Learning and Growing Together

The school set out over seven years ago to develop a STEM learning culture and an implementation plan for that learning culture that wouldn't overwhelm teachers. Primarily, teachers focused on laying the foundation for professional learning communities and literacy instruction; from here, they slowly introduced other aspects of STEM incrementally to ensure all teachers were supported in STEM learning and understanding. The slow and steady approach paid off – all stakeholders see the need and understand the importance of STEM in the career and college readiness for the students. One of the first initiatives was to engage families in a yearly STEM Night and a science fair.

Next, we began by working on the STEM Learning Culture that would be embedded daily. The school hired a STEM Program Specialist in 2019. The first goal was to provide learner-centered environments that provide opportunities for students to develop independence and to take responsibility for their own work. Further, quality STEM learning environments which engage students in inquiry processes that promote deep thinking in social learning contexts were created by developing lessons in weekly PLCs. Teachers created interdisciplinary science lessons with at least one other content area that used a hands-on approach to learning. Teachers planned lessons where “Technology” in the STEM learning environment was not narrowly defined as digital devices and software applications but extended to the use of tools for learning that help students build skills, create original works, and develop solutions for complex problems. In 2020, a universal math curriculum, Eureka Math, was adopted that encouraged students to engage and think deeply while applying knowledge and skills to real-world challenges. Teachers ensured that students regularly engaged in activities that meet the diverse needs and styles of learners by fostering independent critical thinking as well as transformative collaboration. The teachers also began to empower students by providing them with learning experiences that prepare them for the types of problem-solving skills they will need to be successful in their postsecondary endeavors and their future careers. Speakers were brought in to connect students learning to real-world situations. Such high demands on educators could only be met through rigorous, ongoing professional development targeted at continuously improving STEM-based educational practices. During the pandemic 2020-2021, teachers created STEM kits so students could still engage in these practices. In 2021-2022, student learning was further enhanced by involving families and arranging learning experiences for students that extend beyond the normal school day and the campus of the institution. We created a Science Olympiad team, made sure our math team was now competing nationally and ensured that the after-school program offered STEM clubs. In addition, students began to use project-based learning more regularly in their classroom.

In the 2021-2022 school year, we began working with Kennesaw State University, to put our PBL units in a template to ensure that they were helping students develop 1) flexible knowledge, 2) effective problem-solving skills, 3) SDL- self-directed learning skills, 4) effective collaboration skills, and 5) intrinsic motivation. We also created STEM Journals with the intent of having students make claims, reasoning and provide evidence to their thinking and provide a place for students to document their engineering design thinking. We created a team of STEAM ambassadors in 2022-2023 to get the word out about STEAM. They represent what STEAM is doing in our school. We are working on connecting them to the local high school and to Georgia Tech to learn more about the STEAM world.