FUTURE PROOF LEARNING: Launching STEAM at Sebastian

Carl Sagan once said, "We can do science, and with it we can improve our lives."

STEAM (science, technology, engineering, arts and mathematics) is our direction here at Sebastian Middle School, not only from an application of learning viewpoint, but also from a literacy component.

Can it be done? How? What does it look like? A team of dedicated and forward-thinking educators have launched this process at SMS with support and guidance from the district and community.

STEAM at Sebastian is a transformative approach to learning that guides students through an exciting world of curiosity, problem solving, and creativity. After training and pilot activities in semester two of the 2016-2017 school year, the full Sebastian Middle School STEAM program launched for the 2017-2018 School Year with the core subjects of science and math connected to language arts and social studies through interdisciplinary activities and units infused with the arts and technology. All students at Sebastian Middle School are exposed to STEAM- related activities and curriculum through interconnected units that our PLC Teams develop collaboratively. Students engage in inquiry activities and make real-world connections as they produce both digital and project- based artifacts. Students take on leadership roles in the STEAM environment and develop a deeper understanding of the conceptual connections within their subjects.

When students complete Sebastian’s STEAM program, they will be:

• Technologically, scientifically, and mathematically literate

• Logical thinkers

• Able to investigate global issues

• Able to develop solutions for real-world challenges

While the STEAM initiative is a school wide effort, we are also creating an Academy Program for our seventh and eighth graders to begin in year three. The students are selected based on an interest form, teacher and parent recommendation, and an essay about the role of STEAM education. Student interest in STEAM related careers is crucial; students who do not have a true interest and apply to the academy may not succeed because of the strong emphasis on science and math throughout the program's rigorous curriculum.

Why Shift to STEAM and PBL?

When considering current and past instructional practices at SMS, we determined that the most common practice had been relatively autonomous teaching using directive instruction methods designed to impart information and learning within a specific topic area. While departmental and PLC collaboration had been slowly increasing, most instruction was occurring in isolation from other subject areas. As a learning community, we experienced varying levels of student engagement and inconsistent student achievement from our urban and diverse middle school population. Performance and observation data indicated that student centered learning was rare, critical thinking was inconsistently addressed as an integrated element of instruction, and some students were not achieving their potential as measured by state assessments.

Our school improvement efforts have focused on transforming this instructional model by introducing research- based elements and organizing the faculty to collaborate in PLC Teams. Our daily schedule was revised to provide opportunities for extension and remediation during the school day as well as common planning time for PLC teams. Job embedded Professional Learning focused on the elements of Deliberate Practice (Marzano), data informed instructional practices (Formative Assessment), content area literacy support (WICOR), and technology integration (Schoology, iReady, etc.). Our training from the University of Florida, Lastinger Center assisted us with developing a cross-curricular approach integrating Project and Problem Based units that incorporate the engineering design process and multiple technological tools into every subject area.

Implementation and Integration

Students complete the core courses of science, history, reading/language arts, and math for the entire year. Math and reading/language arts are offered in 45-90-minute blocks and science and history are offered in 45-minute single blocks. Students also complete technology education (ICTE and computer science) with a digital citizenship component. The goal with our sixth graders is for all students to have STEAM coursework for a semester and introduce Lego robotics, coding, gaming, and makerspace projects. Our grade level PLC team planning allows for flexible grouping of students between classes and promotes collaboration. Students are able to see the interconnectedness of all areas of study as they relate to a driving question. Students create projects that have ties to the community, which helps solidify the importance of STEAM as a transformative educational experience.

The importance of reading to be informed and to engage with the units of study is considered one of the essential elements of the STEAM program. Students will be exposed to texts and novels that are relevant to their topics of study in science to help "make the connection." Through interdisciplinary novel studies in each grade level, students explore authentic, high quality texts that connect across the middle grades core curriculum. Students read books they love in class while building knowledge of important topics and increasing their literacy skills. Class sets and audio recordings of the novels are supplemented by online materials, articles, and multimedia resources. Each unit includes a capstone project where students apply STEAM strategies to connect and extend their learning through original creations.

Exploration and Personalization

While student coursework is focused on STEAM, students have the opportunity to take a variety of electives throughout their three years in the program, including foreign language, art, band, chorus, and Orchestra. Students also complete physical education and health as a full year program. This balanced approach to the schedule allows students to develop a strong background in engineering and computer programming, but also lets them explore electives without sacrificing the core components of the program.

As part of our dedication to personalized learning, we implement a weekly “Eagle Hour” segment so that students can explore a range of extension and remediation activities. This segment provides time for activities such as guest speakers, assemblies, study hall, detention, positive behavior rewards, and special events. In homeroom, students sign up electronically for a club rotation that lasts seven weeks. Students have the opportunity to stay in the same club or try something new at the end of each rotation. All students attend their chosen club in weeks one and seven. During weeks two through six of the rotation, students may be pulled for academic interventions or given the option of attending special events. Teachers provide extra support for the core subjects and writing on a rotational basis, and students are identified for assistance in pull out groups based on formative assessment data. A wide range of Eagle Hour choices have been implemented over the past year: Algebra EOC Prep, Basketball, Battle of Books, Bingo, Board Games, Brain Games, Builders Club, Card Tricks/Magic, Contraption Engineering Club, Creative Eagles (Writing), Credit Recovery, Dance, Drum Line/Drum Set, Eagles Nest, ELA Grade Recovery, Exploration Station (Science/Math Projects), Film Study, Fishing 101, Flag Football, GameStar Mechanic and App Creation, Geometry EOC Prep, Internet Café, Jewelry Making, Kickball, Knitting/Sewing, MakerSpace, No Bake Club, Painting, Photography, Robotics, Running Club, Salsa Dancing, Science Chef, Screen Printing, Sign Language, Soccer, Stock Market 101, String Orchestra, Study Hall – Math Support, Theatre, Weightlifting, Whiffleball, and Yoga. By providing SMS students with a flexible segment during the school week when they can explore clubs and receive support, we believe we have deepened student engagement and increased student achievement.

Curriculum, Community, and Careers

Many teachers have traditionally felt pressured to “cover” the curriculum and not “waste” too much time on any one topic or project. This content philosophy of “mile wide and an inch-deep” contrasts sharply with our approach, which emphasizes depth, synthesis, and creation. Our STEAM immersion requires students to “defend” their designs (such as robotic rovers) in front of the local professional and scientific community after weeks of research and engineering. This is immersion within the curriculum through interdisciplinary unit design, high levels of rigor, problem/solution applications, and continual development of the 21st century skills they will need for employment. Technology is infused throughout the process, including the use of 1-to-1 laptops in core classes, Schoology LMS, Office 365 Suite, iReady, Discovery Ed, LiveSchool, Brainology, Learning Blade, myON, IXL, Reading Plus, Makerspace Bots, Coding, and Gamestar Mechanic.

Our program fits neatly with the Next Generation Science Standards and the Common Core State Standards, which emphasize science and engineering practices as well as reading and writing comprehension and skills through engagement with content. The curriculum is based on the current Florida Sunshine State Standards; the difference is the thematic problem-based approach to covering the content. Unit design within the program is driven by the grade-level science curriculum. The team plans the units around an overarching question or problem that meets the following criteria:

1. The problem is valid.
2. Students can relate to the problem.
3. There can be multiple paths to a solution.
4. The problem can be applied to the various classes to truly integrate the unit across the grade-level curriculum.

Through our community partnerships we have discovered an urgent need for students talented in STEAM to fill jobs vital to our nation’s future. Employers tell us that nearly 80% of future careers will require some STEAM related skills, and it’s projected that by 2018, we will need 8.65 million workers in STEAM-related jobs. In a recent national survey, only 16% of high school students indicated a strong interest in a STEAM career and also demonstrated the required skills. Since middle school is when students begin to refine their career paths and interests, we believe our STEAM program will help increase awareness, interest, and knowledge related to this growing need. As SMS students engage in inquiry to answer complex questions and collaborate on creative solutions to real-world problems, they will experience a rigorous, meaningful, and fun STEAM education at Sebastian Middle School.

As we move forward with our program, we will explore many possibilities, including:
Flipping the classroom. The concept of flipping the classroom—using classroom time for hands-on activities rather than traditional teaching—is gaining popularity. We are using flipped classroom activities in science and want to expand the use of this instructional method to all classes.
Developing long-term problem-based units. The flexibility of having all three grade levels with one team of teachers provides opportunities to expand the idea of creating problem-based units that could span the course of the three-year program. This type of immersion allows students to be fully vested in their educational outcomes. Expanding our outdoor classroom. We want to include more student-conceived research projects and increase students' experience with horticulture.

Conclusion and Future Success

Sebastian Middle School’s PLC goal is to deepen student learning through the collaborative development of an interdisciplinary curriculum in a technology infused environment that is enriched and supported through community partnerships. We are striving to fully implement a program where the core subjects of science and math are connected to language arts and social studies through interdisciplinary activities and units integrated with the arts and technology. We have empowered our learning community to develop a 1-to-1 laptop program, makerspace lab, and engineering labs so that students can engage in inquiry activities and make real-world connections to solve problems as they produce both digital and project-based artifacts. Teachers experience ongoing professional learning to support their implementation of the STEAM initiative. Across subjects, capstone projects (STEAM, ICT, History Fair, Science Fair, Socratic Seminars, Research Projects, Robotics Competitions, etc.) incorporate the engineering design process and multiple technological tools such as 3D printers as students take on leadership roles and deepen their understanding of the conceptual connections within subjects. Students have opportunities to collaborate on projects and share their creations with authentic audiences through our partnerships with Northrop Grumman, the Guana Tolomato Matanzas National Estuarine Research Reserve, and others. These community stakeholders are actively engaged to support learner success through feedback, mentoring, project collaboration, and financial backing. Parents experience the results of this deep engagement at our “Night of Arts and Sciences” events and offer their perceptions, opinions, and questions in feedback surveys and at Mr. King’s monthly “Communication Cornerstone” meetings. The process of developing and implementing the SMS STEAM program has been a transformative school improvement process over the past 18 months.

The success of the Inquiry program at Sebastian Middle School depends on the support and dedication of our school's administration, content supervisors, teachers, and staff, who have put in many hours to create, develop, enhance, enrich, and improve the educational experiences for our students. The program is primarily funded through grants, and we have been able to obtain key resources that will help the team develop high-interest, high- rigor problem-based units. We wish to extend a special thanks to both the SJCSD leadership team for support in building this program, as well as to Dr. Butler and the team from UF Lastinger Center for professional development support and feedback. We are also very thankful for our inaugural sponsors, including Northrop Grumman, Leonard’s, Rotary Club of St. Augustine, Guana Tolomato Matanzas National Estuarine Research Reserve, and the University of St. Augustine. The support of our district leaders and community partners is key to sustained development. It is by no means a simple task. However, all of us who have been implementing this program agree that it has helped us improve teaching and learning at Sebastian Middle and its continued development and support will give our students the best opportunity to become highly productive, scientifically literate citizens. As SMS students pursue modes of inquiry to answer complex questions and collaborate on creative solutions to real- world problems, our efforts will ensure students engage rigorous, meaningful, and future focused learning experiences at Sebastian Middle School.

Equality Versus Equity

Why do the best teachers offer a different amount of support to different students?

We all have different needs. A standardized system that doles out the same resources to all persons will overcompensate some and under compensate others. This is an inherently wasteful system that ultimately fails to achieve the equality it seeks. After all materials are distributed uniformly the initial differences in achievement still remain, or in some cases become magnified.

Great teachers scaffold instruction to support students just enough to keep each one in an optimal learning zone. This is an incredibly challenging, but essential practice to maximize learning. In order to make it a somewhat reasonable goal for today's public school classrooms, we usually group students into three broad categories: those who are above, on, or below grade level. Additionally, our school structures provide unique opportunities for gifted students and students with disabilities. Is this fair? It all boils down to the concept of equality versus equity.

"The worst form of inequality is to try to make unequal things equal." ~ Aristotle

I believe resources should be applied in a manner that maximizes their benefit; that is, not everyone gets the same thing, but everyone gets what he or she needs. In order to be fair we must treat people with special abilities or disabilities differently from average people. Accommodations or accelerated curricula are not special favors, but rather tools to assist each individual student reach his or her full potential.

"There is physical and psychological pain in being thwarted, discouraged, and diminished as a person. To have ability, to feel power you are never allowed to use, can become traumatic." ~ Jan and Bob Davidson

We would never want to be denied the ability to earn a hefty salary just because our neighbor does not have the skills to earn the same salary. We would never deny a child the use of his or her glasses just because a classmate has perfect vision. Why then should we deny the student with a disability the use of whatever adaptive tool or technique allows him or her to overcome their disabling limitation? Do gifted students deserve less resources and services than “special needs” students? For both gifted students and students with disabilities the answer is the same: one size does not fit all. Educational equity does not mean absolute equality of services, but instead a customized opportunity to realize personal potential.

"All of us do not have equal talent, but all of us should have an equal opportunity to develop our talent." ~ John F. Kennedy, Civil Rights Address

Braveheart

William Wallace was an awesome leader who forever etched his legacy into the character of a nation. If you need proof of this fact, consider that in 1861, 556 years after Wallace’s death, over 100,000 people gathered to honor him at the presentation ceremony for a national monument honoring his memory. Try testing other leaders you admire against that measure.

I would guess a select few command that level of adoration, respect, and admiration centuries after their passing. Many people would argue that leaders like William Wallace are born, not made since some people are just naturally charismatic and others seem predisposed to annoy. But I believe the people we refer to as charismatic owe this status as much to hard work and their ability to communicate as to any other quality. Communicating a genuine care and consistent commitment to others in an enthusiastic manner is the key. Join this skill with the ability to truly listen, to seek to understand the needs and wants of others, and you are on your way to becoming the next William Wallace. Honestly, these traits are not just the product of genetics; they can be acquired and enhanced with practice.

William Wallace took it to the next level, however. He was intelligent enough to prepare thoroughly so that he put himself in position to make good strategic decisions. He lead by example, at the front lines, and never asked his men to do something he wasn’t willing to do himself. But most of all, he articulated a clear vision of purpose that his followers could relate to: he was a dynamic catalyst of freedom for his people. William Wallace was not an official leader during his life, but his actions as de facto leader stand as a testament that if our intentions are pure and we work hard to communicate, listen, genuinely care about others, be thoroughly prepared, gain knowledge about our field, lead by example, and have a clear purpose, we too can impact the world for centuries.

Is the act of teaching primarily an art or a science?

Coming from an artistic background (undergrad degree from SCAD), I have been firmly in the “art” camp on this topic in the past, though the more time I spend in school, the more I appreciate the “science” perspective. Teaching is an art much as doctoring is an art - every new teaching experience with a particular student or group must be addressed as a unique situation that has never happened before. Science can give us clues as to what is more likely to work in the new situation, but we cannot be certain our strategies will work in the same way every time.

Two things in particular make teaching an art: (1) understanding the evolving, situational reality of the classroom and (2) figuring out and implementing the best course of action to take in each experience. Webster's dictionary gives several definitions of art that can be used to support the idea of teaching as an art: (1) “the activity of using imagination and skill to create beautiful things”, (2) “a field or category of artistic activity”, (3) “a trade or craft and the methods employed in it”. I take these definitions to imply that teaching as an art involves both imagination and skill to reach the desired outcome, usually student learning (a process, not a product), and that teachers hone their craft over time.

To these concepts I would suggest we add intuition, as most of the work involved in the maintenance of the proper social-emotional classroom climate for learning is done on-the-fly and moment-to-moment as an extreme form of multi-tasking. Webster's dictionary defines science as (1) “the study and theoretical explanation of natural phenomena”, (2) “a systematic activity requiring study and method”, and (3) “knowledge, especially that acquired through experience”. Most teaching is systematic and requires intensive study before entering the profession and throughout an educator’s career. The accumulation of information and enhancement of teaching practices based on feedback suggests a science of teaching. However, the most effective teachers are an expert in both teaching methods (art) and subject matter (science).

To become a maser educator is to integrate both elements of teaching through the application of feedback gained through action research occurring within the context of the situational nature of the classroom. Educators who reach this point in their profession appreciate the interrelated and synergistic combination of artistic and scientific elements in teaching. In short, I believe it is the application of the science that constitutes the art.

Graduation Speech for Rising Sixth Graders

Hello, fifth graders! Or should I say, hello, sixth graders? Because today's the day you warp ahead a year, at least in the scheduling computer. But we know it doesn't happen in one day - you've been building to this moment for a long time. And you had lots of support along the way! So, welcome also to all the parents and families who have come today as well. Your parents are the people who know you the best in the whole world - even if that seems hard to believe at times, it's true. They've helped you become the people you are today, and they've done a great job. After all, you wouldn’t be here without them, on the brink of incredible adventures in middle school and beyond. So, please join me in thanking your parents.

Today is the day that everything changes. Of course, you all know that, but do you really understand what it all means? The official definition of graduation is to complete a class or course of study. That’s it - the whole definition. Not very impressive...on the surface.

However, graduation means more than that. It means growing, it means changing, it means moving on. School has a huge impact on that, but a lot of it is just on you - how will YOU forge your future in middle school and beyond?

Today, this ceremony might seem like it's all happening too fast, or it might seem like it's never going to end, but all your lives you'll remember it - you can draw strength from memories of events like today. And your next three years of middle school will be a time to remember, the gateway to transitioning into your true, authentic self. And you will build that self from the foundation you have experienced in elementary school - knowledge, skills, and memories that you will take with you and keep your whole life. This is the power of graduation, not some diploma or report card or award. it's a forging of your SELF into an even more awesome version of who you are inside.

Do you remember your visit to Shiloh Middle the other day? I bet it was a day you had been looking forward to for weeks. I remember watching you all walk down the hall and thinking, here they come, the next generation. The kids who will blossom into the leaders of tomorrow. The kids who will run the world when I'm old and grey. Wow, I said to myslef, they will be in charge when I'm ready to retire...I better go speak with them and let 'em know a thing or two.

I hope you left Shiloh Middle excited for what is to come, and I know many of you will attend General's Camp this summer and learn even more about middle school. One thing you need to remember is that sixth grade is a bit of a reset for your status. In fifth grade you've been the oldest, the wisest, and unquestionably the coolest kids in elementary school. When you walked down the hall, younger kids stepped to the side and felt honored when you even glanced at them to them. You've enjoyed the best lunch time, the most exciting activities, and the most freedom.

Well, I've got news for you. In middle school you will no longer be top dog. And that's a good thing. Middle school is designed to ease you into your more mature self during sixth grade and ensure you are experts in awesomeness by the end of eighth grade. Middle school is designed to set you up for high school success. You will still enjoy more freedom than younger kids, though with freedom comes responsibility. It's time to up your game and get into a more mature frame of mind. Now that you have proven you can handle the basics, you are ready to meet our elevated expectations. We'll give you plenty of support at first, and then gradually expect you to assume your rightful place as mature leaders of tomorrow. You can do it - I know you can - because all that you have experienced leading up to today has prepared you for this moment.

Today, you will graduate together - in a matter of minutes, really - leaving behind fifth grade, leaving behind a great elementary school, and some awesome educators. Your teachers, your administrators, the school staff - these adults have been your guides, your tutors, your cheerleaders, your instructors - shaping your future and building you up. Please join me in thanking them.

Now it's time for you to make the leap into being your own guide, to finding your own true path to excellence. Make no mistake - we have awesome educators at Shiloh Middle who will be there for you. Teachers who know how to help you become smarter, deeper, better people. Shiloh Middle teachers are committed to bringing out the best in you, and no matter what class you take, what club, sport, or activity you are part of, you will have a mentor, coach or teacher standing by your side.

However, as you get older, you will not always like what every adult brings your way. You may not always perceive the method to your teacher's madness. But that’s life in the real world. What’s important is how you handle that situation. How you handle THAT situation will in large part determine whether or not you will be successful. And a key decision for you is this - will you be an arrogant, angry kid who thinks the world owes you everything? OR will you be a vivacious, thankful learner who figures out how to make the most of your opportunities? The arrogant, angry kid can't fully learn. Never changes. Never fully tries new things to grow as a person. This kind of kid will never become great. However, the gracious, thankful learner listens and tries new things, is eager to learn. This kid will grow as a person and be gracious to others. This kid will reach his or her potential and lead the world one day. I'm trusting you to make this choice - the choice to be great AND gracious - because literally, the future depends on it. MY future depends on it, since, like I said, you'll be in charge when I'm old and grey. I need you to choose the path to awesomeness. It's on YOU to make the most of your opportunities. It's on YOU to seize the day.

You can do it, and I'll be excited to be with you at Shiloh Middle to witness your greatness!

Will Middle School be fun? Sometimes. Will it be easy? No, I'm sure it won't. I mean seriously, as I mentioned, with your increased freedom comes increased responsibility. But hey, that's life, right? Ya gotta keep moving and growing forward always. And in the end, Middle School will help you step fully into your authentic self as YOU take charge of YOUR future. As Ralph Waldo Emerson once said, "What lies behind us, and what lies before us are small matters compared to what lies within us."

Teachers and staff, I am grateful for your tremendous service! You truly are Leading By Example!

Parents, I am humbled by the depth of your support! Thank you for sharing your wonderful children with us!

Students, I'm proud of you and what you have accomplished so far!

It's time, today, to end the first part of your educational journey and enter the middle passage. You are ready. Here, now, today—you become Middle Graders - and that's awesome! 

Congratulations to you all!