STEM, STEAM and Maker: Meaningful Learning By Many Names
The following is a guest post from Dr. Jacie Maslyk.
Our middle school opened a new learning space a few years ago. As our team of teachers and students designed the physical space and planned some of the learning that would happen there, they were conflicted over a fitting name for the space.
They considered STEM Lab, but focusing on that acronym might disenfranchise other subject areas. They thought about STEAM and the way it would be more inclusive of creativity and design thinking.
They wondered if the space should be called a makerspace. Or would that make the learning too informal? The team pondered the right name as many other schools have done. They played around with different wording but struggled to find something that felt like it fit.
What Do You Call It?
We’ve all heard of STEM, the integration of science, technology, engineering, and math. Some educators believe that STEM- means that instruction is grounded only in these content areas. STEM advocates argue that the subject areas are critical to student development and should not be diluted with other content areas.
STEAM educators believe that adding the “A” for the arts makes this type of learning accessible to both right brain and left brain learners. The addition of the arts means that art, design, music, and the humanities find their way into this integrated approach.
Some schools add an “R” to make it STREAM, adding in robotics, or reading, or religion. I’ve heard it called STEM-X, TEAMS, and STEM-IE.
Students will learn important content in science, technology, engineering, and math. This knowledge will help them to meet grade-level standards.
When the arts are added to STEM, learners then have the opportunity to apply this content knowledge in a way that unleashes student creativity. Those in favor of STEAM believe that the combination of content, skills, and application of knowledge will help to prepare students for the jobs of the future.
In my opinion, it doesn’t matter what you call it. The name isn’t really going to define the learning that happens. It's about creating meaningful, integrated learning experiences for every student.
Hands-on/Minds-on Learning
Whether through experiments in STEM classes, design projects in an after school STEAM club, or engaging in maker learning, students are highly engaged when they are learning by doing.
When we create opportunities for students to seek out and solve problems, we are accessing their ability to think, understand, and do. As we introduce different learning materials, students use their hands to explore, manipulate, build, deconstruct, experiment, and refine.
Offering this type of learning in your school means that hands-on learning and creative thinking is valued. Dedicating learning spaces to hands-on work shows students that they have a place to engage in collaborative projects that require critical thinking in science and engineering, combined with content knowledge in math and technology.
We can show students that their creative contributions matter when they can take their knowledge and critical thinking skills and put them to use through design and real-world problem solving.
Learning Spaces
In spaces where meaningful, integrated learning is happening, all students can find their place. They can explore the materials and opportunities within the learning space and find things that match their strengths and interests.
When STEM/STEAM instruction is designed with intention, it provides learners with the chance to approach the learning from a place of strength where they can explore things they are curious about and pursue things that they are passionate about.
I think about what this has meant for some of our students. Jazmine has a strength in math. She’s going to look at a STEM/STEAM experience through her mathematical lens. Max has a strength in technology. He will approach the learning with his knowledge at the forefront.
Every student has the opportunity to find their niche in a learning environment that welcomes all learning approaches and abilities. Students whose first language isn’t English can participate by leading with their content knowledge removing the barrier of language. Students with Autism and those with physical or learning disabilities can find their opportunity to shine when STEM/STEAM experiences are open-ended, allowing for creative and diverse solutions to problems.
Whether you have a learning space dedicated to this work or if you offer these experiences within your classroom, don’t get caught up in the name. If you are providing authentic learning experiences that activate critical thinking skills and creativity, then you are on the right track. If you worry about whether to call it STEM or STEAM, don’t.
Carve out time and design opportunities for students to engage in hands-on/minds-on work and they will build important skills for the 21st Century and beyond.
What’s in a Name?
In the case of our middle school, we went beyond the acronyms to find a name that would fit our space. Since the learning that happened there focused on communication, collaboration, creativity, and critical thinking, the students felt like this was a learning space that would prepare them for the future.
They recognized that their success in college, career, and beyond could be built within this new learning space in our school. The students voted and decided to call the space the Success Studio. It would be a learning space that embraced a studio approach where students could work on individual and group projects, as well as more focused assignments for class.
Not only does the space support content knowledge in science, technology, engineering, math, and the arts, it also builds relevant skills that will foster student success in whichever path they choose in the future.
If you are looking for more ideas, check out the Elementary STEM Teachers Club Membership. You can also check out my website www.steam-makers.com for more ideas on creativity, STEM, literacy, and maker education.
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