Join a growing variety of similarly minded STEAM educators to share expertise and plans for better learning experiences for your students and you.
STΣ@M is an acronym that represents how all topics in subject areas relate to each other and to the real world.
The sentence that defines this is: Science & Technology, interpreted through Engineering & the Arts, all based in Mathematical elements.
The A stands for the broad spectrum of the arts going well beyond aesthetics; it includes the liberal arts, formally folding in Language Arts, Social Studies, Physical Arts, Fine Arts & Music that each shape developments in STEM fields.
Shifting to a STEAM perspective means understanding learning contextually; not only in terms of having a framework that illustrates where the subjects overlap, but also in providing a living and adaptable learning structure for ever-changing personal and global development.
STEAM is showing success in schools all around the world to better teach academic and life skills in a standards-backed, reality-based, personally relevant exploratory learning environment.
STEAM Educators report feeling rejuvenated by richer living work environments. They have the ability to use more diversification of teaching methods and be more of a facilitator to learners. It empowers educators to meet the guidelines in a variety of unique and engaging ways and to meaningfully cross-reference concepts and vocabulary. They have the opportunity to teach collaboratively, exchange ideas, have easier preparations for substitutes and have more productive common planning times. The teachers report feeling the positive shift from ME to WE in the staff as well as with students.
They state that through the structure of rubric-based portfolios and process work, they have a better (broader and deeper) understanding of what their students prove they know in different ways including what they can tangibly accomplish. Educators can better match their learning objectives and goals to the variety of learners they encounter. They can cater the themes to those of interest to the local students and community.
Classrooms: Embedded in the framework is a system to establish well-balanced teams among educators and students based on a variety of characteristics. All participants have ways they are advanced and are challenged. With this system, their skills are used for leading in some areas while other areas are strengthened through observing and assisting. Educators instruct within their specialty with co-planned thematic units that everyone contributes to in projects related to the required benchmark concepts and skills. There are times when various groups of educators co-teach overlapping subject areas and assignments. However, most of the time, educators still are able to work focused on their own schedule and tie to the theme when it is convenient in their plans. Special times are designated for working on projects, so that as new concepts are learned they can be applied and built upon. The classrooms and common areas become a network of specialty topics in a living and growing discovery place.
For answers to commonly asked questions, see our FAQ Page.