My Experience as A Teacher Regarding Effective Collaboration Among STEM Teachers

 

My Experience as A Teacher Regarding Effective Collaboration Among STEM Teachers

Author: Santosh Kumar Biswa, Sr. Teacher, Damphu CS, Tsirang, Bhutan

 

As an English teacher, I have had the opportunity to witness the positive impact of effective collaboration among STEM teachers in our school. Tran (2015) describes it as an effective collaboration between STEM teachers with a common purpose. While my role primarily revolves around teaching language arts, I have observed the tremendous benefits that arise when teachers from different STEM disciplines work together cohesively. Since my school follows the Bhutan Baccalaureate Curriculum, collaboration and cross-disciplinary teaching (we call it "cross-pollination") are mandatory strategies in my school as we think that teacher collaboration involves more than just exchanging information and resources; it also entails developing a climate of respect and trust where instructors feel free to discuss their accomplishments and shortcomings (Edutopia, 2015). Moreover, STEM education is a part of our curriculum that is to be dealt with seriously and compulsorily.

The development of common objectives among STEM teachers is one of the most important factors in productive collaboration. In our school, the instructors of science, math, and technology collaborated to create a cross-disciplinary project designed to examine environmental challenges from several perspectives. We made sure that kids had a seamless and integrated educational experience by coordinating our curricular goals, assessments, and learning objectives. Students researching environmental issues, for instance, used critical reading and writing techniques (covered in English classes) to assess scientific materials and successfully present their findings. Our pupils' awareness of the connections between diverse academic disciplines deepened as a result of the interaction between STEM topics and language arts.

Regular meetings and clear communication were essential to the success of our collaboration. We set up regular meetings to go over our work, share our best ideas, and handle any problems. These events gave STEM teachers a forum for open discussion and promoted a sense of community. I was amazed by the insights I learned from my coworkers during these meetings. My desire to incorporate more STEM-related material into my language arts lessons was sparked by their distinctive viewpoints and creative teaching strategies. To encourage continued contact and resource sharing, we also made use of public web forums and messaging programs. We were able to communicate thoughts and materials quickly because of this organized process, which improved the calibre of our education.

Sharing tools and materials helped to further increase collaboration. I offered language arts elements to our multidisciplinary projects, such as research and writing prompts, and my STEM colleagues contributed scientific information, mathematical models, and practical lab supplies. This exchange improved our students' educational experience while also fostering a spirit of collegiality among the teachers. We were inspired to carry on working together as a team as we began to see the benefits of our joint efforts.

Another transforming feature of our relationship was taking part in cooperative professional development opportunities focused on STEM teaching (Center for STEM Teaching at WestEd, 2016). We learned about cutting-edge teaching techniques and research-based practices that we might adapt and implement in our classrooms by attending workshops and conferences. I was inspired to create interdisciplinary writing projects that combined scientific ideas and mathematical reasoning after being exposed to cutting-edge methods in STEM education, strengthening the relationship between STEM courses and language arts.

Despite having a strong interest in language arts, I got the opportunity to co-teach a class with a scientific teacher, which was a valuable experience. To create a project-based learning experience where students investigated the ethical implications of biotechnology in literature and scientific research, we united our expertise in biology and English. We gave our students a more thorough learning experience through team teaching, emphasizing the value of language arts in the context of STEM courses.

The supportive school administration was crucial in encouraging teacher collaboration. Our officials aggressively pushed us to explore collaborative initiatives since they valued interdisciplinary cooperation. They set aside time and money specifically for teamwork, highlighting how important teamwork is to giving our students a well-rounded education.

Another important component of our collaborative journey was to promote teachers' reflective behaviours (National Science Teachers Association, 2017). Peer observations and feedback sessions enabled us to provide helpful advice and encourage one another's continued growth. By encouraging a culture of learning and professional development, these reflective techniques improved our teamwork and the general standard of instruction we offered.

In conclusion, my experience teaching English has convinced me of the crucial value of effective STEM teacher collaboration. We have developed a dynamic and enriching learning environment for our students by establishing shared goals, facilitating routine meetings and communication, encouraging resource sharing, and embracing interdisciplinary projects and team teaching (National Academies of Sciences, Engineering, and Medicine, 2014). Our teamwork has been strengthened thanks in large part to the leadership of the school and the promotion of reflective practices. To prepare our students for success in the 21st-century workforce, where multidisciplinary abilities and adaptability are highly valued, we believe that cultivating a culture of collaboration is essential. Through our commitment to teamwork and investment in the appropriate infrastructure, we are enabling our students to develop into critical thinkers and lifelong learners who are prepared to face the challenges of the future with assurance and competence.

References

National Academies of Sciences, Engineering, and Medicine. (2014). The importance of collaboration in STEM education. National Academies Press.

Center for STEM Education at WestEd. (2016). Collaborative STEM learning: A review of the literature. WestEd.

Edutopia. (2015, August 26). Teacher collaboration: spreading best practices school-wide [Video]. YouTube. https://www.youtube.com/watch?v=85HUMHBXJf4

National Science Teachers Association. (2017). Collaborative STEM teaching: A how-to guide. NSTA Press.

Tran. (2015). If you want better collaboration around STEM, build infrastructure. https://my.uopeople.edu/pluginfile.php/1710743/mod_book/chapter/442770/5282%20Tran%20Doc.docx