STEAM is FUNctional Learning!

Learn about the subjects in the right balance for you!

Change the world in your own way!


Click HERE for the Student STEAM Activity from the STEM Show in DC, April 2016

Supplies can be found on our website soon if you weren’t at the show!



“Me to We” Relevant Learning

Learn more about how to balance the ways that you are gifted with the ways that you need more help and match that with your interests and personality to learn the subjects – so that what you are learning about has a direct influence on your ability to handle what you want to do in the future and NOW!

Students learn to organize with mathematics, while researching as scientists and historians and using technology so that they can understand and communicate about what is needed and possible in engineering.

STEAM asks you to check out a wide variety of life opportunities in the past, present and most importantly- your future!

STEAM challenges you to learn and apply the content and skills across the board with real-life projects that not only use, but create up-to-date discoveries.

You are asked to continually evaluate your interests, experiences and talents and keep an ongoing portfolio that is useful for applying to extra-curricular and post-graduation pursuits.


As the STEAM framework has helped students understand how to create and work in balanced teams that work on real-life projects, the following things have been noticed:

  • Students who get to use knowledge and skills from across the subjects to back up their project work start seeing how the content is used in reality and why it matters to know about it.
  • Students are encouraged to recognize and respect their own and others’ skills and interests. They learn how to best fit into teams based on roles that they naturally do well within society.
  • Students have a blast with STEAM activities! Students have more of a reason to learn the content for mastering their projects.
  • Students and educators feel a shift from ME (the singular student) to WE (an active participant in the global community.)
  • Classroom and SPED teachers report that students with IEPs and 504s are more engaged. Special, ESL and advanced learners get more of what they need academically and interactively from the team-based approach and need fewer specialized pull-out sessions.