Nathan Field, Executive Director

Eliminate assigned seats. If two students who don’t get along have to sit next to each other, they might not be comfortable expressing themselves. Giving students a chance to sit next to students they get along with goes a long way in creating a comfortable classroom environment.

Next, keep in mind that a change of scenery is a good thing. Schools used to be under the impression that students need to look at the chalkboard and not daydream out the windows. But studies have proven that nature inspires creativity. By changing the front of the room to a space that lets them see nature, you are inspiring them. It’s also not a bad idea to have desks in a circle. Giving all students a chance to see each other when they’re talking not only improves public speaking skills, but also encourages discussions.

Finally, if you’re incorporating STEAM challenges, make sure students are applying what they’ve done to the world around them. Yes, these challenges are fun and a great way to have students interested in the learning process, but if they can’t see how building a tower out of spaghetti and marshmallows applies to their lives or to the content you need to teach, then you aren’t using your time wisely. Give students a chance to reflect and make sure you add time to teach students the importance of the lesson. 

Clay Carlino, Senior Director of New Innovations 

Open-ended discussions are a great tool in helping kids learn. Instead of just having students memorize facts, ask them how they feel about events or ideas. Students remember lessons that strike a chord with them. And the easiest way to strike a chord is to ask them how they’re feeling.

I also think it’s really important to give students challenges that they won’t get right the first time. We have to teach students that it’s okay to fail at something and to keep trying until they get it right. Being able to reflect on work and how to change it is an important part of the learning process. 

I also can’t put enough emphasis on the importance of teaching students how to present. Giving presentations is something we have to do throughout our lives and the more practice students can get, the better. This should be a skill taught in all classes. 

Jessie Tymoczko, Director of Client Services

Don’t be afraid of color! Bringing bright pops of color into a classroom stimulates the mind and helps students think creatively. A bland and uniform classroom doesn’t inspire and students are more likely to zone out. Use resources like Pinterest for inspiration on gallery style walls full of color and art, look to your local hardware stores for discount paint, or even see if your local hardware or box store will donate paint to your classroom.

Ditch the teacher’s desk, or at least, minimize the space it takes up in the classroom. Take a look at your desk from your students’ perspective.  Does it create a visual barrier, or is it an approachable space? Create a space that you can work in comfortably, but that also allows students to come up to you if they need to for a side conversation.

Do you have a green thumb? Bring it, and your plants, into the classroom! Living plants add color and a bit of nature to any space. You can give students the responsibility for watering them with a schedule, use them as part of lessons, or keep them as air purifying decoration.  My personal favorite easy-to-care-for house plants are Snake Plants (Sansevieria trifasciata), Peace Lilies (Spathiphyllum), Aloe Vera, and Spider Plants (Chlorophytum comosum).

The post Our Best Tips for Converting Classrooms into Creative Spaces 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.

Materials Needed

• 1 copy of The Three Little Pigs
• 50 popsicle sticks for Team 1
• 50 small (hot drink) straws for Team 2
• 50 index cards for Team 3
• 1 thick piece of cardboard to serve as the foundation for each team’s house
• 1 poster board roof for each team
• One roll of masking tape for each team
• Small desk fan to serve as the big, bad wolf (preferably decorated appropriately).
• paper and pencils

Preparation

1. If you’d like to turn your box fan into a big, bad wolf, feel free to draw or print a cartoon photo of a wolf and place on top of the fan. If you have a wolf mask handy, you could use that, too.
2. Divide the materials into three groups so students can easily pick up exactly what their team needs for the challenge.

Procedure

1. Read The Three Little Pigs out loud to your class.
2. After reading, ask students what they think is needed to build a strong house. Consider linking this to different weather conditions–what would you need if you live in a windy climate? A hot climate? A snowy and cold climate?
3. Divide your class into three groups and Introduce the Three Little Pigs Design Challenge: Can your team design and build a house that the big, bad wolf can’t blow down? Requirements:
   1. Your house must be built on the provided foundation (must be at the bottom of the house) and using the roof (must be at the top of the house) provided.
   2. You can only use the materials provided to your team.
   3. Everyone must work together and all ideas need to be considered.
   4. You only have 20 minutes to build your house and have it tested.
4. Show students the “Big, Bad Wolf” so they know the force of the wind (huffing and puffing). Note: You can extend this challenge by using a fan with different levels (high, medium, low) and students that pass the “low” fan can move to medium and then high, etc. You can also move the fan to pre-determined locations measuring from further to closer to the house.
5. Hand out each team’s assigned material to use. (Note: If you have larger classes, you can divide the students into more than three groups and add additional building materials such as different straw sizes, different popsicle stick sizes, and different paper stock weight sizes. But every team needs to use the same foundation and the same room.)
6.  Encourage students to draw or sketch their ideas before building.
7. After 20 minutes, students must bring their house to the “testing zone.” Note: their house can face any direction, but the wind must always come from the same place. If the house is still standing after 20 seconds, success!

Discussion

Give students time to write down their answers individually and then discuss as a class:

• What material worked the best?
• Why do you think some materials were more effective than others?
• Was your house able to withstand the huffing and puffing of the big bad wolf?
• How could you improve your design?
• Extension: What are all of the different jobs that are needed in order to build a house (make a list on the whiteboard)? How many of these jobs require an understanding of science, technology, engineering, and/or math (place a star next to these jobs)?

The post STEAM Lesson Plan: Three Little Pigs Design Challenge appeared first on Inventionland Education.

DO add STEAM to any class

You may not see the correlation immediately, but it’s there. If your goal as a teacher is to help students apply what they’re learning to the world around them, then a STEAM-integrated lesson plan is a natural fit. If, for example, you’re an English teacher working on the sometimes-dreaded Shakespeare unit, let your students engineer a scaled version of the Globe Theatre or research how modern technology may have saved the doomed lovers’ lives if this happened today.

DON’T only consider high-tech advancements as a STEAM integration

Contrary to popular belief, STEAM isn’t just about advanced technology. It’s about integrating the arts and sciences into a lesson in a way that encourages creative and critical thinking. There are many ways you can do that that don’t involve rocket science (although if you’re comfortable teaching rocket science, go for it!). Whether building a propeller-powered car or making their own Mondrian or engineering innovative packaging, you don’t need the most advanced technology to teach STEAM-based classes.

DON’T use every letter of the STEAM acronym every time you integrate

Go ahead and breathe a sigh of relief…a STEAM lesson plan doesn’t have to be a “STEAM” lesson plan. It can be a “SAM” lesson or a “ME” lesson or even an “A” lesson. It’s okay (and even encouraged) to only focus on a few parts of the acronym at a time. Your goal, after all, is to have an overall classroom environment that regularly uses these areas over the course of the school year…not a 45-minute class period that crams it all in every once in a while.

DO look for STEAM supplies in unusual places

Making your classroom a STEAM classroom with top-of-the-line equipment might not be possible on a teacher’s salary. You can, however, ask for donations using sites like Craigslist or NextDoor (just always pick up in a public, well-lit location). Contact local universities or hospitals to see if they would donate anything. Send a letter home to parents…they may work in for a STEAM company that donates supplies to schools. The options are endless. Check out the graphic below for more ideas.

DO attend continuing ed workshops

Keep your eyes peeled for innovative workshops you can attend. You need them to keep your license up-to-date, and they’re a great way to let you learn first-hand about STEAM innovations you can bring to your classroom.  Inventionland® Education offers Day of Innovation workshops where teachers can learn hands-on how to add STEAM lessons to their units. Keep an eye on our website for an up-to-date calendar.

DO ask for help

Team teaching is a great way to integrate STEAM into your classroom. If you teach a specific subject, talk to other teachers to see what units they are introducing in the semester and see if you can work together to create a project. Find the overlap or create one yourself.  A math lesson that transfers into a history lesson (or science lesson or art lesson…) creates memorable learning moments and gives students a chance to see how content really does apply to their everyday lives.

If you are an elementary teacher, talk to other teachers in your grade level about collaborating on a grade-wide project. You can have a penny boat challenge that doubles as a fundraiser for your school. You can make models of famous landmarks and host an “Around the World” night. Bringing students together for a large product creates a sense of community, encourages teamwork, and gives students a chance to show off their work on a larger scale.

And remember…you don’t teach because you know everything there is to know about your content area (although that may be true). You teach because you are passionate about your job. Even if you don’t know how the latest and greatest technology works, you want to help students. Don’t be afraid to learn new technology right alongside them and don’t be afraid to let them know you don’t know everything. It’s your passion for teaching and learning that will help you successfully teach any part of your STEAM curriculum.

The post Six Tips to Overcoming STEAM Fear 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.