4. MAJOR POINT NUMBER ONE
• The beautiful connection between what we traditionally think of with STEM and our new
thoughts about STEM is that idea of STEM being transdisciplinary. It goes beyond one
subject and helps students to make connections between subjects. Is this math or
science? Check out how this activity blends together English and Math.
• This thinking and thought process allows for students to be engaged in real-world learning
experiences. It’s these types of experiences that make the learning relevant for students.
It helps to get them motivated and energized about learning.
• What does this mean: STEM can’t take place in isolation in one classroom. It’s found
intertwined throughout the curriculum.
5. MAJOR POINT NUMBER TWO
• The article confirms the points mentioned in the video about the value of STEM when it is
transdisciplinary. The article suggests STEM learning in four different formats or levels:
• 1. Disciplinary
• 2. Multidisciplinary
• 3. Interdisciplinary
• 4. Transdisciplinary
• The article describes the four levels of STEM integration as an inclined plane. It
discusses the value of moving from disciplinary to transdisciplinary and the challenges in
moving to the transdisciplinary level in a school.
• See visual on next slide of the inclined plane
6.
7. MAJOR POINT NUMBER THREE
• Making STEM work and moving the learning to the transdisciplinary level requires a high
level of teamwork and collaboration between teachers to make it is success.
• Teachers will be stretched because they are going to be dealing with subject areas that
they may not have dealt with in the past.
• STEM allows for students to go beyond traditional learning and allows students to apply
the skills and knowledge that they are learning in class. This application directly links to
energized students in the classroom.
• Not only does it allow students to go beyond traditional learning, it also allows students to
experience a much high level of rigor and relevance in what they are learning in the
classroom.
8. OH THOSE LINGERING QUESTIONS
• I love the idea of possibilities with STEM. Here are some thoughts and they may be more
challenges than anything
• 1. Moving to get teachers to plan and collaborate together on learning requires
opportunities for teachers to work together. What if there schedule doesn’t allow for it?
• 2. Many districts have very specific pacing guides that determine what standards are
taught during a certain time of the year. Could this be an issue?
• 3. It is vital that teachers buy-in to these ideas. It requires teachers to move to adding
rigor into their instruction. They need to move away from being the “sage on the stage.”
How do you handle those teachers who are still apprehensive?
9. FINAL COMMENTS
• To make STEM work, students need to be energized. Their teachers need to tap into their
interests and use a variety of strategies and resources to help them to move beyond
traditional learning and think about learning in a whole new way.
• The results of a STEM environment in a classroom is students excited to come to school,
dealing with real-world learning and not worried about whether their in math or science,
but knowing that they are learning something valuable, enjoying learning and able to
apply what they are learning in class throughout their lives.
