An Educator's Guide to STEAM: Engaging Students Using Real-World Problems

by Cassie F. Quigley, Danielle Herro

Overview

This practical book will help readers understand what STEAM is, how it differs from STEM, and how it can be used to engage students in K–8 classrooms. The authors present a conceptual model with recommendations and classroom examples illustrating various key aspects of STEAM teaching in action, including creating the correct teaching environment, integrating STEAM content, and supporting students as they develop STEAM-related skills. The model includes specific strategies such as problem-based learning, student choice, technology integration, and teacher facilitation. Each chapter incorporates elements of connected learning—a type of learning that draws on students’ interests that teachers can capitalize on when using STEAM to address real-world problems.Readers will find easy-to-understand examples of what STEAM education looks like in a variety of classrooms, and will hear from teachers, instructional coaches, principals, and administrators about what it takes to ensure that STEAM is a schoolwide success.

“Provides inspiration to sustain readers through this challenging work by emphasizing the rewards for both students and educators who engage in STEAM education.”
—From the Foreword by Deborah Hanuscin, Western Washington University

“This text will be appreciated by school and district staff interested in implementing STEAM education for students.”
—Kevin O’Gorman, chief academic officer, Berkeley County School District, SC

“This book will become a go-to for crafting meaningful STEAM learning experiences for students.”
—Nicole Beeman-Cadwallader, National Math and Science Initiative

Product Details

ISBN-13:	9780807777879
Publisher:	Teachers College Press
Publication date:	04/05/2019
Sold by:	Barnes & Noble
Format:	eBook
File size:	4 MB

About the Author

Cassie F. Quigley is an associate professor of science education at the University of Pittsburgh. Danielle Herro is an associate professor of digital media and learning at Clemson University.

Table of Contents

Foreword Deborah Hanuscin ix

Acknowledgments xi

Introduction: Grounding Our STEAM Work 1

Our Entry into STEAM Education 1

An Example of STEAM in Action 2

The Purpose and Usefulness of this Book 5

The Organization of the Book 10

Part I Conceptualizing STEAM

1 Unpacking the Conceptual Model to Guide STEAM Teaching 13

STEAM: Understanding the Rising Trend 14

Exploring the STEAM Conceptual Model 17

Examining the STEAM Conceptual Model Across Grade Levels 26

Concluding Thoughts on the STEAM Conceptual Model 28

2 Visioning, Planning, and Supporting STEAM Instruction in Schools 29

Visioning STEAM 29

Understanding and Defining STEAM 30

Building a Foundation for STEAM 31

Visioning and Planning Across Grade Levels 38

Concluding Thoughts: Common Questions and Answers About Transitioning to STEAM Education 39

3 Making STEAM Relevant to Students 41

Exploring Ms. Andrus's Classroom 41

Designing a STEAM Unit Around Interests 42

Creating STEAM Problem Scenarios 47

Involving the Community: Broadening Participation Through Mentors and Experts 54

Making STEAM Relevant Across the Grade Levels 57

Concluding Thoughts on Making STEAM Relevant 58

Part II Developing STEAM Classrooms

4 Understanding THE Role OF Teaching Across the Disciplines in STEAM Teaching 61

Transdisciplinary Teaching and Learning 61

Transdisciplinary Teaching in Action 62

Connection to Components of the STEAM Conceptual Model 64

Authentic Discipline Integration 65

Connection to Authentic Tasks 71

A Pathway for Multiple Methods to Solve the Problem 73

Strategies to Support Transdisciplinary Teaching 75

Transdisciplinary Teaching Across the Grade Levels 76

Concluding Thoughts on Transdisciplinary Teaching 78

5 Valuing the A in STEAM 79

The Continuum of Arts Integration 80

The Value of Art in STEAM 81

Art as the Backbone of Problem Solving 82

Integration of Arts Across Grade Levels 87

Concluding Thoughts on the A in STEAM 89

Part III Making steam work

6 How to Assess STEAM Learning 93

A Different Approach to Assessment 93

Embedded Formative Assessment 94

Authentic Summative Assessments 100

Peer and Self-Assessment in STEAM 103

STEAM Assessments Across Grade Levels 105

Concluding Thoughts on STEAM Assessment 107

7 STEAM Across Different School Settings 109

Context One: A New STEAM School 110

Context Two: A Traditional Middle School 112

Context Three: An Existing School Transitioning to STEAM 114

The Key to STEAM Implementation: Remixing Education 116

Supporting STEAM Across Grade Levels 118

Concluding Thoughts on STEAM Implementation in Different Settings 119

8 Challenges to STEAM Instruction 121

The Nature of Challenges with STEAM Education 122

Solutions for STEAM Instructional Challenges 127

Concluding Thoughts on Challenges in STEAM 130

The Future of STEAM: A New Beginning for Educators? 131

Revisiting STEAM Versus STEM 131

Recognizing the Necessity of STEAM 131

Moving Forward with STEAM Education 132

Final Thoughts 134

References 135

Index 141

About the Authors 153

What People are Saying About This

From the Publisher

“As a teacher, and now teacher educator, I understand the complexity of teaching and the difficulty of enacting change in one’s practice—such as shifting to STEAM teaching. The authors of this book do due diligence in unpacking this complexity and discussing specific barriers teachers and schools might face in this undertaking. More importantly, they provide inspiration to sustain readers through this challenging work by emphasizing the rewards for both students and educators who engage in STEAM education.”
—From the Foreword by Deborah Hanuscin, Western Washington University

“The authors do a wonderful job of unraveling what STEAM actually is and what it is not. This text will be appreciated by school and district staff interested in implementing STEAM education for students. The book provides wonderful real-life examples of implementation strategies and clarification on the many misconceptions of STEAM instruction.”
― Kevin O’Gorman, chief academic officer, Berkeley County School District, South Carolina

“An Educator's Guide to STEAM will become a go-to for crafting meaningful STEAM learning experiences for students. The STEAM conceptual model grounded in principles of Connected Learning is useful and approachable, all while tying back to research. Quigley and Herro thoughtfully address the need for district-level support and visioning for STEAM education, which is often forgotten. Among the greatest strengths of this guide are all of the examples from real classrooms and schools, across grade levels and school contexts.”
—Nicole Beeman-Cadwallader, senior director of curriculum and design, National Math and Science Initiative

Editorial Reviews

This book provides a well-realized conceptual framework for various stakeholders who are interested in successful implementation of STEAM education in K-12 public schools. The framework and suggestions are grounded in evidence from the authors’ sustained partnerships and fieldwork in STEAM. This book will be a valuable resource for all who are interested in learning more about STEAM and implementing it in their own schools and districts.”

—Teachers College Record

From the Publisher