Designing Lessons based on STEM Principles for Science, Technology, Engineering and Mathematics

Program Details

Designing Lessons based on STEM Principles for Science, Technology, Engineering and Mathematics
Duration: 10 hours
Prerequisites: Completed “ Advanced Educational Qualification”
Lesson Planning Based on General Principals of Teaching Math, Science and Technology
The Use of E-Learning in Learning and Teaching
Material: Training Guide, Program Kit, and online resources on Marifah
Level - Track: Specialized Level – Mathematics – Science – Computer Science
Target Audience : All teachers of Math, Science, and Computer Science teachers grade

Short Description

STEM aims at giving the opportunity to give students the opportunity to develop knowledge and skills for problem solving through the process of building tangible models. They perform this by asking open questions and engaging in practical activities related to the core concepts in mathematics, science, technology and engineering. The essential tasks in these activities are linked directly with real-life problem solving.

This program offers the latest best practices and presents recent research findings that are related to STEM through workshops. The trainees will work actively to carry out collaborative activities where they will exchange experience with their peers. The trainer will also reflect on these experiences.

Big Ideas

Nature is full of patterns and teaching designs.
STEM subjects are strongly related to the twenty first century skills and careers
Teachers need new skills for the STEM education.

Essential Questions

Why do we use STEM Education?
How does STEM look like inside the classroom?


Unit Outcomes
  • • Identify STEM education concept, goals, beliefs and principals with respect to the STEM approach.
  • • Identify the importance of adopting STEM approach.
  • • Connect STEM relation with 21-century skills.
  • • Give reasons for adopting STEM education.
  • • Identify characteristics of STEM lessons.
  • • Identify teacher's role in STEM.
  • • Identify successful classroom practices in regards to using STEM.
  • • Evaluate STEM planning and give feedback based on rubric.


No Assessment Component Weight
1 Attendance and Participation Participation 5
Attendance 5
2 Formative Assessment Self-regulated -assessment KWL-Q 5
Vocabulary Tool 5
Homework self-assessment 5
Trainer Assessment Homework tasks 5
"Hands on time" activity
"Air bag problem" activity 5
"What makes it STEM?" activity
STEM time" activity
3 Summative assessment Summative performance task, Presenting STEM lesson plan, and give feedback. 15
Exit Task 5
Portfolio 10
Final exam 20
Program Total 100

Time Distribution

No Item Time (min)
1 KWL-Q 15
2 Pre-Vocabulary Tool 15
3 Terminology 10
4 Activity 1.1: Design and patterns in nature 40
5 Activity 1.2: What is STEM? Goals, believes and principals 40
6 Activity 1.3: Hands on time 50
7 Activity 1.4: How does STEM look like? 50
8 Activity 1.5: Reflection and comparison Self-learning
9 Activity 1.6: What makes it STEM? 50
10 Activity 2.1: What does research say? Self-learning
11 Activity 2.2: What are the pros and cons of STEM? 30
12 Activity 2.3: STEM time! 50
13 Activity 2.4: Are you a STEM teacher? 50
14 Activity 2.5: How do apps and games support STEM? 30
15 Activity 2.6: What tools can I use to teach STEM? 50
16 Activity 2.7: Time to design STEM 50
17 Activity 2.8: Presenting and feedback 40
18 Post -Vocabulary Tool 10
19 Exit Task 20
Total 10 Hours

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