That outcome did not happen by chance. It is the result of Inventionland Education’s applied STEAM curriculum, intentionally built around creativity, ownership, and real-world problem-solving.

In 2024, students Mia Mertz and Madison Mulato developed the No Cry Hair Tie, a product designed to eliminate a common frustration for users. Their idea moved beyond the classroom and into the marketplace through a licensing agreement. Today, their product is available online through major retail channels, demonstrating that middle school students can create commercially viable solutions when given the right support.

The post Teacher Appreciation Day: How Two Grove City Middle School Teachers Helped Three Student Groups Land Real Licensing Agreements appeared first on Inventionland Education.

In this exclusive Hall of Innovators podcast, hosted by George Davison, creator of Inventionland and host of Tomorrow’s World Today, George sits down with Grove City Middle School principal Larry Connelly and educator Karen Garland to talk about the transformative impact of the Inventionland Education Applied STEM Innovation Curriculum. Their school has seen remarkable success with the program, including students winning this year’s national invention contest with their project, the “Untie Knot.”

How It All Began

Grove City Middle School first became involved with Inventionland Education seven to eight years ago after Superintendent Dr. Joshua Weaver and his leadership team visited Inventionland’s world-class facility and immediately saw the potential to engage students in new and exciting ways. Inspired by Inventionland’s innovative spaces and the sheer number of products it has brought to the market, Grove City began integrating the applied STEM inventing curriculum into its middle school program.

From the beginning, both administration and teachers sought to give students more opportunities in STEAM-related activities, critical thinking, and collaboration. The Inventionland course checked every box, offering a unique way to prepare students for the future.

Student-driven, Teacher Facilitated

Principal Larry Connelly highlighted one of his favorite aspects of the program: the students are the ones leading the classroom. Unlike traditional classes where the teacher explains everything, in the Inventionland course, students tell the story of their inventions, lead the process, and present their ideas. Teachers serve as guides, but the energy and ownership come from the kids themselves.

Karen Garland, who teaches the course along with fellow educator Ben English, has seen firsthand how excited students are to participate. “Sixth graders come into the school eager to brainstorm inventions years before they are eligible to take the class in eighth grade. By the time they officially enter the program, their anticipation and motivation are high,” Karen shared. She also loves the flexibility provided by school leadership, which allows them to experiment, learn, and refine their approach over the years.

Real Outcomes, Real Growth, and Real Licensing Agreements

The Inventionland Education curriculum is built around a nine-step inventing method, where students work in teams to develop, pitch, and showcase their creations. But the program’s real impact goes beyond projects. Students learn resilience, teamwork, and problem-solving skills that extend far beyond the classroom, including three student teams that have earn actual licensing agreement to have their product available for sale in the global marketplace.

Community and Business Partnerships

The program doesn’t just stay within school walls. Grove City students collaborate with local businesses, engineers, and professionals. From candy makers to optical companies, the community has played a vital role in providing students with real-world insights. This partnership approach connects students with industry, making their work more authentic and impactful.

Parents, too, have been enthusiastic supporters. Some families who homeschool their children even send their children to the middle school specifically for the Inventionland course. The buzz in the community demonstrates the credibility and excitement the program generates.

Looking Ahead

Both Larry Connelly and Karen Garland believe the program represents the future of education: competency-based learning, customization, and freedom to think. Rather than focusing on test scores or memorization, students are encouraged to explore, create, and problem-solve. The skills developed in this environment, including critical thinking, communication, and collaboration, are precisely what students need for success in high school, college, careers, and life.

As George Davison summed it up, Inventionland Education’s Applied STEM Innovation Curriculum is more than a class. It’s a movement that empowers students, strengthens schools, and brings communities together through innovation. And at Grove City Middle School, it’s creating proud moments, lasting memories, and a future filled with possibilities.

The post Meet the Educators from Grove City Middle School, who Share their Experience with Inventionland Education appeared first on Inventionland Education.

Inventionland® Education (ILI): How long have you taught the Inventionland® Education Curriculum?

Barb Thornton (BT): We started using the Inventionland® Education Curriculum in our after-school program at the beginning of our Fall Session last September.

ILI: You are teaching this for an after-school program. How have students reacted to the curriculum?

BT: Members were excited about coming up with a product when we started the program.  We lost some momentum between the end of our Fall Session and the beginning of our Spring Session.  Our program does not have a mandatory attendance requirement so there are times when members miss due to other activities, appointments, or family obligations.

ILI: Why do you think after-school programs are so important to students and their families?

BT: After-school programs provide a safe environment for students to continue the learning process once the regular school day ends. In our program, we provide students with the opportunity to complete their homework each day prior to starting our STEAM activities for the afternoon. We also provide opportunities for them to interact with others they do not see throughout the day or who are in a different school grade. Positive relationships with peers and our staff members occur because of the environment/activities we are able to provide in our program.

ILI: What’s been the most challenging part of teaching the curriculum?

BT: The most challenging part of teaching in an after-school setting is that my part-time staff members end up supervising most of the time the members are working on their projects.  Another challenging aspect is that we do not see the same kids every day so the groups are all at different points in the process.

ILI: How do you handle teaching the curriculum when students are absent? How do you make sure no students fall behind?

BT: Each group is encouraged to stay on track based on the step they are ready to complete.  There is no way we can keep all of the groups on the same pace based on the fact we have members who are also involved in other after-school activities and do not attend our program every day we are in session.

ILI: Why do you think STEAM education is important for students?

BT: STEAM education is important because it gives members exposure to a wide variety of skills related to each specific topic.  Some members may not like one aspect of STEAM, but working through a program which focuses on all aspects gives them a chance to learn new skills.

ILI: What does 21st-Century Education mean to you?

BT: 21st-century education is about providing our members with the skills they need to survive in the workforce and in life after they have graduated from high school.

ILI: What inspired you to become an educator?

BT: I wanted to be a coach.  Prior to being hired as Project Director with Evergreen After School Club, I had the opportunity to serve as a substitute teacher for several local school districts and I coached high school volleyball for most of those years.

ILI: Any hobbies you’d like to share?

BT: I spend most of my free time serving on several volunteer teams at my church and I enjoy spending time outside.

ILI: Most memorable experience teaching the curriculum so far?

BT: I would say the most memorable part was the beginning of the program when the members were discussing ideas for different products.  Some of the groups had several good ideas and watching them decide which would be the best option to focus on was an interesting process.

The post Teacher Feature: Barbara Thornton, Evergreen After School Club appeared first on Inventionland Education.

Teaching a brand new curriculum can be challenging. No one at your school can give you any tips and sometimes you may feel like you’re navigating through it alone. But it’s also exciting…no one can give you any (unsolicited) advice and you get to navigate through it alone, figuring out what works and how to tweak it to best meet your students’ needs. The course truly becomes your own and you learn alongside the students.

But what if you were a co-teacher of a brand new curriculum? How would that affect the way the course is presented? Teachers Karen Garland and Ben English are doing just that: they are co-teaching the Inventionland® Education Curriculum and we are excited to feature them as our first ever Co-Teacher Feature.

Inventionland® Education (ILI): This is your first year with the ILI Curriculum. How’s it going to far?

Karen Garland (KG): It’s going great! Not only am I excited about it, but the district and the students are equally enthusiastic. As with any new curriculum, adjustments will be made to improve each time we go through the process.

Ben English (BE):  Extremely well. We just started with our second semester students.  We learned a lot from the first semester, good and bad and have made some adjustments to that.  We are excited about the possibilities for this semester.

ILI: How did the students react to the introduction of the curriculum? What do they like best? What’s been most challenging?

KG: Students were a little anxious when they learned they were moving from our traditional entrepreneurship class into a new program, but as soon as they learned about it, that stress disappeared. Students have two favorite parts: being free to think, explore, create and make their own decisions, and secondly, having hands-on building experience. The most challenging part for the students, especially since this is our first time going through the program, was time. They wanted more of it.

BE:  The students were extremely excited about the curriculum. We had the opportunity to work through one group of students last semester and it got the reaction we thought it would.

ILI: What has parent support been like?

KG: Parents in this district are extremely supportive. Our school board members can’t wait to judge again, and our community representative from General Electric has already placed us on his calendar to come back and wants to judge again, too. The local college has offered to collaborate with students regarding the marketing and business aspect. General Electric has offered to send their engineers to assist students where needed as well.

BE: Parental support has been good. The parents have been on board the whole way.  They have been making donations, wanting to participate, wanting to be on the panel of judges during the presentations.  We’ve had to turn some parents away because of the overwhelming response.

ILI: You just had your first school-level competition. How’d it go?

KG: The competition went better than I ever expected. Every student–and I mean every single one–showed up and stepped up. I was super proud of all of them.

BE: As good or better than expected. The students showed up. It has been a little bit of a struggle getting the students to understand the time commitment, due dates and what it takes to finish this project in time.  I was concerned the whole time about them not finishing but they pulled it off and I am so excited about what they came up with. Our judges were blown away as well.

Jesse from Inventionland, our school board president, and a lead engineer from our local GE plant were our judges for the competition. Our school board president is a college professor and wants to work alongside us and the representative from GE is going to allow his engineers and designers to come down and work alongside our students a few times during the process. Also, the winning group’s invention is spectacular and we are so excited to see them present at the regional competition. We couldn’t be happier with how it went the first time.

ILI: How do you handle teaching the curriculum when your school schedule changes?

KG: When planning our daily lessons, we do not plan for a full 90 days. We plan for about 85 days predicting events such as school delays, assemblies, PSSA’s, etc.  Plus, we see our students in the morning so early dismissals, including athletic ones, do not affect us either.

BE: I learned a long time ago you have to be flexible and be able to modify and adjust. on the spot.  All teachers do it and need to be able to do because things change.

ILI: What has it been like teaching as a team versus teaching a class on your own?

KG: This is my first experience with team teaching. Both of us want what is best for students. We just needed to decide which path or idea might work best. It is truly and give and take. We had to remember to honestly communicate and keep in mind that because this is our first time with the curriculum, changes will be needed. As we tell students, “fail forward.”

BE: I love it. There have been challenges along the way. Just like the students, working with another person can be difficult especially when you both have a vision for what it may look like but your visions don’t match.  You work through those challenges and it helps make us better for it. I have been a one-person department for my whole career so it’s nice to have another person to bounce ideas off of.

ILI: Why do you think STEAM education is important for students?

KG: STEAM education is important for students because it helps them connect subjects traditionally taught via textbooks to real-world application.  There are different ways to learn. Project-based learning works very well with middle-schoolers. It allows them to utilize and see their science and math skills. They feel it and work with these essential lessons to produce a tangible product.

BE: Having a STEAM education allows for the practical application of knowledge. It gives the students the opportunity to collaborate and work together and solve real-world problems. I have been working with a STEM curriculum since I started teaching in 2007. It helps develop a student in a holistic way, allowing for critical thinking, problem-solving, collaborating, and creativity.

ILI: What does 21st Century Education mean to you?

KG: When students walk into their very first day of school, ever, they have already become familiar if not comfortable with technology.  It is our responsibility as educators to meet students where they are and continue their growth within the technology arena. Twenty-first Century education employs technology but also includes emphasizing soft skills such as creativity, communication, teamwork, and solving problems. Inventionland® Education IS 21st Century education.

BE: Twenty-first Century education is a different approach to teaching. Students are different than we were when we were in school. We as teachers have to stay with the times and with the technology and keep the students engaged. The content and goals may not be different than it was but our approach in teaching needs to be different in order to engage the students.

ILI: What inspired you to become a teacher?

KG:  I am naturally curious and thrive to learn. I realized that when teaching others (anything about anything), and they “got it,” I felt a feeling of immense accomplishment.  When a person truly gains knowledge, it changes them. Being part of that type of metamorphosis is a feat that I absolutely cherish.

BE: My high school drafting teacher was the person who inspired me to become a teacher. I was not a student who enjoyed regular education classes. I wasn’t a bad student, I just didn’t enjoy a typical classroom setting. I needed something different to keep me engaged. I enjoyed the hands-on learning that I got in the Industrial Arts Department. I was able to work with my hands and problem solve. I thought that I would love to be able to do this for a career and maybe help other kids who were like me enjoy what they do every day.

ILI: Have you had to learn how to use any of the technology alongside the students? Was it challenging to learn new technology?

KG: No, I have not had to learn about technology alongside my students. My first job was with the corporate headquarters of an international computer consulting firm. I have been in the technical arena for many years and have continued to remain current. My teaching certification is in business, computers and information technology. I know technology, use it, predict fallbacks and create back-ups if needed. Technology is part of my world just as it is part of my students’.

BE: We are starting to use Google classroom for our classes which took a little bit of time to learn how to implement but it hasn’t been too difficult.

ILI: Any hobbies you’d like to share? Do you run any clubs/activities?

KG: My “hobby” is spending as much time as possible with my two wonderful children.  I also enjoy spending time with friends and traveling. In school, I started and advised a student-run store, chaperoned dances, organized a school-wide Ice Bucket Challenge, and sponsored Culture Club, Educational Computer Games Club, and Stock Market Club.

BE: Along with Inventionland® Education, I teach 6th and 7th-grade Technology and engineering classes. I coach cross country and indoor and outdoor track and field. I also run the morning news broadcast every morning at the middle school along with being the Yearbook adviser. I am an avid hunter and runner. I love spending time outdoors.

ILI: Most memorable experience teaching the curriculum so far?

KG: My most memorable Inventionland® Education experience so far was when a team of struggling students, ones who threatened to skip school to get out of presenting to the judges, not only all showed up for school that day, but they presented and did an incredible job. Seeing how proud my students were of themselves after they presented that day was an unforgettable moment.

BE: The judges’ reactions during the presentations was my most memorable experience so far. We had no idea what to expect when we started this curriculum. We didn’t have a chance to see it in action in any other schools so we were a little nervous about the expectations. When our administration told us of how great things went, it was a sigh of relief that we met and exceeded those expectations that we were unsure of.

The post Teacher Feature: Karen Garland and Ben English, Grove City Area School District appeared first on Inventionland Education.

Inventionland® Education (ILI): This is your first year using the ILI curriculum. Tell us about your experiences so far.

Adrienne Hoffman (AH): I absolutely love it!  To have students develop an idea about a product and take their idea through Inventionland’s nine-step process is something that has never been done before at the elementary level.  This curriculum requires students to problem solve, think creatively, collaborate with their peers, and then communicate effectively with others which at times is difficult, but it’s very rewarding as a teacher when I see a group’s plan comes together.

The challenges that accompany the nine steps are what drives my students each day.  It requires them to work together and work through failure as not one class has met a challenge on their first try!  I love how it pushes the students to think outside of the box, collaborate, and revise in order to complete the challenge and/or step.

ILI: How has parental involvement been with the curriculum? Are parents able to help their kids at home? How much do they know about the curriculum?

AH: We had a STEAM Night during Parent/Teacher Conferences where the parents were able to come into the lab with their child and complete an engineering challenge.  We wanted to give the parents a chance to step into the lab and ask questions about what the Inventionland®curriculum actually was. Many parents were able to come and see that night.

I sent home a letter with students at the beginning of the year explaining the new lab and what exactly would be taught while in the lab.  In addition, I listed some items that, if parents were willing, could be donated to the lab for use throughout the year. The number of supplies I received, and am still receiving, has been tremendous.  Inventionland®definitely would not work as well without the parents and their willingness to donate necessary items.

I have had many students come in and say that they have brainstormed with their parents over the weekend about their product.  I have heard from parents that all their child wants to do is invent items while at home. I have even had pictures of students emailed to me working on creating different things at home.  I encourage them to bring their inventions into school so they can present them to their Inventionland®class!

ILI: What is the biggest challenge to teaching STEAM to elementary students?

AH: The biggest challenge is having them collaborate with others in their group.  The primary grades are very young and are still learning what it means to work together whereas the intermediate grades want to do everything independently and not rely on someone else.   They have difficulty wanting to accept everyone’s opinions and input so getting them to collaborate effectively has been the biggest challenge.

ILI: What inspired you to become a teacher?

AH: My mother is a teacher so I grew up in her classroom and seeing her teach her students.  I knew that I enjoyed being around children and would always help in my mother’s classroom after my school day had ended.  My mother made such a positive impact on her students’ lives through her way of teaching that I knew I wanted to be just like her, only making my own positive impact on students that I would see and teach.  After I came to realize that, the rest of history!

ILI: How long are your class periods? How has that played a part in lesson planning for this curriculum?

AH: Inventionland®is part of our Encore this year where the students will come for a 45-minute block of time.  Lesson planning and scheduling is a work in progress. My older students are able to work at a faster pace but take more time with the discussion aspect whereas my younger students need introductions into the Chromebooks we use as well as learning how to research.  I like how this curriculum is very flexible so I am able to push back lessons until each class is ready to move on. Sometimes this takes two class periods and others, like Step 2, took four class periods to complete.

ILI: How familiar were you with the technology used in the ILI curriculum? What advice would you give teachers who are teaching a new curriculum or may have the opportunity to use new technologies in their classroom?

AH:  With my Gifted Facilitator role, I was able to incorporate various forms of technology into my lessons with those students.  So far, every piece of technology that has been used in the Inventionland®curriculum I have been very familiar with.

My advice to teachers and students (and the advice that I have told myself this year) is that implementing a new curriculum or technology is not an easy feat and you will probably have times where you fail. Just as we remind our students that failure is growth, we need to remind ourselves that this is a growing stage. Knowing that failure is okay and what you do to work through your failures, that process, is the key to success.  Also, do not be afraid or too proud to ask for help!

ILI: Most memorable experience about the ILI curriculum so far?

AH: At the very beginning of the curriculum, students were required to build the tallest structure out of sticky notes.  One of my third graders was working on the challenge when I heard him say to his group, “This is making my brain hurt!”  I laughed but that statement is evidence that they may just be building a tower with sticky notes, but their mind is in overdrive trying to problem solve how to complete the task.  Since then, I have heard others remark about their brain working extra and it is a nice reminder that this curriculum is, in fact, enhancing their ability to think critically and creatively to become excellent problem solvers.

ILI: Do you run any activities/clubs at your school?

AH: Currently I do not.  We have started a News Production Club this year and I am working to get that up and running.

ILI: Tell us a little about yourself. Where did you go to school? Any hobbies/fascinating facts you want to share?

AH:  I attended Penn State University where I received my bachelor’s in Elementary Education.  I then went to Marygrove College where I received my Master’s in Reading and Literacy Instruction.  From there, I became the Elementary Gifted Facilitator and this year, I was asked to take on the Inventionland®course.

Whenever I am not at school, I spend all my time with my family.  I have three small children so they keep me busy! They are STEAM driven, so I am able to try out a lot of creations that I would like to bring to the classroom.  They drive me to keep asking the question “Why.”  I enjoy baking and love that my children want to help me in the kitchen. I also enjoy reading and spending time outside.

ILI: What does 21st Century teaching mean to you?

AH: The goal of the 21st Century classroom is to prepare students to become productive members of the workplace. The 21st Century classroom is student-centered, not teacher-centered. Teachers no longer function as lecturers but as facilitators of learning. The students are learning by doing, and the teacher acts as a coach, helping students as they work on projects. Students learn to use the inquiry method, and to collaborate with others–a microcosm of the real world they will experience once they leave the classroom.

Teachers are entrusted with mastering the 21st Century skills as well as with modeling these skills in the classroom. The characteristics of the 21st Century classroom will be very different from those of in the classrooms of the past because the focus is on producing students who are highly productive, effective communicators, inventive thinkers, and masters of technology.

 

The post Teacher Feature: Adrienne Hoffman, Cambria Elementary School appeared first on Inventionland Education.

Inventionland® Education (ILI): This is your first year using the ILI curriculum. Tell us about your experience so far.

Kurt Mahan (KM): The curriculum is really great. The students really seem to respond and they love how interactive the course is.

ILI: What do your students find most interesting about the curriculum?

KM: They really get excited about doing the activities, but I also see their interest in designing and building something that they have created.

ILI: What inspired you to become a teacher?

KM: I really enjoy helping people and when I was in the business field I worked with people and had people work for me that never got the education they should have had for many reasons. I always thought about teaching, but when I was in high school we didn’t have a business department. When I realized that I could help students become more prepared for the business world I knew that was what I wanted to do.

ILI: December is sometimes a tough month to keep kids motivated because winter break is just around the corner. What do you do to make sure your students stay focused?

KM: It definitely is and to be honest sometimes it’s hard for teachers to stay motivated as well. I try to arrange my classes so the students are doing a lot of “hands-on” work during this time. This practical application tends to get students more involved and keeps them on track.

ILI: How familiar were you with the technology used in the ILI curriculum? What advice would you give teachers who are teaching a new curriculum or may have the opportunity to use new technologies in their classroom?

KM: As a business and information technology teacher, I use technology all the time so I am quite comfortable with it. The biggest advice I would give to teachers trying to use something new for the first time is the same thing I tell my students: Don’t be afraid to fail. If it only took one time to master something it probably wasn’t worth mastering. In the long run, learning something new pays off.

ILI: Most memorable experience about the ILI curriculum so far?

KM: When we were doing one of the activities, I was walking around checking on the different groups. I had one student stop me and say, “You know Mr. Mahan, this class is pretty cool.” This may not seem like a lot, but when you are dealing with teenagers all day any small compliment is a really big thing. It just shows how much the students enjoy the curriculum.

ILI: Do you run any activities/clubs at your school?

KM: I run the TV/Video Production club.

ILI: Tell us a little about yourself. Where did you go to school? Any hobbies/fascinating facts you want to share?

KM: I went to Indiana State University where I got my B.S. in Business Management. After graduating I worked for both large and small businesses and I think there are tremendous positives in both. I have been an Advertising Manager, a Project Manager, a Sales Manager, and an Account Executive to name a few. When I decided to go back to school I went to Robert Morris University where I received my Master’s Degree in Business Education. I love spending time with my three children and if I ever have any free time I like to golf.

ILI: What does 21st Century teaching mean to you?

KM: It means preparing students with the necessary hard AND soft skills that employers are looking for in order to better prepare them for college or career after graduating.

The post Teacher Feature: Kurt Mahan, Brownsville Area School District appeared first on Inventionland Education.

Inventionland® Education (ILI): This is your first time using the ILI curriculum, how’s it going so far?

Meghan Hull (MH): Yes, it is. My primary role is to facilitate the use of technology and help students and staff to feel comfortable using the makerspace equipment involved in the curriculum. I am also learning to use the technology as I go, so it has definitely been a learning and growth experience.

ILI: What do you find most interesting about the Inventionland® Education curriculum?

MH: I like that it is cross-curricular and that it focuses on students learning as they create their own products.

ILI: What inspired you to start teaching?

MH: Honestly, I was first inspired by my love of literature to become an English teacher and I also had a background in Journalism. As I became more comfortable as a teacher, I naturally fell into project-based learning with a focus on technology. My English classes did large multigenre research projects in which they created a variety of products and a presentation and my journalism students created a new issue of the school publication monthly. They created videos and skits, newscasts and multimedia projects and graphic novels. I’ve always been a creator at heart, albeit more on the artsy than the technology side.

ILI: We’re a few months into the school year, what do you do to keep in contact with parents?

MH: I do a bit less of that than a classroom teacher, however, I have a website and a Twitter feed. My journalism students use Remind and Classroom.

ILI: What’s the best advice you can give to teachers who are trying a new curriculum?

MH: Give yourself room to learn and fail. Do not be afraid to be a learner yourself.

ILI: Most memorable experience about the ILI curriculum so far?

MH: Watching kids get creative and excited about what they create.

ILI: Do you run any extracurricular activities or clubs?

MH: I am the Newspaper Advisor and Senior Shadow/Service Project Coordinator and I organize and lead the school trips to Europe.

ILI: Tell us about yourself: Where did you go to school? Any hobbies you’d like to share?

MH: I am an alumna of the high school at which I currently teach with a bachelors in English and a Masters in Literacy who jumped head first into technology by just trying it and then running with it. I do amateur graphic design for small businesses on the side and am busy raising two bright and lovely daughters who also go to this school. I love reading, writing, food, film, and travel.

ILI: What does 21st Century Education mean to you?

MH: 21st Century Education means that students are taught to think critically to solve problems, but that they are also taught to be collaborators who can communicate clearly and effectively and work effectively with diverse groups of people. They are encouraged to think creatively to be innovators and educated citizens of their global community.

The post Teacher Feature: Meghan Hull, Berkshire Junior/Senior High School appeared first on Inventionland Education.

Eric Stoudnour has been teaching at Altoona Area High School for over 25 years. As a chemistry teacher, he’s been showing teens the wonders of science and as a teacher always looking for new ways to inspire his students, he is one of the first adopters of the Inventionland® Education Curriculum. He doesn’t just offer run-of-the-mill science classes, either…he’s also offered courses based around forensics. Let’s get to know a little more about Mr. Stoudnour, October’s Inventionland® Education Teacher of the Month.

ILI: How long have you been teaching the Inventionland® Education Curriculum?

ES: I started teaching with Inventionland® Education in mid-January of 2018.

ILI: What do you find most interesting about the curriculum?

ES: I find the real-life applications fascinating. It gives the students a real-world problem to solve from inception to a working prototype. The diverse amount of different traditionally-taught disciplines that this curriculum touches on is amazing. Anything from science, math, communication, marketing, advertising, engineering, prototyping, business, research, development and so much more.

ILI: What inspired you to start teaching?                                                                                                          

ES: I was studying to become a physician in college when I took a job tutoring other people at Penn State University. At the same time, I got involved with coaching track (pole vaulting) back at my old high school. I found that I loved it! This was followed by a comment from my father who gave me some of the best advice I ever received. He said, “Make sure you love your job because you spend most of your time doing it for a large part of your lifetime.” And that made the difference in why I teach now!  I do love my job!

ILI: What’s the best advice you can give to other teachers at the start of the school year?

ES: Be open-minded and positive with your students. They bring such pure energy, raw enthusiasm and inspiration into the classroom. Sometimes it’s masked behind looks of disinterest and a bit of attitude, but don’t be fooled because they all want to be inspired and successful. It’s our job to help them find it, bring it out of them, and help shape them into a success.

ILI: What’s the best advice you can give to students at the beginning of the school year?

ES: I am here to help you achieve greatness.  Some of you may not know what you are capable of yet or even believe in yourself. But you will! It is my job to do this with you. I will do whatever it takes to help you. What I ask of you is to bring a positive attitude and an open mind and we will achieve greatness together.

ILI: Most memorable experience about the ILI curriculum?

ES: The most memorable experience was the cultivation of the course in the competition last spring. It was wonderful to come to Pittsburgh with our students and my co-teacher Frank Harpster.  After three and a half months of work, it was a humbling experience to be with all of these talented people from such a vast array of different school districts and business disciplines.

ILI: Do you run any extracurricular activities or clubs?

ES: Over the past 25 years of teaching, I have coached football, wrestling, track, weightlifting, and martial arts.  It’s very rewarding to work with kids outside of school in a different environment.  It really helps in understanding them better and working with them.

ILI: What area of study, outside of chemistry, do you think is the most interesting?

ES: After teaching various chemistry courses every year for 25 years, I have also developed an interest in this new Inventionland® Education curriculum. I’m also writing a real estate investing curriculum. Both of these areas interest me greatly!

ILI: Tell us about yourself: Where did you go to school? Any hobbies you’d like to share?

ES: I attended Penn State University and still go to many sporting events there especially football and wrestling events. I have a real estate investing business that I have run for the last 20 years. I’m currently writing a book with my kids on teaching young people how to get started and involved with investing in real estate. I love to travel and have gone cross country several times with my wife Kelli and two kids, Taylor and Hunter. I am lucky enough to work with my wife every day as she teaches across the hall from me.

Last words…for everyone out there with something to share…TEACH! It is so rewarding!

The post Teacher Feature: Eric Stoudnor, Altoona Area High School appeared first on Inventionland Education.

Our featured teacher for August 2018 is Jim Brucker of Fort Cherry. An experienced facilitator of project-based learning, Social Studies and Language Arts, Jim has used his experience to help his Innovation Course students reach once unattainable innovative heights in the classroom.  We’ve had the opportunity to interview Mr. Brucker to discuss the importance of multi-disciplinary learning, the innovation processes, and how he’s explored and expanded on STEAM education.

1. As a Social Studies and Language Arts teacher do you think you approach the Inventionland® Education curriculum from a different angle than a tech teacher might?

When I look at the Inventionland® Education curriculum, I first try to view it from a Language Arts and Social Studies lens.  I strive to incorporate historical background as much as possible.  I think this helps students to “authenticate” their ideas by understanding what has been created/invented before them.  The communication – both written and verbal – component of the Inventionland®curriculum is a natural for the English requirements.

2. It seems like you have been using project-based learning -in the classroom for a while, what was your first large-scale, hands-on project with students?

Our first large-scale project-based learning project was an Installation Hallway Project based on the culture of Japan.  In this project, we transformed our 6th-grade hallway with student displays, mostly three-dimensional, to represent specific characteristics of Japan history.  This involved student research of the time period plus the development of a display that would creatively illustrate the topic.  Students also read the novel Sadako and the Thousand Paper Cranes which inspired the development of an 8 foot high yellow origami paper crane, precisely folded in our gym with the guidance of our art teacher.  The crane was displayed in our main hallway and it was a display that showed me the pride and satisfaction that students felt from a completed project.

3. In your experience, what benefits have you noticed from hands-on, projected-based learning?

One of the toughest challenges for teachers is to get students excited about learning.  Hands-on, project-based learning is a great way to overcome this hurdle.  Students become immersed in the project and striving to get it to its final presentation.  As a teacher, I love the process that the students, almost without knowing, are part of during the project.  There is research, fact-checking, collaboration, problem-solving, written and verbal communication, presentation elements and so much more.

I also like that students who might have difficulty with some more “traditional” assignments really excel in project-based environments.  The skills of each student within groups are really highlighted.

4. What is your favorite part of the Inventionland® Education curriculum to teach to your students?

I really like these two parts of the curriculum: problem solving and collaboration.  As groups get into their designs and models, there is a tremendous amount of problem-solving that must happen as they work towards a finished product.  Students will draw and plan their ideas, draw and cut their cardboard, glue and fasten pieces, and then find out that something didn’t work.  This is when an amazing thing happens – they get together, figure out what went wrong, develop a solution, and then try again.  In traditional writing assignments it is often difficult for me to have students write a rough draft, review and revise, and then make changes.  In the Invention projects, group members are often eager to be the one to find the solution and suggest it to the group.  The collaboration and communication they develop over the course of the design process is a great element of the project.  I really make it a point to not intervene when groups hit the inevitable wall of “they’re not using my idea” or “they won’t listen to me.”  They have to reset, work out their issues, and move on if they will be successful.

5. What do you hope to see from your students next year?

I’m really anxious to see the creativity from our students as they become involved in the Inventionland®projects.  I think more than ever in our society the “unthinkable” has become now “attainable.” (driverless cars, drones, . . . ).  This is the age in which our students have grown up in and they are not in the mindset of “that can’t be done.”  Instead, I hope to hear the discussions of “how can we do that” or “what if we had this.”  Our school district has done a tremendous job of providing materials and opportunities for our students in regards to makerspaces so I am anxious to see how their ideas transform.  Finally, my hope is to continue to have projects that cross over multi-disciplines.  Past projects could not have been successfully completed without collaboration from our art, tech ed, STEAM, math, science, and reading teachers and we hope to continue this for the upcoming year.

6. Tell us a little bit about you! Where did you go to school? Why did you want to become an educator?

I attended Indiana University of Pennsylvania and earned a major in English and a minor in History.  My first career was with the JCPenney Company as a merchandise manager.  I spent fourteen years with the company, but as our family grew ( I have four sons and a daughter), I felt a yearning to make the switch and enter the teaching field.  After attending the University of Pittsburgh Masters program, I found my teaching position in 1998 at Fort Cherry School District.  I began teaching Math, but as my positions evolved, I am now teaching English and History which I thoroughly enjoy.  Although I liked my years in retail, I believe teaching has always been my calling.  There’s nothing like seeing kids become excited about their learning.

The post Inventionland’s Teacher of The Month: August 2018 appeared first on Inventionland Education.

Our featured teacher is Corey Turcheck of Ligonier Valley High School. As a coach, athletic director, and teacher, Corey brings a lot of insight to the table when speaking about his approach in implementing the Inventionland®Insititute curriculum. His skill as an educator and ability to allow his students to take charge of their projects has fostered an environment of leadership and innovation in and outside of his classroom.

Corey’s ability to turn students into leaders, innovators, and makers has made him stand out, and we were happy to have a chance to interview him to learn more about who Corey is, his best advice as a project-based learning educator, and how he uses the Inventionland® Education curriculum to inspire and build up his students.

You were an early adopter of the Inventionland® Education curriculum, any words of wisdom you would like to pass on to educators that are new to teaching the course?

I feel strongly that the course is where education needs to be in terms of creating, inventing, making, presenting, etc. The students will embrace that the course is not full of memorization, but is full of providing a stage to create their own path.  The change in educational delivery does not come without challenges. Teachers have to find creative ways to keep students on task when they are afforded the time to create and to make.  

You are the Athletic Director as well as the Inventionland® Education course teacher, how do you think your experience has impacted the way you teach the class?

Because I also have Athletic Director duties, I cherish the time that I am with the students in the classroom.  Athletic Director duties are overwhelming at most times and being able to interact with students in a classroom is very invigorating for me.  I love seeing them progress from the first day of class until they present their product. I am also a Varsity Football Coach and that experience absolutely impacts the way that I teach the course.  I feel I am better able to work with students of all abilities and move them forward toward a goal. Coaching is very universal in education and the business world. Providing feedback to students as they move through the inventing steps is very similar to coaching.  It comes down to “this is what we need to work on moving forward, but, your work in this aspect is really good and is on a good path.” I use the word “we” because it is a teamwork situation in the classroom. We are working together to move our students forward.

In your experience, what benefits have you noticed from hands-on, projected-based learning?

I have noticed that students, at first, struggle a little with the concept because they are so used to what they have been doing in schools for over one hundred years.  When afforded the opportunity for hands-on, projected-based learning, students embrace the concept and thrive. I notice it with each and every level of ability as well.  Students that struggle with the lecture-worksheet-quiz model love the fact that they don’t have to memorize to succeed.

What is your favorite part of the curriculum to teach to your students?

I would have to say STEP 2: Research Your Idea.  This is where students get the opportunity to fail and then learn how to re-direct.  This also is phenomenal training for life because students will run into obstacles while producing an idea and will have to work through the issues.  This step teaches students that it’s ok to fail and to learn from that failure. We must not protect our youth from failure.

What do you hope to see from your students next year?

We will have over 60 students in the fall semester and that is super exciting.  When the students received their schedules near the end of the last school year, I had numerous students come up to me and tell me how excited they are to take my class.  I am in constant improvement in everything that I do. One of the challenges that I face, and all teachers face, is the ability to get all group members to do an equitable amount of work for the overall group project.  I hope to improve techniques that will motivate the normally unmotivated student to provide value to his or her group. I feel that this past year, I made tremendous strides in getting students to maintain a high level of group accountability, however, I plan to work even more in that aspect.

Tell us a little bit about you! Where did you go to school? Why did you want to become an educator?

I definitely followed a non-traditional path to being a teacher.  I had been working in the business world for fifteen years. During that time, I began to coach youth athletics and then varsity athletics.  I am now in my thirteenth year coaching varsity football at Ligonier Valley. But, within seconds of being on a field with students for the very first time in 2004, I knew that I had found the thing that came very natural to me.  After several years of coaching various teams, I decided to take make a career change. I entered the Masters and teacher certification program at Saint Vincent College. I was very highly motivated to get to a point where I could work with students all day for a career.  After completing the program, I was hired by Intermediate Unit # 7 and worked with some great people there. In 2015, I was very fortunate to be hired by Ligonier Valley as a BCIT Teacher, an Athletic Director, and also the Teacher/Coordinator for the Senior Internship Program.  The Senior Internship Program is a phenomenal program where selected seniors get the opportunity to explore two potential careers for half of the school day. The students spend one-half day at their site placement for a full semester. Students typically go to one placement for nine weeks and another for nine weeks.  We will have 16 students in the Senior Internship Program next year. So between the Entrepreneurship course and the Senior Internship Program, I am at the forefront of our future of education in our school district. It’s really, really exciting to me.

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