The STEAMWorks Parent's Guide provides information about an after school program that aims to help students achieve academic success through STEAM-focused learning. The program uses small group tutoring, building block lessons, encouragement, and STEAM showings and projects to support students' development in both their current schoolwork and future preparation. Assessment is used to track individual student growth over time. The guide outlines the various components of the STEAMWorks program.
What Do Mathematicians Do? Expanding Visions through the SMPNicole Rigelman
This document discusses the standards for mathematical practice and how teachers can develop these practices in students. It begins by posing questions about what math is and what it means to do math. It then outlines the session which will explore how math tasks can develop students' understanding of what mathematicians do if set up and implemented properly. It describes the standards for mathematical practice and provides an example penny jar task that fourth graders worked on, noting the teacher's moves to support the practices. It closes by reflecting on ensuring all students regularly engage in tasks promoting the practices and how teacher educators can better equip teachers to implement the standards.
40% of students graduate high school without sufficient reading skills for college or career. Effective reading instruction teaches phonics explicitly, systematically, and sequentially to improve reading and spelling skills. Research shows the most effective decoding strategies are taught through an explicit, sequential, multi-sensory phonics approach. This type of instruction states facts and concepts, structures learning to maximize understanding and minimize confusion, and combines visual, auditory, oral and motor skills.
HERE YOU WILL FIND HOW THE SPARKS FOUNDATION INSPIRES OR MOTIVATES THE STUDENTS TO LEARN AND HELPS IN ACHIEVING THEIR GOALS SO THAT THEY CAN REACH THEIR POTENTIAL.#NEVER STOP LEANING
This document is Samantha Baker's career portfolio, which includes sections about her career summary, mission statement, resume, accomplishments, samples of work, awards, conferences/workshops attended, transcripts/degrees/certifications, and volunteer experience. The portfolio provides an overview of Samantha's education and qualifications, and demonstrates her experience in areas such as work study, teaching assistance, healthcare work, photography, and community involvement.
The document discusses valuing teaching and enhancing student learning in the era of the Teaching Excellence Framework (TEF) and Research Excellence Framework (REF). It covers:
1) Making teaching a priority through recognition, clear expectations, understanding student and employer needs, and building on good practices.
2) Analyzing metrics like satisfaction surveys and employment rates to identify areas for improvement and address issues raised by students.
3) Ways to maximize learning through curriculum design, supporting diverse students, and allowing students to evidence learning in exciting ways.
The document discusses the importance of effective math teaching and learning. It states that mathematical understanding is critical for children's futures and economic progress as many industries now rely on math, computer science, and technology. Good math teaching involves careful planning, assessment for learning, high expectations, effective questioning, checking for understanding, and ensuring students receive helpful feedback to improve. The goal of planning is to help all students make progress by advancing their learning and developing an effective learning environment for each topic.
The document advertises the Seriously Addictive Maths (S.A.M.) program for teaching Singapore Math to children ages 4 to 12. It claims that Singapore Math has been ranked highly in international studies and that S.A.M. effectively delivers the program through creative teaching and over 30,000 pages of worksheets. The S.A.M. approach is described as the only program needed to excel in Singapore Math.
WE16 - Are You Smarter than a Ninth Grader? Tips for Mentoring a P-Tech StudentSociety of Women Engineers
This document provides tips for mentoring students at P-TECH schools, which integrate high school, college, and career training. It outlines what P-TECH schools are, the importance of STEAM education, mentoring tips, and characteristics of teenagers. P-TECH schools provide students a no-cost path to earning an Associate's degree while in high school. Mentors are advised to develop rapport, listen without judgment, meet regularly, encourage mentees, and be aware of teenage behaviors and development. The goal of mentoring is to build a trusting relationship and support students' education.
What Do Mathematicians Do? Expanding Visions through the SMPNicole Rigelman
This document discusses the standards for mathematical practice and how teachers can develop these practices in students. It begins by posing questions about what math is and what it means to do math. It then outlines the session which will explore how math tasks can develop students' understanding of what mathematicians do if set up and implemented properly. It describes the standards for mathematical practice and provides an example penny jar task that fourth graders worked on, noting the teacher's moves to support the practices. It closes by reflecting on ensuring all students regularly engage in tasks promoting the practices and how teacher educators can better equip teachers to implement the standards.
40% of students graduate high school without sufficient reading skills for college or career. Effective reading instruction teaches phonics explicitly, systematically, and sequentially to improve reading and spelling skills. Research shows the most effective decoding strategies are taught through an explicit, sequential, multi-sensory phonics approach. This type of instruction states facts and concepts, structures learning to maximize understanding and minimize confusion, and combines visual, auditory, oral and motor skills.
HERE YOU WILL FIND HOW THE SPARKS FOUNDATION INSPIRES OR MOTIVATES THE STUDENTS TO LEARN AND HELPS IN ACHIEVING THEIR GOALS SO THAT THEY CAN REACH THEIR POTENTIAL.#NEVER STOP LEANING
This document is Samantha Baker's career portfolio, which includes sections about her career summary, mission statement, resume, accomplishments, samples of work, awards, conferences/workshops attended, transcripts/degrees/certifications, and volunteer experience. The portfolio provides an overview of Samantha's education and qualifications, and demonstrates her experience in areas such as work study, teaching assistance, healthcare work, photography, and community involvement.
The document discusses valuing teaching and enhancing student learning in the era of the Teaching Excellence Framework (TEF) and Research Excellence Framework (REF). It covers:
1) Making teaching a priority through recognition, clear expectations, understanding student and employer needs, and building on good practices.
2) Analyzing metrics like satisfaction surveys and employment rates to identify areas for improvement and address issues raised by students.
3) Ways to maximize learning through curriculum design, supporting diverse students, and allowing students to evidence learning in exciting ways.
The document discusses the importance of effective math teaching and learning. It states that mathematical understanding is critical for children's futures and economic progress as many industries now rely on math, computer science, and technology. Good math teaching involves careful planning, assessment for learning, high expectations, effective questioning, checking for understanding, and ensuring students receive helpful feedback to improve. The goal of planning is to help all students make progress by advancing their learning and developing an effective learning environment for each topic.
The document advertises the Seriously Addictive Maths (S.A.M.) program for teaching Singapore Math to children ages 4 to 12. It claims that Singapore Math has been ranked highly in international studies and that S.A.M. effectively delivers the program through creative teaching and over 30,000 pages of worksheets. The S.A.M. approach is described as the only program needed to excel in Singapore Math.
WE16 - Are You Smarter than a Ninth Grader? Tips for Mentoring a P-Tech StudentSociety of Women Engineers
This document provides tips for mentoring students at P-TECH schools, which integrate high school, college, and career training. It outlines what P-TECH schools are, the importance of STEAM education, mentoring tips, and characteristics of teenagers. P-TECH schools provide students a no-cost path to earning an Associate's degree while in high school. Mentors are advised to develop rapport, listen without judgment, meet regularly, encourage mentees, and be aware of teenage behaviors and development. The goal of mentoring is to build a trusting relationship and support students' education.
The presentation focused on how implementing the math and science pillar of 21st century education encourages students to pursue STEM careers. It stressed that math and science cultivate critical thinking skills by requiring students to solve problems creatively. These skills are directly applicable outside the classroom for tasks like managing finances, construction, and invention. The presentation proposed using blogs for science experiments as a way for students to document their progress, for teachers to monitor understanding, and for professionals to provide advice.
This document provides information for parents about the upcoming school year at Veterans Elementary School. It begins with an introduction of the teacher, including her education background and certifications. It then provides details about the school schedule, including specials classes and lunch time. The
This document advertises and provides information about upcoming seminars on developing 21st century skills through Singapore Math. The first seminar on October 15 from 9am to 12pm will discuss how competencies like creativity, innovation, collaboration and resilience are developed through a math curriculum. The second seminar on October 15 from 1pm to 4pm will focus on creating robust lesson plans, differentiating instruction, and effective assessment without relying entirely on tests. Both seminars aim to help teachers, parents, and tutors. Background information is provided on the seminar leader, Dr. Yeap Ban Har, and registration details.
The document describes an agenda for a workshop on differentiation and Understanding by Design (UbD). The workshop will cover Stage 3 of UbD, which focuses on determining what learners need to meet desired performance goals and how to best use classroom time. Participants will discuss key concepts like why a "one size fits all" approach does not work, learner profiles, and differentiation. The document also outlines essential questions and enduring understandings for the workshop, including explaining differentiation and its relationship to curriculum. Participants will learn strategies for hooking students, equipping them with skills and knowledge, providing opportunities for reflection and revision, and tailoring activities to individual needs.
The document provides a summary of recent developments at South Gloucestershire and Stroud College. Mini inspections of the Art and Design, Performing Arts, and Access to Learning departments found excellent teaching and learning. HR successfully launched a new appraisal system and staff development sessions received positive feedback. The Teacher Development Unit is promoting action research and functional skills training. Resources and upcoming events are also highlighted.
The document discusses the aims and approaches of a new mathematics curriculum. It outlines that the curriculum aims to develop students' fluency in math fundamentals, ability to solve problems, and capacity for mathematical reasoning. It also describes some of the changes in focus areas, including increased emphasis on arithmetic proficiency and instant recall of number facts. Finally, it provides guidance for teachers on curriculum mapping, planning, and teaching methods to support students in meeting the objectives of the new maths program.
ADM Celebrating our STEM Journey to National Certification Trevor T. Ivey
This document summarizes Alice Drive Middle School's journey to becoming a STEM-certified school in Sumter, South Carolina. It describes how the school partnered with outside organizations to develop a strategic plan and curriculum focused on integrating STEM concepts across subjects. Through problem-based learning experiences, the school aims to prepare its 850 students for college and careers. Recent evaluations indicate the school is making progress in fully implementing STEM practices like problem-based learning schoolwide.
The document describes Exergy Development Program, a non-profit organization established in 2015 in South Africa. The organization aims to improve education outcomes through Saturday tutoring classes focused on math and science. Services include meals, career guidance, and preparing students for tertiary education. Goals are to help more students pass grades 10-12 and expand offerings of subjects and number of students served. The program achieved initial success tutoring 23 students in 2015.
During a recent future of SEN webinar, a lot of great discussion was opened up among both the panel of SEN experts and the diverse audience of teachers, SEN leaders and senior managers. Raising interesting points about access to technology, engaging parents, key challenges for the future and supporting students emotional & mental well being. Find out the panel’s thoughts on the most commonly asked audience questions from the day.
Discussing research of how learning analytics could be used to enhance pedagogy and foster learning gains, by enhancing student participation and developing responsive, user-friendly analytics.
The document outlines the agenda for a professional development week at East Central Development Center. The theme for the year is "Excellence by Design: Evidence of Learning". The agenda includes sessions on pre-kindergarten guidelines, data analysis, technology training, and grade-level planning. It also provides lunch menus and schedules for the week.
This document provides an overview of STEM (Science, Technology, Engineering, and Math) education for elementary classrooms. It defines STEM as an interdisciplinary approach that makes connections between different subject areas. The document outlines several benefits of STEM integration, including showing real-world applications, promoting hands-on learning, and developing skills like critical thinking. It addresses common misconceptions about needing special supplies or technology, noting that many STEM projects can be done with everyday materials. Finally, it provides examples of incorporating STEM into different subject areas like history, literacy, and math.
Wendy Zavala is an elementary school teacher seeking a teaching position. She holds an Elementary Education teaching certificate for grades 1-8 and a Bachelor's degree in Latin American Studies. Her professional experience includes working as a Manager of Teacher Leadership for Teach for America in Oklahoma City, where she supported teachers, and as a 3rd grade teacher at Stand Watie Elementary School. She is proficient in classroom management, curriculum development, data analysis, and leadership development. Her references include her former principal and a Managing Director from Teach for America.
1. The document outlines the shared vision of the Stanley Avenue School learner as being educated for life-long learning, focusing on learning to learn, know, do, be, and get along with others.
2. It discusses using emerging technologies like Ultranet, netbooks, and mobile devices to help students take charge of their learning and enhance communication between home and school.
3. Examples of how technologies are being used will be highlighted and students will share their perspectives on using technologies for learning.
The document provides information for designing an experience center for the Scout Association of Hong Kong. It discusses the target user groups of primary and secondary school students. Key issues facing Hong Kong students are explored such as academic pressure, family expectations, and lack of happiness. The proposed design concept is a "maze" to represent the challenges in life. Different zones in the center such as a confuse zone and challenge zone will allow students to learn through play and hands-on experiences.
CAP Review of Bay Path University OnsiteTrey Mireles
The document outlines the agenda and topics for a Council on Accelerated Programs review of Bay Path University, including introductions, reviews of specific courses, discussions of brain-based learning, adult learning theory, best practices in online learning, and a Q&A session. It also includes activities for attendees to introduce themselves and engage with each other.
This document outlines plans for a STEM+ Day at a primary school. It discusses integrating STEM concepts across different subject areas through hands-on activities. The planning process involved brainstorming ideas, collaborating with other subject teams, and outlining the day's activities. Examples of activities included an engineering challenge and building bridges using recycled materials. Feedback was positive, praising how engaged the students were. Next steps discussed expanding STEM initiatives through various projects, collaboration tools, and creating a makerspace area.
The presentation focused on how implementing the math and science pillar of 21st century education encourages students to pursue STEM careers. It stressed that math and science cultivate critical thinking skills by requiring students to solve problems creatively. These skills are directly applicable outside the classroom for tasks like managing finances, construction, and invention. The presentation proposed using blogs for science experiments as a way for students to document their progress, for teachers to monitor understanding, and for professionals to provide advice.
This document provides information for parents about the upcoming school year at Veterans Elementary School. It begins with an introduction of the teacher, including her education background and certifications. It then provides details about the school schedule, including specials classes and lunch time. The
This document advertises and provides information about upcoming seminars on developing 21st century skills through Singapore Math. The first seminar on October 15 from 9am to 12pm will discuss how competencies like creativity, innovation, collaboration and resilience are developed through a math curriculum. The second seminar on October 15 from 1pm to 4pm will focus on creating robust lesson plans, differentiating instruction, and effective assessment without relying entirely on tests. Both seminars aim to help teachers, parents, and tutors. Background information is provided on the seminar leader, Dr. Yeap Ban Har, and registration details.
The document describes an agenda for a workshop on differentiation and Understanding by Design (UbD). The workshop will cover Stage 3 of UbD, which focuses on determining what learners need to meet desired performance goals and how to best use classroom time. Participants will discuss key concepts like why a "one size fits all" approach does not work, learner profiles, and differentiation. The document also outlines essential questions and enduring understandings for the workshop, including explaining differentiation and its relationship to curriculum. Participants will learn strategies for hooking students, equipping them with skills and knowledge, providing opportunities for reflection and revision, and tailoring activities to individual needs.
The document provides a summary of recent developments at South Gloucestershire and Stroud College. Mini inspections of the Art and Design, Performing Arts, and Access to Learning departments found excellent teaching and learning. HR successfully launched a new appraisal system and staff development sessions received positive feedback. The Teacher Development Unit is promoting action research and functional skills training. Resources and upcoming events are also highlighted.
The document discusses the aims and approaches of a new mathematics curriculum. It outlines that the curriculum aims to develop students' fluency in math fundamentals, ability to solve problems, and capacity for mathematical reasoning. It also describes some of the changes in focus areas, including increased emphasis on arithmetic proficiency and instant recall of number facts. Finally, it provides guidance for teachers on curriculum mapping, planning, and teaching methods to support students in meeting the objectives of the new maths program.
ADM Celebrating our STEM Journey to National Certification Trevor T. Ivey
This document summarizes Alice Drive Middle School's journey to becoming a STEM-certified school in Sumter, South Carolina. It describes how the school partnered with outside organizations to develop a strategic plan and curriculum focused on integrating STEM concepts across subjects. Through problem-based learning experiences, the school aims to prepare its 850 students for college and careers. Recent evaluations indicate the school is making progress in fully implementing STEM practices like problem-based learning schoolwide.
The document describes Exergy Development Program, a non-profit organization established in 2015 in South Africa. The organization aims to improve education outcomes through Saturday tutoring classes focused on math and science. Services include meals, career guidance, and preparing students for tertiary education. Goals are to help more students pass grades 10-12 and expand offerings of subjects and number of students served. The program achieved initial success tutoring 23 students in 2015.
During a recent future of SEN webinar, a lot of great discussion was opened up among both the panel of SEN experts and the diverse audience of teachers, SEN leaders and senior managers. Raising interesting points about access to technology, engaging parents, key challenges for the future and supporting students emotional & mental well being. Find out the panel’s thoughts on the most commonly asked audience questions from the day.
Discussing research of how learning analytics could be used to enhance pedagogy and foster learning gains, by enhancing student participation and developing responsive, user-friendly analytics.
The document outlines the agenda for a professional development week at East Central Development Center. The theme for the year is "Excellence by Design: Evidence of Learning". The agenda includes sessions on pre-kindergarten guidelines, data analysis, technology training, and grade-level planning. It also provides lunch menus and schedules for the week.
This document provides an overview of STEM (Science, Technology, Engineering, and Math) education for elementary classrooms. It defines STEM as an interdisciplinary approach that makes connections between different subject areas. The document outlines several benefits of STEM integration, including showing real-world applications, promoting hands-on learning, and developing skills like critical thinking. It addresses common misconceptions about needing special supplies or technology, noting that many STEM projects can be done with everyday materials. Finally, it provides examples of incorporating STEM into different subject areas like history, literacy, and math.
Wendy Zavala is an elementary school teacher seeking a teaching position. She holds an Elementary Education teaching certificate for grades 1-8 and a Bachelor's degree in Latin American Studies. Her professional experience includes working as a Manager of Teacher Leadership for Teach for America in Oklahoma City, where she supported teachers, and as a 3rd grade teacher at Stand Watie Elementary School. She is proficient in classroom management, curriculum development, data analysis, and leadership development. Her references include her former principal and a Managing Director from Teach for America.
1. The document outlines the shared vision of the Stanley Avenue School learner as being educated for life-long learning, focusing on learning to learn, know, do, be, and get along with others.
2. It discusses using emerging technologies like Ultranet, netbooks, and mobile devices to help students take charge of their learning and enhance communication between home and school.
3. Examples of how technologies are being used will be highlighted and students will share their perspectives on using technologies for learning.
The document provides information for designing an experience center for the Scout Association of Hong Kong. It discusses the target user groups of primary and secondary school students. Key issues facing Hong Kong students are explored such as academic pressure, family expectations, and lack of happiness. The proposed design concept is a "maze" to represent the challenges in life. Different zones in the center such as a confuse zone and challenge zone will allow students to learn through play and hands-on experiences.
CAP Review of Bay Path University OnsiteTrey Mireles
The document outlines the agenda and topics for a Council on Accelerated Programs review of Bay Path University, including introductions, reviews of specific courses, discussions of brain-based learning, adult learning theory, best practices in online learning, and a Q&A session. It also includes activities for attendees to introduce themselves and engage with each other.
This document outlines plans for a STEM+ Day at a primary school. It discusses integrating STEM concepts across different subject areas through hands-on activities. The planning process involved brainstorming ideas, collaborating with other subject teams, and outlining the day's activities. Examples of activities included an engineering challenge and building bridges using recycled materials. Feedback was positive, praising how engaged the students were. Next steps discussed expanding STEM initiatives through various projects, collaboration tools, and creating a makerspace area.
1. S T E A M W O R K S PA R E N T ’ S G U I D E
L E T S T E A M W O R K S H E L P Y O U R S T U D E N T
A C H I E V E A C A D E M I C S U C C E S S .
W E LCO M E TO
YO U R ST U D E N T ’ S
B E ST Y E A R Y E T.
2. TA B L E O F CO N T E N T S
I . W H Y S T E A M W O R K S ?
I I . S T E A M W O R K S & S T U D E N T S U C C E S S
I I I . T H E S T E A M W O R K S P R O G R A M
I V. PA R E N T R E S O U R C E S
Assessment
STEAM Showings
Building Blocks & Repetition
Encouragement & Affirmation
Small Group Tutoring
STEAM Fridays
2
5
9
1 6
10
11
12
13
14
15
3. A C A D E M I C S U C C E S S .
P O W E R L E A R N I N G .
F U T U R E P R E PA R AT I O N .
4. W H Y ST E A M WO R K S ?
Welcome to STEAMWorks, the after school homework help program designed to maximize your student’s potential.
We believe that every student has the potential to achieve academic success, and we are committed to walking with your
student into that potential. The path to academic success is the purpose of all learning — to understand what is being taught,
and demonstrate mastery of the subject matter. This manifests itself in academic confidence and good grades in all subjects.
We believe in effective learning. Normal children the world over have demonstrated that they can learn Calculus by 6th grade
(China), read at a college level by 9th grade (Finland), and remember everything learned from elementary school by 12th grade
(Australia). We believe not only in teaching the right things, but in teaching things right.
We believe in education for the future, not just the present. Many of today’s job titles didn’t exist 20 years ago, and this trend
continues to grow. Education systems haven’t considered what skills today’s students will need in the future and teach
accordingly. And yet education should prepare students for a progressive future, and enable them to adapt to a rapidly changing
world.
5. S T E A M W O R K S
S U P P O R T S S T U D E N T
D E V E L O P M E N T - PA S T,
P R E S E N T A N D F U T U R E .
T E X T
6. Most after school programs fall into one of three categories. Homework help
meets the current needs of students, but fails to go back and fill in learning
deficiencies, addressing the symptoms but not the cause. Learning centers fill in
knowledge gaps students may have missed in their education, but lack the help
students need now to improve their grades and test scores. And enrichment
programs engage students in innovative thinking and building technical skills
for the future, but are not tied into what students are learning in school.
While STEAMWorks focuses on fundamental math and language arts skills, our
mission is greater than simply making it through the school year. Our desire is to
develop the whole student — ensuring a deep grasp of the principles of
learning from the ground up in every subject, helping students perform their
best in their current classes, and preparing them for the future with a thorough
experience with Science, Technology, Engineering, Art, and Math. Encircling
this whole educational model is developing the student’s confidence and belief
in their own likelihood of success.
A Complete Approach To Student
Development
ST E A M WO R K S & ST U D E N T S U CC E S S
Fundamental Building Blocks of
Success
Tools For Learning and Understanding
Essentially, STEAMWorks provides a model of
enrichment that catches your student up, helps
them perform at their peak in the present, and
prepares them for the future.
7. H O W D O E S ST E A M WO R K S WO R K ?
S T E A M S H O W I N G S
C O N C E P T K E Y S
H O M E W O R K H E L P
S O C I A L S U P P O R T
Everyday, the whole group will learn and review the fundamental concepts that
hold the “key” to understanding each area of endeavor in math and language
arts.
We start with a short video showcasing the wonders of science, technology and
the modern world, sparking student’s engagement in knowing and
understanding the world they live in, and the world they will create.
STEAMWorks instructors will work with students in small groups based on grade-
level to provide further tutoring, answer questions, and check homework as its
completed. Students will be encouraged to use their concept keys to solve
assignments quickly and efficiently.
Each day will have a confidence-building and socially engaging affirmation. As
students transition between STEAM showings, Concept Keys and Homework
Help, they will affirm each other and receive encouragement from STEAMWorks
staff to let them know they can continue to grow, learn, and succeed.
8. H O W S T E A M W O R K S D O E S W H AT I T D O E S
STEAM Concepts
HomeworkSupport
10. S T E A M W O R K S P R O G R A M :
A S S E S S M E N T
At Steamworks Lab we endeavor to see and respect each scholar as an individual.
Every scholar is given an assessment designed to assess the level at which they are
working.
Our unique assessment approach aids not only in identifying at what level your
scholar is currently working at, but in uncovering how your scholar learns. The
assessment will be kept in your scholar’s file and each scholar is reassessed
throughout the school year to track improvement. Our assessments are not based on
letter grades, but instead on level of competency of the material being presented.
I N D I V I D U A L T E S T I N G
C O N T I N U E D G R O W T H
11. S T E A M W O R K S P R O G R A M :
S T E A M S H O W I N G S
We believe that students can only pursue what they’re exposed to.
Carefully curated STEAM videos take five minutes each day to expose
children to the ideas that have shaped modern society, and where we are
going in the future.
Science videos explain how our world works, while Technology explores
the tools we use to navigate it. Engineering teaches children how they
can build in the modern world. Art videos focus on the importance of
creativity and self-expression, and Mathematics show children the creative
and illustrious background of this field of study through the people and
ideas that have shaped it’s development. We believe that these daily
learnings will spark an interest in students to learn and pursue some of
the most exciting and engaging prospects of our day.
B I L L N Y E Q U O T E &
P I C T U R E A B O U T
B E I N G
A C H I L D , O R S O M E
O T H E R
C E L E B
F U L L S T E A M A H E A D
E X P O S U R E = E N G A G E M E N T
12. ST E A M WO R K S P R O G R A M :
B U I L D I N G B LO C K S
Steamworks Lab’s Building Gears and Gear Boxes represent
constant motion, movement, and progress. We strive to
light the fire in your scholar through a deeper understanding of the
material and fostering genuine interest.
We utilize a proven effective, proprietary technique for memorizing
the material while understanding how it used and how to apply
the proper rules for a given situation.
A D E E P E R U N D E R S TA N D I N G
13. ST E A M WO R K S P R O G R A M :
E N CO U R AG E M E N T &
A F F I R M AT I O N
We at Steamworks Lab believe that every scholar needs the
power of positive encouragement in order to soar to new
heights. On a typical Steamworks Lab day, your scholar will
hear positive affirmations from their peers and instructors alike
throughout their session. This promotes self-confidence and
encourages courage to try even if they believe the answer is
incorrect; because, true failure is not in the answer, but in the
failure to try.
A P O S I T I V E E N V I R O N M E N T
14. ST E A M WO R K S P R O G R A M :
S M A L L G R O U P T U TO R I N G
Each student is placed in a small group of 3-8 students, based on grade
and age, to work with an instructor. While one-on-one instruction has it’s
benefits, it’s been shown to cause students to rely heavily on the
instructor to do their work.
The small group model encourages students to rely on what they have
learned, while still providing the help, support, and monitoring of work
and attention levels needed throughout the duration of the homework
session. Instructors give “mini-lessons” on any problems students do
not understand, and check completed homework for accuracy.
FA C I L I TAT I N G A C H I E V E M E N T
F O C U S E D L E A R N I N G
15. ST E A M WO R K S P R O G R A M :
ST E A M F R I DAY S
STEAM Fridays give students the opportunity to grow and
develop their Science, Technology, Engineering, Arts, and Math
abilities throughout the year. Each month, students delve into one
area to produce tangible growth.
Our hands-on, project-based curriculum teaches students to build
robots, fly drones, create computer programs, and create short
films. Students develop the fundamental skills of modern
education, including critical thinking, teamwork, and creativity.
S T E A M P R O J E C T S