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Not always are students in the position to provide an immediate answer to a problem, but their being able to analyze the situation and being able to break down the possible elements of the problem using the scientific method will be a macro skill that will help them come up with possible solutions.

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The way to test/assess could be through feedback, doing a pilot program, having control groups of students or doing projects. Also piloting the projects with a small group of students to identify any gaps or challenges. We can use formative assessments, like quizzes or reflections, to gauge understanding during the process.
Also, we can collaborate with other teachers to get feedback on the content. Ensure that assessments cover both the language objectives and STEAM outcomes, evaluating skills like communication, problem-solving, and the application of the scientific method.
It is important to use rubrics that assess both language use (accuracy, fluency, vocabulary) and STEAM-related skills (critical thinking, creativity, and technical knowledge). This ensures that the project aligns with both language and content goals.

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Co-teach with the content based teachers. Collaborate and co-create.

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Go on field trips to STEAM companies in Costa Rica. Learn the English words for equipment.

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Students can attend national conferences to learn and observe new scientific topics.

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Use videos to engage class in scientific content.

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Invite experts from scientific fields to speak to class.

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Research scientific subjects of interest. Use library resources, read abstracts, analyze, skim/scan, read for details.

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Create a picture dictionary/glossary for new academic vocabulary using pictures.

Use Google Suite to collaborate and create.

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Write content and language objectives.

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Pablo, Fabrizio, Jennifer, Mildred

Questioning skills (The scientific method or its steps can be embedded into the process of proficiency development, among others).

Through verbal and written skill development, the method can enrich and enhance the process.

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How can I collaborate with colleagues from other disciplines to create cohesive STEAM learning experiences for my students?

Step 1 -We can contribute by researching on technological tools, language learning strategies that involve interdisciplinary work and getting feedback on the best ways to develop learning strategies as a team.

Step 2- We have to come up an agreement will all parts involved that is the way to go.

Step 3- Work in a platform where colleagues can share ideas and information to create material together, learning experiences, better practices, feedback, toolboxes to promote meaningful learning practices.

Step 4 - Creating projects that involve interdisciplinary teams to develop specific units.

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Fabrizio

Observational analysis

Developing skills (hypotheses)

Discriminating against different levels of evidence quality

Data interpretation

Decision-making framed in curiosity

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Curiosity-Encouraging students to pay close attention to details, which improves listening and reading comprehension.

Analysis- Guiding students to break down sentences, dialogues, or texts to understand their parts (e.g., identifying subjects, verbs, etc)

Prediction: When teaching future tense for example ("going to"), students can make predictions based on information. This develops both their grammar and reasoning skills.

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Some strategies are

Design thinking

TBLT

Problem based learning

Thinking based learning