On August 26, 2024, a remarkable event took place in Hong Kong, highlighting the achievements of educators and students in the fields of Science, Technology, Engineering, Arts, and Mathematics (STEAM).

The Greater Bay Area STEAM Excellence Award 2024 recognized outstanding contributions to STEAM education, with a special focus on sustainability and innovation.听

Honoring Educational Excellence

The ceremony celebrated the exceptional accomplishments of various institutions and individuals. Ms. Teresa Foard, the esteemed Secondary Principal of Stamford, proudly collected the award for Merit to Top STEAM Excellence Award School in Hong Kong. Under her leadership, the school has fostered an environment that encourages creativity, critical thinking, and collaboration among students, making significant strides in STEAM education.听

Recognizing Inspiring Educators

In addition to institutional achievements, the award for Top STEAM Teacher in the Greater Bay Area was presented to Ms. Justine Tizzard. Her dedication to enhancing student engagement in STEAM subjects has transformed her classroom into a hub of innovation. Ms. Tizzard’s teaching methods not only inspire students but also equip them with the skills necessary to thrive in a rapidly changing world.听

Celebrating Student Innovations

The event also acknowledged the impressive work of students from junior secondary schools. Awards were given in the ICT category for Sustainable Robotics and the use of AI, showcasing the creativity and technical skills of young minds.听

Award-Winning Projects

• Sustainable Robot Team: Students Kota, Rithvik, Afia, Alexandra, Konstance, and Maria (current Grade 9) impressed the judges with their innovative approach to robotics, focusing on sustainability and environmental responsibility.听
• AI Robot Delivery Team: Students Maggie, Cristina, Xyza, Venice, and Genevieve (current Grade 9), developed a project that explored the potential of AI in enhancing delivery systems, showcasing their understanding of both technology and real-world applications.听

These projects reflect the students’ commitment to using technology to create solutions for pressing global challenges, particularly in sustainability.听

A Bright Future Ahead

The Greater Bay Area STEAM Excellence Award 2024 serves as a testament to the hard work and dedication of students and educators alike. It highlights the critical importance of STEAM education in preparing future leaders who are equipped to address complex issues through innovative thinking and collaboration.

As we look to the future, the efforts recognized at this event will undoubtedly inspire more students and educators to engage with STEAM subjects, fostering a culture of creativity and problem-solving that will benefit society as a whole.

Congratulations to all the award recipients, and may their achievements continue to inspire the next generation of innovators!

Stamford takes great pride in nurturing students鈥� passion for STEMinn (Science, Technology, Engineering, Mathematics, and innovation).听

Two exceptional Grade 10 students, Beny and Cedric, have demonstrated their dedication in this field and achieved remarkable success through their innovative projects. Along with two other teammates, they emerged as Champions of the PolyU Engineering Project Competition 2023 in the EMG-driven Robotic Arm category. Additionally, Beny and Cedric received the prestigious MTR Outstanding Award at the CAFEA Young Talent City Forum for their essay about their innovative ideas.听

 

The Story Behind Their Projects: Collaboration, Innovation, and Empowering Lives

This summer, Beny and Cedric entered the PolyU Engineering Project Competition 2023 – EMG-driven Robotic Arm Category. They developed a robotic arm controlled by electromyography (EMG) signals to enhance the lives of individuals with physical disabilities. Beny explained, “EMG is all about capturing the electrical activities produced by the muscles and finding the average of the muscle signals in an ideal situation and when compressed. We wanted to give physically challenged individuals a tool that allows them to regain some control and independence.”听

While in the CAFEA Young Talent City Forum, Cedric shared the story behind their ideas, “We aim to use an interactive app and games that are designed around improving cognition and mental capacity, to prevent and ease the effects of cognitive disabilities and aging.”

Collaboration played a pivotal role in the success of their project. Cedric expressed his enthusiasm to work as a team. “It was a fun experience because we bonded together and became friends. We identified each person’s strongest traits and planned our workload accordingly.”听

In addition to collaboration, several other key factors contributed to their success. They embraced an innovative mindset, embraced an innovative mindset to address a social issue. Beny explained, “We wanted to offer a unique design that would significantly impact and address a critical need in society.”听 Their EMG-driven Robotic Arm, inspired by Iron Man, not only showcased their creativity but also provided enhanced functionality compared to conventional designs.听

The Passion and Inspiration of STEMinn

About Cedric听

Cedric’s passion for STEMinn began at a young age, fueling his curiosity for technology, artificial intelligence, and cognitive development. When discussing his favorite aspect of STEMinn, Cedric’s deep fascination with AI becomes evident. The boundless potential and creative features of AI irresistibly captivate Cedric’s imagination, compelling him to delve even deeper into this transformative field. Regarding the research and design process, Cedric most enjoys the design phase. He enthusiastically shares, “I find the design process incredibly fulfilling and interactive. It brings me one step closer to a final product or prototype. I’m constantly amazed by the innovative and creative features of technology, whether it’s thermal imaging, the mechanics of a Cannon, or the programming and complex functions of Artificial Intelligence.”听

About Beny

Beny’s adventure into the captivating world of STEMinn began when he stepped foot into Stamford. He shares, “I’ve always been fascinated by how things work and the endless possibilities that science, technology, and engineering hold. It’s like an irresistible puzzle that I can’t resist solving.” For Beny, the essence of STEMinn lies in innovation, 鈥淚 firmly believe that the ability to think outside the box and generate unique solutions is a crucial skill, not only in academia but every aspect of life. I enjoy the design phase as it offers boundless creativity and freedom, allowing me to explore uncharted territories without limitations before diving into research.” Beny finds motivation in individuals such as Elon Musk and trailblazers like Carl Pei and Steve Jobs, who embody the power of visionary thinking and an unwavering pursuit of excellence. However, Beny’s greatest source of inspiration is his father.

Celebrating Success and Fostering Future Innovations in STEMinn

The recognition and awards received by Beny and Cedric for their project brought them immense pride and happiness. 鈥淲inning two awards made me feel extremely proud of myself and our whole team, ” Cedric expressed.听 With their sights set on the future, Beny and Cedric are eager to continue their journey in STEMinn. When asked about their Stamford G10 Sophomore project, both Beny and Cedric expressed their strong interest in pursuing projects related to STEMinn. Beny confidently affirmed, “My G10 Sophomore project will definitely be related to it.”

Stamford provides a transformative STEMinn education that empowers students to make meaningful contributions to the world. Through comprehensive guidance and vast opportunities, the school nurtures a new generation of teens who, just like Beny and Cedric, shine with unwavering curiosity, boundless creativity, and relentless pursuit of innovation. This is the generation that is set to make a positive impact in the world.听

 

Click here to learn more about Stamford STEMinn Program and visit our wonderful campus. Register Now!

Technology and the Forward Thinking Stamford Curriculum

The subject of ICT (Information and Communication Technology) underwent a tremendous transformation in the past decade. ICT educators have come a long way from conducting classes in 鈥渃omputer labs鈥�, and are now revolutionizing schools with new mediums as well as a new mindset to teach and learn.

Our Education Technology Coordinator, Mr. Tim Evans, discusses how education technology shaped the forward-looking curriculum at Stamford and continues to offer new and exciting learning opportunities beyond the traditional confines of a classroom.

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鈥淚 witnessed the introduction of iPads to school, from one or two devices per class to what is now known as a 1:1 iPad program. With this came the evolution of teaching and learning. By equipping students with their own device, students are empowered to take ownership of their learning – researching and co-creating knowledge and contents, all the while developing and acquiring essential, future-ready skills along the way.鈥� – Mr. Tim Evans

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Q: Is 鈥淔uture-focused education鈥� just a buzzword or the real deal?

It is the responsibility of educators to make sure students are ready for the world beyond their education, in life and in work. We have all seen how digital technologies have transformed our societies over the past decades. The recent school closure due to COVID-19 is the perfect case in point that our world is filled with uncertainties and disruptions and that the traditional classroom approach to learning needs to adapt. As a forward-thinking school, we asked ourselves 鈥渨hat kind of education experience do we offer our students so that they will rise to the unpredictable challenges of the future?鈥�

The answers were obvious. Our future requires individuals with higher-order thinking skills such as complex problem-solving, critical thinking and creativity, among other 鈥渟oft skills鈥� that can鈥檛 yet be mimicked by artificial intelligence.

We then mindfully integrated technology in the learning journey to engage our students so they can develop soft skills: be it as a collaboration tool for a group project, a coding tool to encourage problem-solving, or a communication tool to connect with fellow students from around the world. Essentially, the technology is there to support learning, and not drive learning. Technologies will come and go, as we have seen in the past, and are witnessing daily, whereas these important soft skills will be around for a long time.

Q: What does that look like at Stamford? How is teaching and learning different here?

Technology has found its way into all areas of studies, and all grades. For example, we have secondary students designing 3D elements that will later be used in an Augmented Reality movie that they will script, create and edit. Elementary students may use Virtual Reality headsets to visit the Grand Canyon and Mount Everest, as they learn about erosion. Even our 5-year-old Pre-primary students use Cubetto and Bluebot robots to learn the concept of coding and programming.听

One of the benefits of being part of the wider schools group is the opportunity to collaborate with other students and schools. 鈥淐ognita Calling鈥� Skypathon and 鈥淪hare A Story鈥� were two such group-wide collaborations made possible by technology. 鈥淪hare A Story鈥� saw our students contribute to a storybook project where each chapter was written by a different school – it was great fun watching the plot evolve!

As educators, we want to lead by example and explore new technologies with our students. We are blessed with a team of forward-thinking, innovative educators here at Stamford. Which is why there is always something exciting going on.

Ultimately, we know that the knowledge, skills, and understanding will continue to benefit students in their life. No matter what career they pursue, our students will be up for the challenge!

Using Data to Improve Student Learning

Literacy is the backbone of education, and mastering reading skills from a young age is fundamental in achieving higher academic performance across disciplines. Therefore, it is essential that schools have a clear framework in place to develop students鈥� literacy and a system to measure success. At Stamford, our teachers are guided by a proven literacy program. They make use of leveled readers and the Fountas & Pinnell Benchmark Assessment System (BAS) to track and assess student reading comprehension along with reading fluency and accuracy, providing valuable data about our students鈥� reading level, their growth and how best to support them.

Meaningful data can open windows for reflection and improvement. Such an opportunity presented itself last year when Cognita announced a research partnership with the University College London (UCL) Institute of Education to research any chosen topics relevant to their schools. Stamford was chosen to be part of this partnership, and Ms. Rachel Goss, Ms. Trishna Harjani and Mr. Michael Galligan teamed up to research the effectiveness of addressing low reading growth students by using iterative recorded audio feedback methods, to explore both the degree and ways in which students engaged with the process.

Zooming In on Teacher-led Feedback

Why feedback? 鈥淥ne common change in 21st-century education is that the teacher is no longer seen as the bearer of all knowledge; there is more of a focus on reciprocal learning. Feedback is one way to create a dialogic approach to the ever-changing pedagogical system. Educators are moving away from simply giving grades and marking assessments to giving meaningful feedback. If given effectively, feedback helps students stay engaged and make meaning of their learning in the classroom so that they develop the skills to be life-long learners,鈥� the team stated when presenting their findings at a Cognita conference in Thailand in December 2019.

鈥淜nowing the importance of teacher-led feedback, we surveyed the needs of both our teachers and students at Stamford Hong Kong and found that feedback in reading was something that teachers and students were eager to develop. We believe this study will allow us to focus on an important area of growth for all students,鈥� Ms. Goss and Ms. Harjani explained.

Dissecting Cognitive Process of Reading

The objective was set: to invoke the metacognitive awareness of reading strategies among children at about nine and ten years of age, with feedback as the means to bridge the growth gap.

With this challenging task at hand, the research team identified 35 students from grades 4 and 5 from all achievement levels as the target group of this study. They planned the study around a six-week reading unit, during which teachers would assign a reading benchmark assessment for students on RAZ-Kids, an application that the students were familiar with and used regularly. Students would audio record themselves reading an assigned passage, and teachers would then give feedback based on their audio recording in a small group setting, allowing students to provide peer feedback also. As a level playing field, the reading exercise included all grades 4 and 5 students and teachers, not just those in the target group.

The research team observed the target group of students in the small group setting and interviewed them to assess how well they were able to respond to the feedback given. Their reading levels were tested before and after the feedback process to track reading growth.

The Results

In the broader context of excellence in teaching and learning, the process was an examination of best practices in engaging students to become an agent of their own learning.

Although several of the originally predicted outcomes did not bear out with this study, and it did not conclusively prove the audio-assisted iterative feedback method has a significant positive impact on previously low-growth students, the team has observed first-hand how the overall process is a benefit to students, especially with their reading fluency.

鈥淲e noticed students applying their newly acquired learning strategies to other subjects and this has been encouraging. At the same time, by modeling giving feedback in a small group setting, we saw students acquiring the skills and language to provide peer feedback effectively. They felt empowered to provide and receive peer feedback, which is crucial in a world of collaboration.鈥�