Implementation of ‘Rewrite the story with STEAM activities’ (SOI-MT-500)


This story of implementation was inspired by the learning scenario Rewrite the Story with STEAM Activities (LS-RO-350). Fables and stories appeal to students of all ages. Whether it’s their first time hearing a story or revisiting a favourite, students are always drawn to them. Inspired by this and adapting it to the Maltese curriculum, I planned an activity around the fable “The Three Little Pigs” to engage students in active and hands-on learning. Students listened to the story, discussed it, recreated the pigs’ houses, and shared ideas for improvement. This approach aimed to capture their attention and facilitate learning through active participation. By using hands-on activities and group work, the activity helped students develop various skills while exploring the story’s themes and morals, linking to learning outcomes in the Maltese curriculum.

The Maltese educational system is diverse, with students of different abilities and cultural backgrounds. Educators in Malta strive to create inclusive environments where every student feels supported and valued. They use tailored strategies to meet individual needs, whether academic or cultural. This inclusive approach promotes respect for diversity, fostering acceptance and understanding among students. Maltese schools aim to empower all learners, helping them reach their full potential regardless of their backgrounds or abilities.

The activity focused on multiple skills: language, communication, memory, story sequencing, creativity, dialogue, documentation, and observation. It also encouraged predictive thinking and addressed climate change themes, emphasizing our collective responsibility in tackling these issues. This comprehensive approach nurtured cognitive and linguistic skills while instilling a deeper understanding of environmental concerns and societal engagement.

Sixteen students, aged 7 to 8 (3rd Grade in Malta), participated in the activity. In Maltese Grade 3 classrooms, students typically do not have individual digital devices, but classrooms are equipped with interactive flat panels. These panels are used by both students and teachers to create engaging learning activities suited to different learning styles. This technology helps educators provide differentiated instruction, meet the diverse needs of students and enhance their learning experiences.

Learning Scenario Outline

Session 1

The instructional sequence began with reading “The Three Little Pigs.” Open-ended questions stimulated students’ critical thinking.

Students then formed groups of four and received a design template. Next, they conceptualized and constructed their interpretations of the pigs’ houses. During the design phase, emphasis was on collaborative teamwork.

After ten minutes, students participated in a gallery walk to observe each other’s creations.

They discussed and predicted potential narrative outcomes. The teacher demonstrated wind effects using gentle breaths initially and a hairdryer later.

Figure 1 – Discussions and idea sharing

This showed different wind intensities and led to discussions on natural phenomena like tornadoes and cyclones.

Students learned about the impact of these phenomena on infrastructure and agriculture.

This approach combined narrative exploration with scientific inquiry, using newspaper articles such as this and this while enhancing understanding of literary and environmental themes.

Figure 2 – Visualising concepts and designs

Session 2

Students contemplated visual representations from Europeana such as this, this and this – of wind damage globally and locally.

Figure 3 – Exploring materials

They viewed recommended videos such as this one to understand tornadoes and other wind phenomena.

To conclude, students worked in pairs to propose environmental conservation measures.

Figure 4 – Reporting and finalising designs

Implemented teaching scenario: Rewrite the Story with STEAM Activities (LS-RO-350)

Do you want to discover more stories of implementation? Click here.

PDM 1.0: the featured image used to illustrate this article has been found on Europeana and has been provided by the Albertina.

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