Programs

STEAM is STEM for everyone – advanced and accommodating – socio-ethnic adaptable.

STEAM Education is primarily a professional development company that works with educators, schools and educational programs to transition to a STEAM platform. We also offer custom consulting, speaking engagements, lesson & implementation plans and project kits.

STEAM Educator Professional Development Registration

Where is STEAM Education?

*This map shows a range of  STEAM education presentations & trainings around the world.

For our Full Interactive Map Link HERE

In 2011, STEAM Education was adopted across all K-12 Schools in S. Korea.

 STEAM = Science & Technology interpreted through
Engineering & the Arts, all based in Mathematical elements.

STEAM Education Program Description (pdf link)

A framework for teaching that is based on natural ways of learning, customizable for ALL types of students and programs and is FUNctional!

Students learn to organize with math, while they research as scientists and historians by using technology, so that they can understand global development and communicate about what is needed, wanted and possible in engineering for universal sustainability.
STEAM Framework Definition: Science and Technology are understood as the basis of what the world has to go forward with, to be analyzed and developed through Engineering and the Arts, with the knowledge that everything is based in elements of Mathematics.

It is a contextual curriculum where the subjects are coordinated to support each other under a formal educational structure of how science, technology, engineering, mathematics and the broad spectrum of the arts all relate to each another in reality. This framework not only includes the art of aesthetics and design, but also the divisions of the liberal, language, musical, physical and manual arts.

The STEAM structure explains how all the divisions of education and life work together; therefore it offers a formal place in the STEM structure for the Language Arts, Social Studies, and the purposeful integration of the exploratory subjects including the Arts, Music, CTE and Physical Education divisions of public education.

It has been implemented in PK-12, college classes, museums, after-school programs and with rehabilitation and dementia patients. STEAM Education has a framework for lesson plans that show how it is adaptable, benchmarked and easily reinforces the standards in unique and engaging ways.

STEAM ties ALL the subjects to each other in an interdisciplinary way as well as to the full spectrum of the rapidly changing business and professional world. It is a life-long career and life-readiness way of educating and learning that is adaptable to the rapidly changing global world we live in.

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 unpredictable global development.

S-T-E-M with the A includes:
• Sharing knowledge with communication and language arts, “voice” – impact, power, legacy
• A working knowledge of manual and physical arts, including how-to and fitness
• Better understanding past and present cultures and aesthetics through the fine arts
• Rhythmic and emotional use of math, physics, physiology and often language with the musical arts
• Understanding sociological developments, human nature, and ethics with the liberal arts

Programs
STEAM is being used in schools all around the world to teach academic and life skills in a standards-backed, reality-based, personally relevant exploratory learning environment. It is adaptable, benchmarked, cross-curricular alignment for multi-disciplinary student assessments, and reinforces NCLB and state standards and has been used with teachers required to integrate with the Common Core, all done in unique and engaging ways. It is backed with a variety of well-recognized and adopted educational philosophies, classroom management and assessment strategies. It promotes deeper understanding and transference of knowledge across the subjects. It is used for developing model educational programs to create functionally literate people by increasing the depth and breadth of proficiency in all students and educators and the communities they influence. It works by expanding a program’s current lesson plans into STEAM plans for more realistic discovery and innovation for all types of learners and support from and interaction with local and global community.

STEAM can help make good education better. The STEAM framework, like steam itself, can fit anywhere and take innumerable shapes, and, if used purposefully, can be a very powerful and enjoyable tool for teaching and learning any level of any topic. It delivers high quality team-based education to all students.
Preparing children for a growing variety of careers is important to advance the global society and its economies. Careers past, current and potential are organized to be taught with STEAM. Students are taught to evaluate needs, wants and opportunities in order to be informed users, responders and innovators. It prepares students to be life-long learners in pursuit of college, skilled trade programs, potential yet unknown career paths and well-balanced lives.
STEAM is a whole-learner, community-involved and influenced learning environment. It has a living-curriculum structure that is representative of the surrounding culture and aware and tolerant of all types of diversity and perspectives.

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.

Educators
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.

Students
STEAM asks students to evaluate local to global career, hobby and life opportunities and developments in historical, current and potential contexts. Students are challenged to learn and apply the breadth and depth of content and skill sets across the disciplines through reality-based projects using up-to-date research from the fields. Students are asked to perpetually evaluate their points of interest, experiences and talents with ongoing portfolio development, which becomes useful for applying to extra-curricular and post-graduation pursuits.

STEAM educators have reported to us that, when students are introduced to the framework and shown how to create academically and socially balanced teams and are tasked with working on reality-based thematic concepts, the following things have been noticed:

  • Students soon start using knowledge and skills from across the subjects to back up their work and have deeper understanding and recall of concepts when reminded of related activities.
  • Students develop an ability to recognize and respect their own and others’ varying skill sets and intelligences. They learn how to best fit into teams based on roles that they have a predisposition to do well at, and learn how they and others create society.
  • They more naturally use team dynamics help solve conflicts and conversations are reported as being more on-topic.
  • Students look forward to these activities and take more measures to prepare for missing work during these times. When the projects align well with the curricular concepts of that time frame, then the students have more of a direct reason to learn the content for optimal application in their project.
  • Participants feel more group identity and pride with fellow students and the school, something that is often under-cultivated. They 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.

Communities
STEAM promotes a structure of community and business partnerships with schools. Programs that are well-supported by their communities have a record of higher engagement among educators and all levels and types of students and families for better overall program sustainability. Our plans promote adding in ecological and cultural sustainability, too, including having rotating displays in the common areas of the schools and having community meetings and program information nights. Educators report parent engagement and donations are increasing.

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