons will be displayed on our WOW Wall, giving pupils ongoing opportunities to revisit and use new words. I will provide scaffolding opportunities, with the teacher acting as a prompter to help pupils build on their understanding and use of vocabulary.

I also hope to integrate newly learned words into literacy activities. For example, the vocabulary from the fingerprint lesson could be revisited through a literacy piece using an extract from The Cookie Culprit.

To conclude, I will use the following approaches to adjust and develop my practice:
1. Use the STEM pillars as a framework for planning rather than prescribing learning.
2. Allow ample time for exploration, wondering and investigation.
3. Make simple and meaningful connections with mathematics, for example, using rainbow spinners to apply the language of circles, radius and diameter.
4. Develop and use a WOW Wall to display and reinforce new vocabulary.
5. Integrate new vocabulary into literacy activities, for example, using the language of fingerprints alongside a passage from The Cookie Culprit

[Shannon Wilson]

Hi Emma,

Welcome to the course and thank you for sharing such a thoughtful and detailed reflection. I really like how you have drawn out the value of the mystery fingerprints lesson as both a STEM investigation and a rich opportunity for language development – as you mention, there are often strong links between STEM and literacy that can be further emphasised or focused on in class. Another great cross-curricular link I have found myself is between this fingerprinting activity and the history and art of printmaking.

Your focus on reflection is also very strong. The questions you have listed would really work to prompt and support pupils in thinking about the process of learning, not just the final outcome. I also appreciate your honesty around sometimes using science like a recipe book, and wanting to allow more time for exploration, wondering and investigation, which would be wonderful.

I hope you enjoy the rest of the modules.

[Natasha Heavin]

This module has given me a better understanding of how STEM can be taught through inquiry rather than just giving children facts. In my own teaching, I could use the Curious Minds / ESERO inquiry approach by encouraging pupils to ask questions, make predictions, investigate and then reflect on what they found. For example, instead of simply teaching about light, I could let pupils investigate mirrors and lenses and see how changing the position affects what they observe. I would also bring in maths by asking them to measure, record results and present data in tables or graphs. This links well with the STEM policy focus on problem-solving, creativity, collaboration and learner engagement. I also think the activities could be linked with other subjects, such as English through discussion and writing. Most importantly, I would give pupils more chances to work things out for themselves and learn from mistakes. This would make STEM more practical and enjoyable.

[Michelle Mannix]

Hi Natasha

Welcome to the course. It is great to hear how this module has helped your own understanding of STEM and how you could use the Curious Minds Framework for Inquiry with your own class.

This approach allows for the learners to ask their own questions and carry out investigations and activities to try and answer their own questions. As you have said it allows for lots of creativity and problem solving. It also allows for collaboration and critical thinking too as the learners work together to solve problems and explore and explain their results. As you have said it would give the learners the opportunity to work things out for themselves and learn from their mistakes.

Thanks for sharing, I hope you enjoy the course.

[Shandon Sugrue]

After I read Liston’s ideas, I see STEM in my classroom as “learning by doing” with real problems. I feel the hands‑on way works much better. I mix science, technology, engineering, and maths in one task instead of treating them like four separate subjects. For example, in a “mini‑garden” project, children watch how plants grow science, use tablets to take photos and make a timeline technology, build a simple watering tool with bottles and tubes engineering, and measure height each week to make a bar chart maths. In a “bridge challenge,” groups test different shapes, count how many cubes each bridge can hold, and change their design to make it stronger.

Talk moves help a lot: I ask open questions like “What do you notice?” and “What will you try next?” and we treat mistakes as useful information that helps us learn. We use easy tools that most classrooms already have, like rulers, stopwatches, simple coding apps, and recycled items. My assessment is practical too: I use checklists for planning, testing, and explaining results. STEM feels fair for everyone when tasks have clear roles—builder, measurer, recorder—so each child takes part and understands why their idea is important.

[Ciara Ní Thailliúir]

Hi Sharon.
good idea for giving roles to the children. I haven’t done this before but it would make it more “official” and engaging for them for sure. Will try soon.

[Marie Conway]

Hi Sharon,

I really liked your examples of how STEM can be integrated through practical, hands-on activities. The mini-garden project is a really great example of how children can naturally use skills from different areas while working towards a meaningful outcome. I also think your use of open-ended questions and treating mistakes as part of learning is particularly valuable, as it encourages children to be curious and confident in sharing their ideas. Giving pupils clear roles is another great way to ensure everyone feels included and understands that their contribution is important. Your post shows how STEM can be both engaging and accessible without requiring expensive resources.

[Ciara Ní Thailliúir]

<p class=”isSelectedEnd”>After reading Liston (2018), I can see that STEM is not just about teaching Science, Technology, Engineering and Maths as separate subjects. In an infant classroom, STEM happens naturally through play, exploring and everyday activities.</p>
<p class=”isSelectedEnd”>Children are learning science when they explore water, plants, animals, light and different materials. Maths can be included through counting, sorting, shapes, patterns and comparing objects. Engineering can happen when children build with blocks and figure out how to make a tower stand up. Technology can also be introduced through simple digital tools and exploring how everyday objects work.</p>
<p class=”isSelectedEnd”>As a teacher, I can support STEM by giving children opportunities to explore, ask questions and try things for themselves. I can ask simple questions like, “What do you think will happen?” or “How can we make it stronger?”</p>
Overall, I think STEM is already a big part of infant classrooms through play, curiosity, problem-solving and learning through doing.

[Shannon Wilson]

Hi Ciara,

Welcome to the course and thank you for sharing your reflection. I really like how you have highlighted that STEM in an infant classroom often happens very naturally through play, curiosity, exploring and everyday activities. This is such an important point, as young children are already developing STEM skills when they build, sort, predict, compare, test and problem-solve.

Your examples are very clear, especially linking Science with water, plants, animals, light and materials, Maths with counting, sorting and patterns, and Engineering with block play and construction. I also like the simple teacher prompts you included, as these kinds of questions really support inquiry-based learning in an age-appropriate way.

Just a small note, it looks like some formatting code copied into your post. When copying from Word or another programme, it can help to paste as plain text by right clicking in the text box.

Hope you enjoy the course.

[Aoife Dolan]

I also agree with your point about STEM occuring naturally in the infant classrooms, there is great opportunity for this in the infant classrooms and children get great enjoyment while also learning and being fully engaged.

[Grace O Malley]

Having explored the course content for Module One and having read the paper Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering and Maths (Liston 2018)… I have reflected on what STEM education needs to look like in my classroom for the year ahead. It will enable pupils to delve deeper into Maths and Science concepts with a strong understanding of how to approach and solve problems. The children will become innovative critical thinkers and make good decisions. They will be more technologically literate and prepared for the modern world in which we live, they will have the doors to future careers in STEM opened to them. There will be a strong emphasis on STEM projects which will allow for teamwork, collaboration and communication. I will endeavour to create ‘real-world, rigorous and relevant learning experiences for students’. I will adopt the engineering Design Process framework for STEM lessons and Activities
• Ask/Define the problem.
• Research
• Imagine
• Plan and Design
• Create/ Build
• Test and Evaluate
• Redesign and Improve
• Communicate

[Marie Conway]

Having reviewed Liston’s (2018) paper, Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering and Maths, I have reflected on how STEM education is represented in my classroom.

The paper highlights that STEM should not simply be viewed as four separate subjects, but instead as an integrated approach that encourages the pupils to make meaningful connections, problem solve and apply their learning to real life situations.

In my classroom, STEM education is apparent when students are provided with opportunities to explore, question, design, investigate, and look for solutions.
An example would be; Instead of teaching science or mathematics alone, I can provide activities and resources where the pupils use mathematical skills to collect and interpret data, apply scientific knowledge to explain their observations and use technology skills to design and test solutions. This gives the pupils the autonomy to become active participants in their own learning rather than simply receiving information from their teacher.

The paper has also made me think about the importance of creativity and problem solving within STEM. Effective STEM learning should let pupils’ experiments, have trial and error and also improve their creativity and ideas. I believe that this greatly supports the development of skills such as collaboration, reasoning, critical thinking and communications. Skills which are valuable beyond the classroom.

Overall, Liston’s paper has encouraged me to view STEM in a much broader sense. It can provide meaningful opportunities for pupils to connect different areas of learning, develop practical skills and understand how their knowledge can be applied and utilised to the real world.

[Aimee Donovan]

I would begin the lesson by asking the children what they know about mirrors, lenses and telescopes and when they have used them. I would then demonstrate how a mirror reflects light by using a torch and a small mirror. The children could work in pairs to investigate how changing the angle of the mirror changes where the light travels. Next, I would provide magnifying glasses and allow the children to explore how lenses make objects appear larger or smaller. We would discuss how telescopes use lenses and mirrors to help us see objects that are very far away such as the moon and stars. I would extend the lesson by asking the children to observe the night sky for homework and using a simple star map that we have discussed altogether in class the children could identify various constellations. I think this hands-on approach would encourage curiosity, observation and scientific questioning among the children.

[Laura Carney]

• Describe how you could apply some of the concepts and skills you have learned in this module to your own teaching practice in line with the STEM Education policy statement
  This module has given me a clearer understanding of how STEM can be integrated into everyday teaching rather than being taught as separate subjects. I would like to use a more hands-on, inquiry-based approach where children have opportunities to ask questions, investigate ideas, solve problems and reflect on what they have learned. This fits well with the STEM Education Policy Statement, which encourages real-world learning, creativity, problem-solving and connections between different areas of the curriculum.
  For example, I could use the topic of telescopes to explore light, reflection, refraction and lenses. Children could investigate how mirrors and lenses work before designing and making their own simple telescope. They could predict what might happen, test different ideas, record their results and evaluate their designs. The curious minds website is amazing and I will be exploring this further when planning learning experiences.
  I would also make links with Maths through measuring and recording results, and with English through discussion, new vocabulary and written reflections. This approach would help children develop important skills such as curiosity, critical thinking, collaboration, creativity and resilience while making STEM learning meaningful and enjoyable.

• This reply was modified 2 months, 3 weeks ago by Laura Carney. Reason: Formatting

[Aoife Dolan]

Upon engaging with module one of this course I feel that I could apply the concepts and skills from this module by making STEM learning more practical, inquiry-based and connected to the children’s local environment. The example of Birr Castle and the Great Telescope showed me how local scientific heritage can be used to make astronomy meaningful and interesting for pupils. I could introduce topics such as light, shadows, the Moon, planets and telescopes through hands-on activities, allowing children to ask questions, make predictions, investigate and communicate their findings. For example, children could make a simple telescope using everyday materials or investigate how light and shadows change throughout the day. I would also use the Curious Minds and ESERO resources to support my planning and provide curriculum-linked activities. This approach supports the STEM Education Policy Statement by nurturing curiosity, creativity, problem-solving, collaboration and confidence. It would also encourage children to see science as something they can actively explore rather than simply learn about.

[Shannon Wilson]

Hi Aoife,

Welcome to the course and thank you for sharing your reflection. I really like how you have connected the learning from Module 1 with practical, inquiry-based STEM activities rooted in the children’s local environment.

The link with Birr Castle and the Great Telescope is especially strong, as it shows pupils that scientific discovery is not just something that happens far away, but can be connected to their own locality and heritage. Exploring light, shadows, the Moon, planets and telescopes through hands-on activities would give pupils lots of opportunities to ask questions, make predictions, investigate and share their findings.

I also like your idea of using everyday materials to make a simple telescope or investigating how shadows change during the day. These activities would really support curiosity, creativity, problem-solving and collaboration, while helping pupils see science as something active and accessible.

Hope you enjoy the rest of the modules.

[Kevin Raftery]

After reading the paper “Unravelling STEM” by Dr. Maeve Liston and by completing this module, it has given me a greater understanding of how I can better utilise and incorporate Stem into my lessons. In my classroom I enjoy carrying out STEM lessons with the class but at times can find them very labour intensive setting up all the equipment and items required. After going through the paper however and completing the module I think I now realise that I am carrying too much of the lesson and trying to do too much myself, rather than letting the children carry out the concept and try to understand it and explore it for themselves. The seven key points highlighted at the start of the paper nearly all begin with “Students” which to me means that it is all about their understanding and development and trying to figure out these concepts for themselves. I also agree with her that at times we can pick up a box labelled “STEM” and utilise it in the classroom. However if we were to really dig deep into it we would realise that maybe it is only dealing with the science and maths aspect, as Dr. Liston says “engineering has to take centre stage”. Therefore it is important that I think about that more in my classroom the next time I carry out some STEM activities that I have picked up from this course.

[Anna Shine]

I teach infants so have thought about this lesson with infants in mind! I’d start by showing the children a photograph of the I-LOFAR radio telescope at Birr Castle and asking ‘What do you think this is?’ and ‘How could scientists use it to learn about things they cannot see?. This’d introduce the idea that there are different types of waves and that not all waves are visible.

I’d then allow the children to investigate sound through simple activities. They could pluck elastic bands, tap drums or rulers and observe what happens when they make a sound. We’d discuss what they notice and introduce the idea that sound is caused by vibrations. We could then explore light using torches, mirrors and different materials, investigating what light can travel through and how shadows are formed.

To make the lesson accessible I’d use visual prompts, demonstrations, simple vocabulary and allow children to record their observations through drawings or oral explanations. We would finish by returning to the I-LOFAR telescope and discussing how scientists can use invisible radio waves to learn about space.

[Shane Sheridan]

Really like this idea to demonstrate sound waves! sounds really engaging and fun

[Katie Fitzpatrick]

I’m also teaching infants this school year. This is a lovely way to explore sound with a junior class, thanks for sharing!

[Michelle Mannix]

Hi Anna,

Welcome to the course. Thanks for sharing your lesson ideas which focus on the infant classes. Play based learning and exploration, while it is an approach for all classes now, is an effective one for STEM in infants. As you have said, there are lots of opportunities to explore sound and light in free play initially and then explore it further in discrete lessons. Visuals would also be very engaging for the infants and I like how you plan to introduce the telescope to them with images and then allow them to show their learning in different ways such as creating their own pictures and using simple vocab as responses to the lesson.

Thanks for sharing, I hope you enjoy the course.

[Shane Sheridan]

After reading Liston’s paper, I really thought about how STEM is taught in the schools I work across. I’m lucky that my role lets me teach quite a bit of STEM, but if I’m honest, most of it has been centred around coding programmes and just getting through the science curriculum. Engineering design and real problem-solving haven’t been as important or used as often.
The paper helped me see that authentic STEM is more than the acronym — it’s about integrating the four areas through hands-on, real-world challenges that build creativity, critical thinking and teamwork. Kids understand things far better when they’re actually designing, testing and improving solutions themselves.
Because I’m spread across a few schools, this is something I can help develop more widely. I’m planning to shift towards more design-based projects, like improving something practical in the school environment, so the children experience the full STEM cycle. It’s definitely going to make me a better STEM educator.

• This reply was modified 2 months, 3 weeks ago by Shane Sheridan.

[Michelle Mannix]

Hi Shane,

Welcome to the course. Thanks for sharing your reflection on Liston’s paper and your approach in your own class. It is great that you can work on coding with your learners and provide for lots of skills development in coding. While I have used tutorials, it is an area I need to work on myself.

STEM is integrated and this is represented in our new STEM Specification. As you have said, you will now work on more design based projects to develop engineering and problem solving with a purpose. As you have said the learners will often be more engaged and will understand things better when they are in the process of testing predictions, investigating and problem solving with their peers.

Thanks for sharing, I hope you enjoy the course.

[Katie Fitzpatrick]

The paper Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering and Maths was interesting to read and has really got me thinking about my approach to STEM in the classroom. I am teaching senior infants this school year and I hope to plan STEM activities that give students the opportunity to think critically, solve problems and work collaboratively. The ESERO resources included in this module are excellent and I’m looking forward to using them in the future. Reading this paper has highlighted to me the importance of looking at an activity and deciding whether it is STEM or not- does it include all four disciplines? I hope to engage my students in fun STEM learning activities that involves all four subjects- science, technology, engineering and maths. I plan to have a STEM classroom display that can be changed throughout the year. I find students are very motivated when they see their work displayed in the room.

[Therese Walsh]

I also think that it is important for the children to get the opportunities to think critically, work collaboratively, and problem solve. STEM lessons give meanignful chances for teachers to incorporate these skills.

[Therese Walsh]

Assignment: Describe how you would apply some of the concepts and skills you have learned in this module to your own teaching practice in line with the STEM Education policy statement

I am going to use the structure Engage, Investiagate, Take The Next Step. I like the idea of breaking these three different parts of structuring a science lesson into clear smaller steps. This has given me a clear way to plan and structure science lessons going forward with 5th and 6th class.

To begin, I will include the three parts of engagement; prompt, wondering and exploring. I particlarly like this and find as a teacher it can be difficult not to go straight into teaching the content but this requires us to slow down and let the students take agency in their learning.

As regards investigate; this will include the starter question, predicting, conducting the investigation, and interpreting the data/results.

Finally then, to conclude the lesson/block of work I would consult the ‘take the next step’ section. Apply learning, make connections, and thoughtful actions.

It is also important for the teacher then to reflect on what worked well and what may be necessary to change going forward.

[Claire Kelly]

I strongly agree with Maeve Liston’s 2018 paper “Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering and Maths” that STEM is more than teaching four subjects in isolation. It encourages a more modern, hands-on, practical approach which encourages and fosters teamwork and problem-solving skills which should be greatly valued in life beyond the classroom. I use the Explorers programme from Folens as the basis for STEM activities. It encourages investigation and learning through the environment around us. We are very lucky to have a large outdoor school environment full of nature which the children can explore and use across a wide range of topics. The children are encouraged to be active participants in their learning and co-operative learning forms the basis of many of our lessons. There are so many opportunities to use real life contexts to leran about and explore the world around us. This is something I have seen as a transferrable skill which children use well after the lesson has ended. It opens up the children’s eyes to their environment and encourages them to question what they see and relate it to what they already know.

[Amy Heraghty]

Having completed this module, I feel that some of the key points to consider which will assist me in my own teaching include appreciating the role of the teacher as facilitator of STEM learning activities. Facilitating is key here as the value in each lesson is placed on the process as opposed to the children merely recalling scientific facts. The emphasis lies on nurturing childrens curiosity and facilitating learning by providing an effective learning environment and supporting discussions around topics as children ask questions, predict and explore and reflect.

I also really feel that quality oral language is necessary for success in STEM and the explicit teaching of necessary vocabulary is central to each individual learning experience in STEM. Cross-curricular integration and thematic planning is essential where possible to compliment this and in addition, having different “background” information relating to STEM topics would also support the children’s ability to think critically and engage with the learning experience on a deeper level.

Children learn best when the learning is based on meaningful experiences and when they are actively involved in their learning.  When we use local areas such as Birr Castle Demesne as a stimulus for exploring STEM, the children can begin to really appreciate its relevance. I have visited Birr Castle more times than I can remember but now I see it through a new lens (excuse the pun!!) A basis for exploring light, telescopes, biodiversity and much more.

I also really appreciate the tools outlined in this module; websites such as curious minds and ESERO, and the frameworks discussed which will really support us to plan and implement quality STEM learning experiences.

• This reply was modified 2 months, 3 weeks ago by Amy Heraghty.

[Shannon Wilson]

Hi Amy,

Welcome to the course and thank you for sharing such a thoughtful reflection. I really like how you have highlighted the role of the teacher as facilitator in STEM learning. Your point about valuing the process, rather than focusing only on pupils recalling scientific facts, is so important. Creating space for children to ask questions, predict, explore, discuss and reflect is central to meaningful inquiry-based learning. Sitting with this uncertainty and allowing the children to lead the enquiry can sometimes be the daunting part of this approach, but with practice this gets more comfortable. The ESERO and Curious Minds frameworks should provide lots of practical support for developing these ideas further.

I also really like your focus on oral language and vocabulary. Explicitly teaching key STEM language can make a big difference to pupils’ confidence, especially when they are explaining their ideas, comparing results or justifying their thinking.

Hope you enjoy the rest of the course.

[Irene Bond]

I really appreciated the concept that engineering is what makes that various STEM subjects come together and work as one, rather than as stand-alone subjects.  I teach Senior Infants.  Last year, the students loved learning about space, and watching the Artemis II mission as they travelled past the moon.  We also explored light and colour mixing.

I look forward to using the Rainbow Spinner activity to extend this learning  and give the children opportunities to do their own exploring.  We can discuss the shape of the spinner, count the number of colours used, and explore how results differ is the colours used, and the quantity of colours used, changes.  The children can engineer spinners, modifying and adjusting their designs to explore how that changes the results.

The Curious Minds/ ESERO Framework for Inquiry document examples really gave me confidence to engage with the framework and start to think about how I will create more opportunities to explore our theme in Senior Infants.

[Jennifer Nolan]

I really like how you have connected the Rainbow Spinner activity to your previous learning about space, light and colour. I agree that the engineering aspect provides a great opportunity for children to bring their learning together through designing, testing and modifying their spinners. I also think this would work really well with Senior Infants as it allows them to explore and make predictions in a very hands-on way. The Curious Minds/ESERO Inquiry Framework has also given me more confidence in seeing how these types of open-ended activities can be incorporated into everyday classroom learning.

[Edel Burke]

Hi Irene, I love your idea of linking both the rainbow spinner activity with the colour wheel. As you have clearly outlined, there are so many learning opportunities within this activity for Senior Infants, including counting, colours and shapes. I really like how simple, yet engaging the activity is, and you have inspired me to use a similar approach with my First Class pupils.

[Edel Burke]

There are many concepts and skills that I have learned throughout this module that I will bring into my classroom and teaching in the next academic year. I am hoping to incorporate more technology into my teaching and I will make use of the many engaging resources available on the ESERO and Curious Minds websites. Previously, I have felt unsure about how to begin teaching STEM lessons, particularly in the junior classes, but this module has given me greater confidence and a range of ideas that I can adapt to suit the needs and interests of my pupils.

I am extremely fortunate that my primary school is located within a fifteen-minute drive of Birr Castle, so I would love to explore the topic of telescopes with my pupils and hopefully arrange a visit to Birr Castle. I learned about a fantastic lesson involving pupils making their own telescopes, with each step clearly outlined. I believe activities such as this one will make STEM learning more practical, meaningful and enjoyable for my pupils. Overall, this module has given me the skills, knowledge and confidence to introduce more STEM experiences into my classroom.

[Jennifer Nolan]

Having reviewed the paper Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering and Maths (Liston 2018) reflect on what STEM education looks like in your classroom.

STEM education in my classroom involves creating opportunities for pupils to explore, question, problem-solve and apply their learning to real-life situations. Rather than teaching Science, Technology, Engineering and Maths as separate subjects, I try to make connections between them through practical and collaborative activities. For example, pupils may investigate materials, design and build structures, collect and represent data, or use technology to research and communicate their findings. I find that hands-on learning encourages curiosity and allows pupils to learn through trial and error, while also developing skills such as critical thinking, creativity, communication and teamwork. Following Liston (2018), I recognise that STEM is broader than simply combining four subject areas. It involves developing an understanding of how these disciplines work together to solve problems and make sense of the world. I would like to further develop STEM in my classroom by providing more opportunities for open-ended investigation, design challenges and links to the local environment and scientific heritage.

[Rheanne O Shea]

Using the I-LOFAR radio telescope as inspiration, I would begin by showing pupils images of the telescope and asking, “How can we detect things we cannot see?” This would introduce the idea of waves and encourage pupils to share their existing knowledge. Pupils would investigate how sound travels by carrying out simple experiments using tuning forks, elastic bands and cups-and-string telephones. They would then explore light using torches, mirrors and different materials to investigate reflection, shadows and transparency. Pupils would work in small, mixed-ability groups, with clear visual instructions, demonstrations and hands-on activities to make learning accessible. For pupils who require additional support, I would use visual schedules, simplified language, AAC/iPad responses and opportunities to demonstrate learning non-verbally. Pupils could record observations through drawings, photographs or short sentences. The lesson would finish with groups sharing their findings and linking their discoveries back to how I-LOFAR uses radio waves to explore objects in space.

[Shannon Wilson]

Hi Rheanne,

Welcome to the course and thank you for sharing such a thoughtful and inclusive lesson idea. I really like your opening question, “How can we detect things we cannot see?”, as it is a great way to spark curiosity and introduce pupils to the idea of waves in a meaningful way.

The link with I-LOFAR is very strong, as it helps pupils connect hands-on classroom investigations with real scientific research. I also really appreciate how carefully you have considered accessibility. Ending by linking their discoveries back to radio waves and space exploration would bring the lesson together beautifully.

Hope you enjoy the rest of the modules.

[Geraldine McKeigue]

Having reviewed the article  Unravelling STEM: Beyond the acronym Science, Technology, Engineering and Maths by Liston (2018), it has changed how I think about STEM and how I want it to look in my classroom. I now understand that STEM is much more than teaching science, technology, engineering and maths separately. It is about giving children real-life problems to investigate, solve and reflect on using skills from all four areas.

In my 2nd, 3rd and 4th class, I want to rely less on textbooks and ready-made programmes and instead plan lessons around themes and real-life issues that are meaningful to my pupils. For example, children could investigate ways to reduce waste in our school or design solutions to everyday problems. This will make learning more engaging and relevant while encouraging curiosity, teamwork, creativity and problem-solving. I want my classroom to be a place where children learn through inquiry, hands-on activities and meaningful experiences that help them see the value of STEM in everyday life.

[Pauline Butterly]

I agree, using less textbooks and more hands on lessons about the world around us and in particular lessons that apply to the local environment are much more beneficial for children in the long-term than reading about something that really holds no great interest or value to them because it is just printed in a book and not experienced by the children.

[Eanna Byrne]

* Describe how you could apply some of the concepts and skills you have learned in this module to your own teaching practice in line with the STEM Education policy statement

I found this module extremely helpful in terms of highlighting the many fantastic resources that are out there to be used. I believe in giving students the opportunity to learn via hands on learning is an important approach to use. The curious minds website was something I had not used recently but I will be referring to in the coming year. I think giving the students time to question what they are being asked to do, changing opinions as they learn by doing and applying what they are learning to the real world allows them to enjoy and deepen their understanding of STEM. There are many opportunities to integrate different elements to STEM to other subjects which is something I also try to do and I think this module has helped give ideas for what I will do in the coming year.

[Adrian Kelly]

Describe how you could apply some of the concepts and skills you have learned in this module to your own teaching practice in line with the STEM Education policy statement
One idea I will take from this module is to make STEM learning more inquiry-based rather than always beginning with an explanation from the teacher. I would like to give pupils more opportunities to ask questions, make predictions, investigate and then discuss what they have discovered. The Curious Minds framework of Engage, Investigate, Next Steps and Reflect would be a useful structure for this.
I also think STEM can be integrated naturally across the curriculum rather than taught as four separate subjects. For example, a simple investigation could involve measuring and recording results in Maths, carrying out an experiment in Science and using technology to research or present findings. Pupils could work in groups to solve a problem, test different ideas and explain their thinking to the class.
This links well with the STEM Education policy as it develops creativity, critical thinking, problem-solving, collaboration and communication while making learning more active and meaningful

[Pauline Butterly]

After looking at Liston’s, Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering and Maths, and thinking about how STEM education works or is covered in my classroom, I feel that STEM is present in many areas of my teaching, although it is not always explicitly labelled as STEM. Science encourages pupils to investigate, ask questions and develop an understanding of the world around them. Technology and engineering are incorporated through problem-solving, designing and creating, while mathematics supports measuring, calculating and analysing information. The new Primary Maths curriculum is very hands on and I have seen first hand the benefit of ‘figuring it out’ with hands on materials in my 5^th class.  The senior classes traditionally used fewer concrete materials than the junior class but over the last couple of years the use of brainstorming and problem solving in groups, with concrete materials has really benefited the children in my classroom. We have also used a local resource close to our school, Johnstown Castle, where Teagasc is based to do scientific experiments and hands on activities involving soil.

[Dervla McGeeney]

I’d base the lesson around the I-LOFAR radio telescope in Birr to hook pupils in with a real Irish example. I’d start by asking: How do we detect things we cannot see? That opens up inquiry in a child-friendly way. Using simple activities, pupils could make waves with ropes or slinkies, explore sound by feeling vibrations in tuning forks or drums, and investigate light with torches, mirrors and shadow screens. We’d compare what stays the same across all three – patterns, movement, and how energy travels.
To keep it accessible, I’d use predict-test-explain tasks, lots of visual supports, word banks, think-pair-share and hands-on stations. Pupils could record ideas through drawings, simple tables, photos, or oral feedback rather than only writing. This links well to the strands in the curriculum especially Energy and Forces, and supports STEM by connecting classroom science to engineering, technology and space. I’d finish with a challenge: design a way to send a message using sound, light, or radio-type waves.

[Jennifer Feerey]

 

After reading Liston’s (2018) paper, I can see that STEM in my classroom is about more than just teaching science, technology, engineering and maths as separate subjects. I think STEM works best when the different areas are linked together and pupils get a chance to use what they have learned in real-life situations. In my classroom, I try to encourage pupils to ask questions, solve problems, be creative and learn through doing. Technology is also a big part of this, as pupils use different digital tools to research topics, share ideas and find solutions. The reading made me think more about how I bring the different parts of STEM together in my teaching. I feel that pupils learn more when they can work together, try things out, make mistakes and learn from them. Overall, I think STEM should be practical, enjoyable and connected to everyday life, while helping pupils develop skills they can use both inside and outside the classroom.

[Ciara Reynolds]

After reading Liston (2018), I reflected on how I use STEM. It can be particularly valuable in an Autism Class because activities can be adapted to suit a wide range of abilities, language levels and developmental stages. I really enjoy using STEM activities in my classroom because they are not necessarily linked to a specific year level. The same activity can be explored in different ways depending on each child’s needs and understanding.

AS a school, we use ‘the ‘Small World’ series. This can be quite restrictive, and I feel that STEM and some of the activities outlined in the course, would be much more beneficial when catering for the needs of all children. I can create activities to let the children explore, play and solve simple problems together. I can adapt the activity using visuals, AAC and simple language so that everyone can take part. I like that one activity can work for all the children but in different ways. This links well with Liston’s (2018) idea of STEM being about exploring, questioning and making connections, rather than just learning separate subjects.

[Brian McNulty]

Hi Ciara,

That is a very interesting take on how STEM can be used in Special Classes, that I have not previously seen. It is very important that all students can interact with the topic, regardless of their needs, abilities or understanding.

It is crucial that all students have opportunities to interact with STEM and that lessons are suited to their own abilities, such as using visual aids or sentence starters.

[Patricia Dunne]

In my classroom, STEM activities often involve pupils working together to investigate problems, ask questions and find solutions. For example, pupils might design and build a bridge using simple materials, testing which design can hold the greatest weight. This activity combines science, engineering, mathematics and technology while also developing creativity, communication and problem-solving skills.

Technology is also used to support learning through research, interactive resources and digital tools. I try to give pupils opportunities to experiment, make mistakes and improve their ideas rather than focusing only on getting the correct answer.

Liston’s paper has encouraged me to think more broadly about STEM and recognise that it is not simply about four separate subjects. It is about developing curiosity, critical thinking, collaboration and real-world problem-solving. I would like to continue providing more opportunities for pupils to explore, question and create through integrated STEM activities.

[Orla Tynan]

I really like your point that STEM is about more than just the four separate subjects. I also agree that giving children opportunities to experiment, make mistakes and find their own solutions to help develop confidence and problem-solving skills. As a SET teacher, I see how these skills can support children across all areas of their learning.

[Orla Tynan]

Having reviewed Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering and Maths (Liston, 2018), I see STEM as much more than teaching separate subjects, which I have been guilty of doing in the past. It is about encouraging children to think, explore, solve problems and make connections through meaningful, hands-on learning.

As a SET teacher working with 1st and 2nd Class, STEM is part of my everyday teaching. In my numeracy groups, pupils often use practical materials to investigate mathematical ideas, recognise patterns and solve problems together. During literacy lessons, children develop their communication skills through oral language tasks and getting the opportunity to explain their thoughts. In my fine motor lessons, activities such as construction tasks, cutting, drawing helps to develop children’s skills needed for both learning and design. In my social and emotional groups, students learn to work together, listen to each other, share ideas and build confidence when completing activities especially in project type work.

Liston highlights that STEM should encourage creativity, collaboration and real-world learning. This is reflected in my classroom where children are supported to become curious, resilient learners who enjoy exploring new ideas and learning from their experiences.

[Leah Bergin]

Similar to Orla, we use aspects of STEM more often than we realise.

[Leah Bergin]

In my classroom, STEM education is about giving pupils opportunities to explore, question, create and solve problems through practical experiences. Following Liston’s (2018) discussion of STEM as more than simply an acronym, I see the value in connecting Science, Technology, Engineering and Maths rather than teaching them as completely separate areas. I try to provide activities where pupils can apply their learning to real-life situations, such as designing and building structures, carrying out investigations, solving problems and using technology to research and communicate their ideas.
I believe STEM should be active and pupil-centred, allowing children to make predictions, test ideas, learn from mistakes and find their own solutions. Collaboration is also an important part of STEM in my classroom, as pupils learn to share ideas and work together. Overall, STEM education encourages curiosity, creativity, critical thinking and problem-solving, while helping pupils develop practical skills and confidence that they can use both inside and outside the classroom.

• This reply was modified 2 months, 2 weeks ago by Leah Bergin.

[Sarah Stanceliene]

After reviewing the article entitled: ‘Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering and Maths (Liston 2018’ I feel I have a better understanding of what STEM education SHOULD look like in the classroom as opposed to what is HAS looked like previously. The view that the engineering is the glue that connects the STEM disciplines highlights exactly how they should be taught; cohesively and through the presentation of an open-ended question allowing pupils to reflect and connect prior knowledge but ensuring that such knowledge is not limited to one subject only. This way the children can pull knowledge from all areas. My previous course was ‘Ai for teachers’ and I think STEM is a great way of introducing Ai as an assistant to students as opposed to a generator of answers thereby disengaging student thinking. Modelling and exploring how to write efficient and concise prompts would ensure that AI is used to help further the children’s learning as opposed to ‘giving’ them the answer. The first course I did was Six Bricks and it detailed how lessons featuring STEM came to be by merely providing stimuli. ‘Six Bricks and Bob’ was a great example of how an open-ended question or play based approach to learning can result in lessons that are truly engaging and almost completely child-lead. A quote from that course sprung to mind when reading Liston’s article; “Give the pupils something to do, not something to learn; and the doing is of such a nature as to demand thinking; learning naturally results.” – John Dewey. I feel like this very quote sums up what Liston is saying. The Engineering Design Process coupled with dealing in real world problems and the idea of learning skills AS WELL as knowledge is how a child will truly learn through STEM. This is now how STEM will look in my classroom, it will truly echo all the course learning I have done this year and can be summarised by saying that ‘A moving child is a learning child’ (Module 4, Six Bricks Course, CPD Teacher training).

[Sarah Stanceliene]

I would just like to add a detail that I feel was lacking in my answer. I feel that my previous teaching of STEM especially in the area of technology, was definitely more stand alone or ‘along side’ other subjects instead of being ‘authentically STEM’ and underpinned by the Engineering Design Method.

[Sarah Stanceliene]

*Engineering Design Process

[Shannon Wilson]

Hi Sarah,

Welcome to the course and thank you for sharing such a rich and thoughtful reflection. I really like how you have connected Liston’s ideas with your learning from other courses, particularly the idea that engineering can act as the glue that brings the STEM disciplines together through open-ended, real-world challenges.

I also found your reflection on AI very interesting. Using AI as an assistant to support questioning, prompting and further investigation, rather than as a tool that simply gives answers, could be a valuable way to develop digital literacy while still protecting pupil thinking and creativity.

The Dewey quote fits beautifully here. Learning through doing, movement, play and problem-solving really captures the spirit of effective STEM education.

Hope you enjoy the rest of the course.

[Grace O Mahony]

There are many concthink children learn best when they are actively involved rather than just listening to information. This module has given me more confidence to try new STEM activities and to encourage curiosity, creativity, teamwork, critical thinking and problem-solving in my classroom.

[Grace O Mahony]

There are many concepts and skills from this module that I would like to use in my own teaching practice. I found it very useful to see how STEM can be linked with other subjects and made more practical and enjoyable for children. I would definitely use websites such as Curious Minds and ESERO when planning STEM lessons. I found the lesson ideas and frameworks easy to follow and they gave me lots of ideas that could be adapted for different class levels.

I particularly liked the activities based on light, colour and telescopes. These would work very well with 3rd class as they are practical and allow the children to investigate, ask questions and make predictions. I think children learn best when they are actively involved rather than just listening to information. This module has given me more confidence to try new STEM activities and to encourage curiosity, creativity, teamwork, critical thinking and problem-solving in my classroom.

[Caitriona Kinsella]

Try out some of the referenced classroom investigations for yourself or look at other resources and describe how you would conduct a lesson on mirrors, lenses, and telescopes or looking out at the night sky for your class:

The ESERO lesson plans are fantastic and really clearly laid out (for staff and children!)

Introduction: What do people use to help them see things more clearly? Open the discussion up to glasses, magnifying glasses, etc. What can we use to help us see the night sky clearer or more up close? Discuss telescopes, their purpose, where they can be found, sizes etc. Show pictures, visit Birr Observatory page. Explore how a telescope may be made – what would be needed?

Main activity: Make a telescope individually, pairs or small groups (depending on ability and desire) using the materials as listed in the ESERO challenge.

Test the telescope: Can you see objects further away? If so why? If not, what do we need to change?

Reflection: What did you learn from this task? Where can we use this telescope effectively? What is the difference between this homemade telescope and large ones you can purchase? An observatory telescope? What benefits can telescope development and watching the night skies bring to society?

Follow up task: Bring the telescopes home and use in the dark. Write a small paragraph about your findings. Involve family in this task. Report back to class as a show and tell type assignment.

• This reply was modified 2 months, 2 weeks ago by Caitriona Kinsella. Reason: Typo

[Sean Flanagan]

Such a lovely activity, Caitriona. I also liked how building the telescope in school extends to home as well. No doubt a number of children will be up late on a school night looking at the night sky!

[Kelly Feehan]

Liston (2018) caused me to reflect on how I approach STEM in my classroom. I think that children have greater interest and deeper understanding when they investigate and explore concepts for themselves. Therefore, I encourage a hands-on approach with STEM education in my classroom. As stated in the article, STEM education should be taught using an inquiry approach and hands-on, problem-solving methods support this.

The article outlined how STEM education is not an isolated subject but should be interconnected. This module also outlined how STEM education can be easily integrated. This is something I want to work more on this school year, as before I found STEM a daunting area, particularly in the junior classes. The article also highlighted the importance of making connections to children’s everyday lives. In order to make learning more meaningful, it has to be linked to things the children already know and experience. I completely agree with this. I believe students will be more engaged and be more likely to retain information if the learning is linked to their everyday lives.

[Sean Flanagan]

Liston (2018) argues how STEM education should be integrated into the curriculum. It is not a stand-alone subject, but should be interwoven into learning within a school. Children learn best when they are actively working on a topic or problem. I have found that having this ‘problem’ or investigation have a link to something that occurs in the real world, the children are likely to be more curious about it and want to investigate it. Even better if links can be made that directly influence or affect their own lives, they get very engaged in the task. STEM should involve key deemed 21st century skills of teamwork and problem solving among others, and it should involve some trial and error along thew way too. The children should be encouraged to try something, and if it doesn’t work, or even if it does, how can they improve upon it.

• This reply was modified 2 months, 2 weeks ago by Sean Flanagan.

[Sean Flanagan]

Liston (2018) argues how STEM education should be integrated into the curriculum. It is not a stand-alone subject, but should be interwoven into learning within a school. Children learn best when they are actively working on a topic or problem. I have found that having this ‘problem’ or investigation have a link to something that occurs in the real world, the children are likely to be more curious about it and want to investigate it. Even better if links can be made that directly influence or affect their own lives, they get very engaged in the task. STEM should involve key deemed 21st century skills of teamwork and problem solving among others, and it should involve some trial and error along thew way too. The children should be encouraged to try something, and if it doesn’t work, or even if it does, how can they improve upon it for a potential next time.

[Michelle Mannix]

Hi Sean,

Welcome to the course and thanks for sharing your summary of Liston’s paper. Liston acknowledges the importance of interweaving all areas of STEM in project work, tasks and activities through the context of solving a problem as you have mentioned. As you have also outlined, there are plenty opportunities for skills development including 21st century skills.

Just a reminder to ensure to reflect on your own classroom practice in light of Liston’s paper also as part of this assignment.

[Louise Kelleher]

<span style=”font-weight: 400;”>Describe how you could apply some of the concepts and skills you have learned in this module to your own teaching practice in line with the STEM Education policy statement.</span>

<span style=”font-weight: 400;”>One of the biggest things I’ve taken away from this module is the idea of STEM education being integrated, and not approaching each area as a different subject. As teachers, we are so used to saying ‘ok we’re doing science today’ and of course there is always mathematical overlap, but I think it will be useful to become more aware of the links between each STEM area. I’m also planning on using what I’ve learned about inquiry based learning and lessons. I love the idea of using a prompt such as the wondering questions about light, and asking what the light is doing when it passes through the prism. I love the idea of being a questioner as a scientist. I will definitely be encouraging the children in my class to question things more and to come up with their own questions that they’d like to answer through the investigation stage. </span>

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