Whilst designing our webquests, we have aimed to follow six key pedagogies to assist us in developing high quality material for your child. The six pedagogies that we subscribe to are:
Problem-based learning This is an underlying part of all modules with every module based around solving an initial problem. It is supported through a four-phase instructional model: research the problem and its context; investigate the parameters impacting on the problem; design and develop solutions to the problem; and evaluate and communicate solutions to an authentic audience.
Gradual Release of Responsiblity learning MySTREAM’s implementation of the Gradual Release of Responsiblity model has four components. 1. Exploration: The purpose of the Exploration phase is to elicit students' prior knowledge, stimulate interest and gather diagnostic data to inform teaching and learning. 2. Skill Building: This component of the lesson is broken into two parts: Focus Lessons - here, the teacher establishes the purpose of the lesson and models his or her thinking, and Guided Instructions, where the teacher strategically uses questions, prompts and activities to facilitate student understanding. 3. Challenge: During this component of the lesson, the students apply their knowledge to complete a series of tasks - students work both in groups and independently. 4: Extra Challenges: This component of the lesson is completed at home, and done as Independent Learning, through the use of audtech+ innovative MyCube system .
Digital Pedagogy Digital pedagogy looks critically at digital tools as potential means for learning and teaching. It considers digital content and space as valuable sites for information and knowledge, in addition to traditional mediums such as books or the classroom. Digital pedagogy allows students to take agency with the pace of learning, something that would not otherwise be available to them in a traditional classroom. It allows students to make meaningful decisions about their learning and sets a basis for lifelong self-motivation and learning. The use of new technologies in classrooms also allows students to keep pace with innovations in learning technologies and have instantaneous feedback and evaluation.
Developing higher order thinking Opportunities are created for higher order thinking and reasoning through questioning and discourse that elicits students' thinking, prompts and scaffolds explanations and requires students to justify their claims. The material we design incorporates the use of Bloom’s Taxanomy to provide students with the ability to grow their higher order thinking skills.
Collaborative learning This provides opportunities for students to develop teamwork and leadership skills, challenge each other’s ideas, and co-construct explanations and solutions. Information that can support teachers with aspects of collaborative learning is included in the resource sheets.
Reflective practice Recording observations, ideas and one’s reflections on the learning experiences in some form of journal fosters deeper engagement and metacognitive awareness of what is being learned. Our students store their learning in their module booklet and are provided with an opportunity to reflect on their learning. Information that can support teachers with journaling is included in the resource book.