However, although our course is adaptable for different schooling levels (elementary, middle, and high school), from year to year within each level our curriculum remains relatively the same in structure, instruction, and material. That often leaves some of our friends in education scratching their heads, asking us- what’s the merit of taking the course multiple times? Well, we spoke with some of our curriculum students and educators from Burgettstown School District to shed some light on the subject.

One way we’ve noticed students grow throughout multiple years of taking the course is that they further improve their problem-solving skills. Over the course of the independent work and the various steps needed (prototyping, packaging, researching, etc.) you’re naturally going to encounter a few hiccups. Our first-year students are able to work their way around those roadblocks, but our second and third-year students can anticipate them before they even happen in a lot of cases. According to student Daniel from Burgettstown, who has taken the course for three years, “The first year we were diving in headfirst, we didn’t really know what we were getting into. Now, we’re like seasoned vets… We’ve done a few inventions now and we’ve run into many problems along the way, but it’s helped us realize how to overcome and adapt to problems.”

Another manner in which our ‘veteran’ students gain more throughout their multiple years is that they get more creative and confident in their products the more years they stick with the curriculum. When asked if students should take the course multiple times, Evan, a senior year student at Burgettstown who has taken the course for six semesters, stated, “Most definitely, yes. This first year can be a lot to take in, so you just have to get a feel for the course… I’ve done a different project every semester. That has been a lot of work, but I feel like it’s helped me develop my products and it’s given me a better understanding of what it takes to actually create something and start a business. You learn from each failure, that’s the biggest thing.”

Teacher at Burgettstown, Laura Wells, stated when asked how taking the course multiple years had benefited her students.

” It has helped students have a better understanding of design and how to solve a problem,” said Wells.

“They make an observation and then ask themselves, ‘Hey how do I solve this?’ This allows them to become better problem-solvers… Some of them take the class seriously and really want to move forward with their projects. And I think some of them are going to take it beyond just the classroom. That would be the dream, if they come back in five years and they say, ‘Hey Ms. Wells, I made this product and it changed my life.’

I’ve already had that kind of experience with a student who was in my class the first year. He got accepted at Penn State’s main campus, and he was in landscape architecture… He came back and he said ‘Ms. Wells, I just want to say thank you. I was so far ahead of my peers.'”

Returning students also benefit from being able to work with multiple groups over the various semesters. So perhaps their first semester they play it safe and work with friends, but their next semester they take a risk and work with people they don’t know as well. Not only does this benefit them socially, but being able to work collaboratively with a variety of different personalities is an amazing real-world experience to bring into the workforce.

On this subject, senior at Burgettstown Michael, who has taken the course for three semesters, stated, “I would definitely recommend you take it more than once. I recommend taking it once with a group and once by yourself because when you do it with a group you learn how to work with a team, trust each other, and coordinate everyone’s roles in the project. Then you should do a semester by yourself so you can understand how some of the greatest inventions have been invented by one person.”

Finally, returning students become an excellent resource to help shape and guide students who are taking the course for the first time. Evan, who we spoke about earlier, worked with two first-time students in his most recent project- Riley and Cody. When asked how it has helped them to be working with a seasoned curriculum student, Riley stated, “It has helped us to have him on the team. He has more experience and knows what [the presentation judges are] thinking more than we do, so he can guide us more.” In addition, in regard to working with his partners, Evan stated, “Yeah, it’s definitely been exciting because you get to take what you’ve learned and pass it down in a way.”

Although the material remains relatively the same from year to year, there is so much our students get out of taking our course two, three, or even six times! Just ask one of our most seasoned students ever, Evan, what he has learned from his years of experience with the Inventionland® Education Curriculum, “Well, the course is what actually encouraged me to create my own company. So that’s definitely going to follow me through the entirety of – hopefully, my life! I’ve also learned about the ability to take the role of making something and presenting, not only the product but also yourself. Because you’re selling yourself just as much as your product.”

The post How Students Benefit from Taking Our Course for Multiple Years 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.

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 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.

Today, if a teacher turns on the television (most likely already in the class and mounted somewhere near the ceiling in a corner of the room),  the students take that as a cue to tune out. Video clips aren’t innovative. A hands-on approach to learning, especially if it gets students out of their seats, is what works. While many teachers employ the Discovery Learning Method approach, there are also several other innovations that teachers can make to their teaching style to shake things up. Below are three ways that teachers can be more innovative in the classroom.

Technology

Keeping up with technology trends is the best way for teachers to be innovative. Granted, this can be expensive as new technology trends are never cheap, but even just taking cell phones into consideration is a small step that teachers can take to be more innovative. Many schools no longer have a zero tolerance policy with cell phones because teachers realize what a valuable source of information students have literally at their fingertips. If a student stumps the teacher, the class can find the answer together. Giving students a chance to use their cell phones for research–and teaching them the difference between a good source and a bad source–sets them up to be lifelong learners.

Additionally, while it’s not likely that schools will be able to afford a classroom set of top-of-the-line virtual reality glasses, they may be able to afford a classroom set of Google Cardboard.  With the help of a myriad of apps, students can go on virtual field trips around the world to explore famous buildings (Google Expeditions App), walk down streets in other countries (Google Street View app), look inside a human brain (InCell and InMind), and even use the Cardboard Design Lab app to learn the basics of how to create their own virtual reality experience.  Whether you have an entire classroom set or just a few pairs that students take turns using, Google cardboard gives students a chance to visit places they may never see in person. 

In the same vein, many school districts also provide tablets to their students. According to an infographic by PracTutor, 81% of teachers think tablets can enhance classroom learning and 64% of high school seniors said they help them study more efficiently.  You can use tablets for note taking, completing and turning in assignments, and to help with organization and communication. Gone are the days of lugging around 5-subject notebooks and 3-inch binders for every class. As long as a student remembers to bring their tablet to and from school every day (not to mention keep it charged), students lose less work, have more opportunities to be creative with movie-making and songwriting software, and parents can always check in to see what is going on.

Teachers can also utilize Skype in the classroom to bring in guest speakers that may not normally be able to make a classroom visit. This can include lawmakers, scientists, other classes, and celebrities. If you’re reading a book in class and the author is alive, all it takes is reaching out to see if they’d be interested in making a guest appearance in your class. It may not be for more than a quick hello, but just having the opportunity for students to connect with the work they are studying in a personal way is huge. If you are teaching persuasion, students can draft letters to people to meet virtually in their classroom. There is even a program called “Skype A Scientist” that connects classrooms with scientists for lively discussions. Teachers request a scientist from one of 20 different categories and are matched with someone in the field you are looking for. This is meant to be a discussion and not a lecture, so teachers will have to spend time with students developing questions to ask.

Of course, using technology for the sake of using technology doesn’t necessarily innovate a classroom. While 74% of teachers surveyed by PBS Learning Media agree that educational technology is a student motivator, there are caveats.  If a student is doing a math worksheet on a computer that is the same math worksheet they’d be working on with pencil and paper, there’s no innovation. If, on the other hand, students are completing a math assignment that, with every correct answer, they are coding and bringing an animation to life, then that is innovative. Teachers have to be very aware of understanding why they are choosing to use technology in the classroom and how it elevates a child’s thinking.  Steve Jobs famously said, “Technology is nothing. What’s important is that you have a faith in people, that they’re basically good and smart, and if you give them tools, they’ll do wonderful things with them.” While it’s great to have technology in the classroom, if you aren’t using it with good intentions, it’s a waste.

Self-Directed Learning

Self-directed learning gives students an opportunity to focus on something that interests them. Many teachers have attempted this by giving students a list of topics from which to choose for a research project, but what if a teacher gave students free reign to learn whatever they wanted? Is that even possible?

Google once used a concept called “20% Time” at its headquarters and a lot of companies have adopted the idea of allowing 20% of a person’s day to be spent working on anything as long as the work somehow benefited the company.  Believe it or not, “20% Time” led to major breakthroughs in Gmail, AdWords, Google Talk, and Google News.

Teachers can do this in their classrooms. If a classroom is 50 minutes long, the idea is to give students 10 minutes to work on any project they want, as long as there is learning involved.  It doesn’t have to be related to the specific content they are currently studying (although it can if the student is passionate about it), nor does it even have to be related to the broad subject of the class. Results have been anything from learning new languages to planning and running fundraisers to engineering robots, conducting science experiments, and filming documentaries. Students find what they’re passionate about and explore how to make it possible. Teachers help by providing tools needed to perform research or experiments and by having discussions with students about their projects. But all in all, students are given time to explore their passions. It’s a far cry from students being told they have to learn something and it keeps the fire ignited in students that makes them want to learn more.

Self-directed learning, believe it or not, gets schools, teachers and parents and the community involved. Students are excited to share what they’re working on. Teachers, however, need to spend time helping students develop the skills they need to be self-directed learners.  If a student is given the opportunity to learn what they want to learn in a way they want to learn it, it might be a little intimidating. They may not know where to start, but once they do, they will be unstoppable.  Even Einstein agreed, “Wisdom is not a product of schooling but of the lifelong attempt to acquire it.”

Place-Based Learning

Yes, students spend eight hours each day in the classroom. But a lot of learning happens outside of school. Place-based learning recognizes this. Obviously field trips are a great example of place-based learning  Teachers can take their students on field trips to local planetariums or museums. Students can tour a Community Theatre performing Shakespeare.  But place-based learning can go above and beyond afternoon field trips and truly immerse a student in his or her community. The Environmental Charter School in Pittsburgh, for example, often takes students to a 500-acre park that is right next door to the school.

While there are many distinct categories of place-based learning, three common types are project learning, service learning, and work-based learning.  Project learning gives students a chance to focus on something they consider a problem and work towards finding a solution for it. This is a great method for schools to use because it develops a student’s critical thinking skills as they brainstorm ideas and then teaches them to take action to solve a problem.

Service learning is very common. Many school districts have community service requirements in which students have to volunteer a certain number of hours per year.  According to the National Youth Leadership Council, service learning is “an approach to teaching and learning in which students use academic knowledge and skills to address genuine community needs….Successful service-learning projects are tied to specific learning objectives, and many of the best are tied to numerous areas of study…These connections not only deepened the impact projects had on learning, but also provided the young people with a broader understanding of how different subjects are interrelated.”

Work-based learning gives students an opportunity to explore a job field they are interested in pursuing. It provides students a chance to learn technical, academic and other work-related skills by working in a real work environment. This is different from part-time after school jobs because employers, students, and teachers decide at the start of the opportunity what the goals are for the student, how success will be measured, and what the learning outcome will be. Similar to an internship, it gives students a chance to see a certain industry first hand and start to decide whether it is where they see themselves working.

The best part about place-based learning? It can happen anywhere. Whether you teach in a large city or a rural area, the goal of place-based learning is to connect students with their immediate surroundings. When they can learn about things at the local level, then they can apply it to a bigger picture.

Scholar Gregory Smith explains place-based learning as follows: “Place-based education is nothing new…its focus on the incorporation of local knowledge, skills, and issues into the curriculum, involves an effort to restore learning experiences that were once the basis of children’s acculturation and socialization…In this way, communities could ensure their own sustainability as generations passed on their expertise to young people drawn to continue this work.”

Conclusion

There is a myriad of ways to make a classroom innovative. As a teacher, you have to keep in mind your students, their interests, the community, and how to make them excited about learning.  It doesn’t matter if you are using the latest and greatest in technology or taking your students to a nearby gallery, innovation is about finding ways to reach your students that you’ve never used before. You don’t have to re-invent the wheel to teach geometry. But you do have to re-evaluate whether your students are simply learning content or if they are seeing topics first hand and how they relate to the world around them.

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In all of the hustle and bustle this busy holiday week can bring, we want to pause for a moment to wish everyone a safe, happy holiday and a very merry New Year.

As we celebrate the season with our family and friends, we’re able to reflect back on what an exciting year 2015 has been. From our project-based curriculum landing in middle schools, high schools and colleges across Pennsylvania to building custom maker spaces, complete with 3D-printers and more, it’s been an awesome year for spreading STEAM across the educational world. We look forward to all that 2016 may bring!

From the entire Inventionland® Education team to you and yours, have the happiest of holidays and a wonderful New Year!

The post Warmest Wishes for Happy Holidays and an Innovative New Year! appeared first on Inventionland Education.

We’ve started our New Year’s resolutions early and we’re giving our website a total makeover!

In fact, we’re in the finishing design stages and we want to know what you think of our new look. So, before we reveal our improved site, we’re giving you an exclusive sneak peek!

Click here or on the image above to scroll through the entire home page. Then, tell us what you think! Take our short survey, so we can include your valuable feedback in our final design.

We’ll be launching the new Inventionland® Education website early next year. Stay tuned for our new look!

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On November 7th, Executive Director Nathan Field attended EdCampPGH at Pittsburgh’s Montour Area High School. The day-long event was filled with educators from across the region who wanted to talk about… well, whatever they wanted to talk about!

“There were no moderators,” said Field. “Everyone wrote down the topics they wanted to discuss, then met with other educators with similar interests or issues. It was a fun day.”

Field said that talk about our curriculum and creative space made such an impact at EdCampPGH that he is already in talks to host the next unconference at Inventionland!

But, before our facility is filled with excited educators from the Pittsburgh area, we had the pleasure of welcoming a group of international educators!

Earlier this week, four administrators from La Cité collégiale in Ottawa, Canada came to Inventionland®to hear more about our hands-on inventing curriculum.

“They were so excited to learn more about us that they actually planned their visit a couple weeks ago, before even contacting us!” said Field.

That enthusiasm continued at Inventionland, where they discussed the possibilities of inserting the Inventionland® Education curriculum into their current coursework, which includes classes like welding, wood-working and engineering.

“Once they heard about our creative atmosphere and collaborative learning approach, they couldn’t wait to spread the word to their faculty,” said Field.

In fact, the La Cité collégiale administrators are already laying the preliminary groundwork to begin piloting our curriculum! Because the international college teaches in both of Canada’s official languages, part of that process will be translating the Inventionland® Education curriculum to French!

Are we excited about a possible international partnership with La Cité collégiale?! Oui! Oui!

The post An Unconference and an International Opportunity? Oui! Oui! appeared first on Inventionland Education.