Title: Project-Based Learning: High-Quality STEAM Instruction
Author Name: Alexis Downing
1. Introduction
Today’s educational world is described as modern education, which involves the necessary learning skills needed for students to be successful in the 21st-century workforce. The high-quality STEAM (Science, Technology, Engineering, Arts, and Mathematics) educational framework grants educators the opportunity to implement high-quality project-based learning (PjBL) across specific subject-content areas, such as science and mathematics, as well as additional curricular areas (technology and engineering).
Both PjBL and STEAM are process orientated. The Project-Based Learning framework (PjBL) prioritizes the process learners go through to come to know something, rather than the knowledge learners already demonstrate. PjBL and STEAM considerably go hand in hand and cannot be separated due to high-quality STEAM instruction being high-quality project-based learning used to solve real-world problems in real-world situations in the most authentic way. Reiser and Dempsey (2018), Chapter 20 describes students as the innovators and thinkers who are “provided resources and scaffolding to assist them with developing and defending a solution to the problem,” which is the main concept of the STEAM engineering design process (pg 178). High-Quality STEAM Instruction is Project-Based Learning through real solutions from driving questions!
In this chapter, we will focus on Project-Based Learning. We will explore the necessary components of Project-Based Learning and how PjBL allows students to master high-quality STEAM skills in a way that brings engagement and relevancy to student learning.
2. Overview of the Case
In public school systems, administrators and teachers meet to develop a school improvement plan for their school building. Particularly, the team that establishes the school improvement plan (SIP) is named the School Community Planning Team (administrators, teachers, and support staff). The school improvement plan is a systematic plan based on analyzed student data and observations; established to make changes to improve student achievement. Additionally, it shows how and when the measurable changes will be made.
Description of Setting (Public School Setting)
Going into the school community planning team, the administration team at Thomas Crossroads Elementary knew they wanted to promote student engagement heavily during the 2021-2022 school year. The objective of this school-wide initiative was to make learning engaging and fun again for EVERY student through rigorous multi-disciplinary, student-centered, and open-ended instruction. For instruction to become student-centered based, teachers at Thomas Crossroads were going to have to make a few changes to the type of instruction they provided students. With this being said, teachers were going to have to step a little out of their comfort zone while providing standard-based and instructional activities centered around engaging and authentic problems (Reiser & Dempsey, 2018). Full STEAM Ahead 2021-2022 became Thomas Crossroads’ slogan for the upcoming 21-22 school year, which means project-based learning in high-quality STEAM instruction is now in full effect.
This particular case examines the impact project-based learning (PjBL) through high-quality STEAM instruction has on pre-kindergarten through 5th-grade student learning at the pre and elementary age. TCES serves approximately 413 students, with a 14:1 student to teacher ratio. Based on the data for 2020-2021, 62% of students scored at or above the proficient level for math and 57% at or above for reading. Because Full STEAM Ahead is current, this particular case is relevant and ongoing throughout the 2021-2022 school year.
With the administration team’s vision in mind, the school community planning team at Thomas Crossroads Elementary School developed a school improvement plan (SIP) for the 2021-2022 school year focused on increasing student engagement through the implementation of high-quality STEAM instruction. The goal entails personnel becoming certified in STEAM instruction. While the school improvement plan states that 10% of teachers become STEAM certified, school administrators have mandated a more lofty goal of all certified and classified school personnel obtaining certification through the school district: Coweta County. The school community planning team’s objective was to make project-based learning through high-quality STEAM instruction a normalcy for teachers rather than a requirement.
For teachers to become STEAM certified for the 2021-2022 school year, all teachers must submit five STEAM lesson plans with artifacts (videos and pictures) and student samples to the Coweta County STEM Institute by March 25, 2022.
Problematic Situations
For the past four months, Full STEAM Ahead has been an influential focus in the way TCES teachers design their lesson plans. All teachers have had to adjust the way they provide instruction to their students, which has been a challenge for those who support students (special education, autism, and early intervention teachers). Those who support specific students rely heavily on general education teacher lesson plans. When the TCE STEAM committee met, a total of 3 support teachers – the special education, autism, and early intervention stated that sometimes it is difficult for them to be present throughout the entire STEAM instruction, because of them having to provide services to other students in another grade-level.
3. Solutions Implemented
Because Full STEAM Ahead is a current initiative for the 2021-2022 school year at Thomas Crossroads Elementary School, solutions are being implemented throughout the process of TCES becoming a STEAM certified school. Throughout the past four months, solutions have been incorporated to ensure a smooth process for all certified and classified school personnel. The following solutions provide support and accountability for teachers, to ensure the “application of cross-disciplinary knowledge (Reiser & Dempsey, 2018).” Solutions include a STEAM Committee, faculty meetings, Thursday professional development/training, schoolwide book study, TCE STEAM google drive, Coweta STEAM Activity Log, and TCE STEAM Day.
STEAM Committee
The STEAM Committee is made up of the administration team (principal, assistant principal, and counselor), K-12 science content specialist, a representative from each grade level, one special education teacher, an early intervention teacher, and two special area teachers (music & art). At the first STEAM committee meeting, members discussed the high-quality STEAM engineering process, which assisted with the design of TCE’s STEAM engineering process. The committee meets monthly to discuss how each grade level is progressing. A round table discussion is facilitated by the administration team for all teachers to collaborate and share grade-level lesson planning and project-based STEAM lessons. Additionally, the K-12 science content specialist attends and updates the administration team and teachers on the county’s science initiatives, professional developments, and STEAM endorsements offered.
Faculty Meetings
Thomas Crossroads Elementary faculty and staff meet the first Wednesday and last Wednesday of each month. Administration review principal notes from the principal’s meeting and important updates. Additionally, a portion of the faculty meeting is dedicated to the school-wide initiative Full STEAM Ahead. Teachers who are not on the STEAM committee can share their personal experiences with project-based – high-quality STEAM instruction, as well as, lessons that have been facilitated. The support staff is given the chance to share their experience with assisting with STEAM instruction.
Thursday Professional Development Days
Every Thursday, the administration conducts professional development day during each grade-level planning period. Once a month, teachers meet to discuss and update all staff on STEAM initiatives. Teachers are allowed to participate in STEAM lessons that they can implement in their classrooms. In addition, the TCE engineering process of STEAM instruction is reevaluated and examined with all teachers.
School-wide Book Study – “The Wild Card”
Because student engagement is the main focus of TCE’s school improvement plan, the administration team conducts a Thursday professional development day – once a month to study the book “The Wild Card,” written by Hope & Wade King. All certified and classified teachers were provided with a personal copy of the book.
The Wild Card is written by husband and wife duo, Hope and Wade King. Hope and Wade King are previous educators, who went through the process of experiencing a creative breakthrough in the way they developed and facilitated instruction. Both decided to write a book that would encourage other teachers to experience a creative breakthrough in their classroom with their students.
Click here to read more about “The Wild Card”
STEAM School Google Drive
A STEAM google drive has been created for grade levels to share STEAM lessons with everyone. All certified and classified staff members have access to the STEAM folder, which allows the accessibility to lesson plans, pictures, and videos of all grade-level STEAM lessons. In addition, the Coweta County STEAM activity log is stored in the TCE google drive.
Coweta County STEAM Instruction Activity Log
For teachers to become STEAM certified, all members of each grade level must submit five STEAM lesson plans, along with pictures, videos, and student samples. Additionally, a google form with the requirements must be submitted upon completion by Friday, March 25, 2022.
Thomas Crossroads STEAM Day
At the beginning of March, Thomas Crossroads Elementary is going to host a STEAM day for students to showcase their products based on an authentic problem presented. All grade levels will be required to participate by allowing one or a group to share their product designed during a STEAM instruction planned by the student’s grade level.
4. Outcomes
Due to project-based learning and high-quality STEAM instruction being a newly initiated teaching approach for teachers and students at TCE, relevant data is being collected throughout the 2021-2022 school year.
Thomas Crossroads Elementary School is taking full advantage of the schoolwide initiative Full STEAM Ahead and truly going above and beyond the 5-STEAM lesson plan minimum requirement. All certified and classified staff have noticed a difference in student engagement and willingness to be active learners in all grade levels. The administration team and special areas teachers have been active participants throughout this process and have taught STEAM lessons along with the general education teachers. For the majority of teachers at TCE, who have never taught STEAM, they are not only facilitating project-based learning through high-quality STEAM instruction, but they are also learning aside and taking risks with their students by implementing STEAM instruction.
High-Quality STEAM Lesson – Ms. Downing’s First Grade Classroom:
Challenge:
Students were challenged to design and create a punkin chunkin device to launch a candy pumpkin at a set distance. The history of punkin chunkin was taught to the first-grade students previously to the students designing and creating a punkin chunkin device to launch. Throughout this activity, students were able to demonstrate ownership of their learning by creating a product based on an authentic problem.
Students were provided with the task to plan, create, and test a device to launch a candy pumpkin. Students had to measure the distance that their pumpkin was launched and make a plan to improve their launching device.
Materials:
1 spoon
3-4 rubberbands
12 popsicle sticks
Cardboard tube
Binder Clip
Tape
12 inches of tape
Standards Addressed:
ELAGSE1SL4: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
ELAGSE1SL5: Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.
ELAGSE1SL6: Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 for specific expectations.)
MGSE1.MD.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. (Iteration)
The punkin chunkin STEAM activity is one of many project-based learning STEAM activities I taught in my first-grade classroom. Since I have been incorporating STEAM in my instruction and across all subject-content matters, I have noticed that my young students have been provided the learning opportunity to think like problem solvers. They can demonstrate the ability to collaborate with other students, additionally, they are taken through the process of thinking like scientists, mathematicians, engineers, artists and, technological entrepreneurs (Miller, 2017). My students are more engaged through the learning experience. While teaching STEAM, I have noticed that PBL and STEAM Education are a natural fit for young learners, especially learners in the 21st century.
5. Implications
In the first semester of school, administrators at TCE have noticed a drastic change in the school environment, Full STEAM Ahead has brought for teachers and most importantly students. Teachers have stepped out of their personal comfort zones of teaching and have dove in full force with implementing and facilitating PjBL through high-quality STEAM instruction. With the proper solutions and professional development opportunities, teachers at TCE will continue to grow by making high-quality STEAM instruction relevant in years to come!
To view TCE’s Full STEAM Ahead 2021-2022, visit: Thomas Crossroads Elementary School
Project-Based Learning in High-Quality STEAM Education Resources:
- Applying Project-Based Learning in STEM/STEAM
- 36 Resources for STEM Project-Based Learning
- Benefits of Project-Based Learning
References
Miller, Andrew. (2017, May 25). PBL and STEAM Education: A Natural Fit. Edutopia.
https://www.edutopia.org/blog/pbl-and-steam-natural-fit-andrew-miller
Reiser, R. A., & Dempsey, J. V. (2018). Trends and Issues in Instructional Design and Technology (Fourth Edition ed.). New York, New York: Pearson.