An Educator's Guide to STEAM

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.

Book Features:

• Straightforward guidance for creating STEAM instructional units for the K–8 classroom.
• A concise instructional model that addresses misconceptions about STEAM education.
• Extended vignettes demonstrating teaching practices, student learning, and school-community partnerships.
• Classroom examples of STEAM learning that rural, urban, traditional, and innovative schools can relate to and build on.
• Based on the authors’ work with over 150 teachers and analysis of teachers’ reflective journal entries, STEAM unit plans, classroom instruction, and more.

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.

“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

“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

Contents

Foreword by Debi Hanuscin

Acknowledgments

Introduction: Grounding Our STEAM Work
   Our Entry into STEAM Education
   An Example of STEAM in Action
   The Purpose and Usefulness of This Book
   The Organization of the Book

PART I: CONCEPTUALIZING STEAM

Chapter 1. Unpacking the Conceptual Model to Guide STEAM Teaching
   STEAM: Understanding the Rising Trend
   Exploring the STEAM Conceptual Model
   Examining the STEAM Conceptual Model Across Grade Levels
   Concluding Thoughts on the STEAM Conceptual Model

Chapter 2. Visioning, Planning, and Supporting STEAM Instruction in Schools
   Visioning STEAM
   Understanding and Defining STEAM
   Building a Foundation for STEAM
   Visioning and Planning Across Grade Levels
   Concluding Thoughts: Common Questions and Answers About  Transitioning to STEAM Education

Chapter 3. Making STEAM Relevant to Students
   Exploring Ms. Andrus's Classroom
   Designing a STEAM Unit Around Interests
   Creating STEAM Problem Scenarios
   Involving the Community: Broadening Participation Through Mentors and Experts
   Making STEAM Relevant Across the Grade Levels
   Concluding Thoughts on Making STEAM Relevant

PART II: DEVELOPING STEAM CLASSROOMS

Chapter 4. Understanding the Role of Teaching Across the Disciplines in STEAM Teaching
   Transdisciplinary Teaching and Learning
   Transdisciplinary Teaching in Action
   Connection to Components of the STEAM Conceptual Model
   Authentic Discipline Integration
   Connection to Authentic Tasks
   A Pathway for Multiple Methods to Solve the Problem
   Strategies to Support Transdisciplinary Teaching
   Transdisciplinary Teaching Across the Grade Levels
   Concluding Thoughts on Transdisciplinary Teaching

Chapter 5. Valuing the A in STEAM
   The Continuum of Arts Integration
   The Value of Art in STEAM
   Art as the Backbone of Problem Solving
   Integration of Arts Across Grade Levels
   Concluding Thoughts on the A in STEAM

PART III: MAKING STEAM WORK

Chapter 6. How to Assess STEAM Learning
   A Different Approach to Assessment
   Embedded Formative Assessment
   Authentic Summative Assessments
   Peer and Self-Assessment in STEAM
   STEAM Assessments Across Grade Levels
   Concluding Thoughts on STEAM Assessment

Chapter 7. STEAM Across Different School Settings
   Context One: A New STEAM School
   Context Two: A Traditional Middle School
   Context Three: An Existing School Transitioning to STEAM
   The Key to STEAM Implementation: Remixing Education
   Supporting STEAM Across Grade Levels
   Concluding Thoughts on STEAM Implementation in Different Settings

Chapter 8. Challenges to STEAM Instruction
   The Nature of Challenges with STEAM Education
   Solutions for STEAM Instructional Challenges
   Concluding Thoughts on Challenges in STEAM
   The Future of STEAM: A New Beginning for Educators?
   Revisiting STEAM Versus STEM
   Recognizing the Necessity of STEAM
   Moving Forward with STEAM Education
   Final Thoughts

References

Index

About the Authors