佛蒙特州STEAM教育基本要素和战略指南

LEADERSHIPSUPPORTOVERSIGHT

VermontSTEAMEducation

EssentialElementsandStrategyGuidelines

April2025

IssuedbytheVermontAgencyofEducationProgram/StudentPathwaysDivision

LEADERSHIP|SUPPORT|OVERSIGHT

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VermontSTEAM:Education

EssentialElementsandStrategyGuidelines

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TableofContents

Purpose 4

Introduction 4

ACallforSTEAMinVermontSchools 5

Science 5

Technology 6

ComputerScience 6

Engineering 6

Arts 7

ArtsEnhancement 8

ArtsIntegration 8

Mathematics 8

STEAMinAction 9

STEAMInstructionalPractices 10

TeachingPracticesSuitedforSTEAM 11

Interdisciplinary(TheRealityofSTEAM) 11

TransdisciplinaryLearning(TheDreamofSTEAM) 11

Project-BasedLearning 12

Design-BasedLearninginEngineering 12

CulturallySustainingPedagogy 13

CareerandTechnicalEducation 13

IncorporatinganEntrepreneurialApproachtoLearning 14

STEAMStories 14

ArtandTechnologyUnitedtoStrengthenStudentLearning 14

TheUseofSTEAMtoSolveaProblem 15

HighSchoolSTEAMIntegratedLesson 15

Assessment 16

AssessingSTEAMUnitsAcrossMultipleDisciplines 16

IncludeMultipleTypesofFormativeAssessmentLeadingtoaSummative

Assessment 17

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FinalThoughts: 17

AppendixA 18

STEAMProgramArchitectureToolforSchools 18

ProgramArchitecture 18

1.Vision 18

2.Accessibility 20

3.Culture 21

4.Sustainability 23

5.InstructionalApproaches 24

6.Assessment 26

AppendixB 28

AppendixC 29

STEAMContinuumCard 31

Enhancement 31

Theme-Based 31

Inquiry-Driven 31

Co-Taught 32

Integration 32

AppendixD 33

BibliographyofTextualReferences 33

LEADERSHIP|SUPPORT|OVERSIGHT

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Purpose

ThepurposeofthisdocumentistopromoteSTEAM(Science,Technology,

Engineering,Arts,andMath)curriculaasbeingavitalevolutionofexistingSTEM

(Science,Technology,Engineering,andMath)andartspractices.STEAMisa

symbioticpartnershipthatbringstogetherdisciplinesthataretraditionallytaught

separately.ByimplementingaSTEAMplatform,educationalequityisdevelopedby

providingopportunitiesforlearnerswithdifferentacademicpassionsandstrengthstoengageinacollaborative,creative,andinnovativeacademiccommunitythatwillbetterpreparethemtobecollegeandcareerready.

Introduction

STEAMeducationisanall-encompassingapproachforinspiringinquiryandcuriosityinstudents.STEAMeducationintegratesScience,Technology,Engineering,theArts,andMathematicsascorecomponentsofteachingandlearning.STEAMoffersaconnected,interdisciplinarycurricularstructure,drivingstudentstodevelopcriticalthinkingand

problem-solvingskillswhileexercisingcreativityandinnovationthroughreal-worldlearningexperiences.

ItisimportanttoemphasizethattheuseofSTEAM,ratherthanSTEM,isnota

competitivenotion.STEMisnotdiminishedbutratherenhancedbyincorporatingthe

artsinanintegratedapproachthatinviteseducationalparticipationbyalllearners.By

integratingartintoSTEMeducation,weequipstudentswithaversatileskillsetthat

moreaccuratelyreflectsthedemandsofcontemporaryindustries.Thisholisticapproachnotonlyenhancestheirproblem-solvingabilitiesbutalsofostersthecreativityand

innovationnecessarytoaddresscomplexglobalchallenges.STEMremainsthemore

familiarreferenceforinitiativesfocusedonbolsteringstudentparticipationinthese

targetedcurricularareas.Assuch,AOEalsosupportsinitiativesunderaSTEMbanner,butseekstoexpandthisengagementtoincludethearts.

Inrecentyears,recognitionoftheimportanceofSTEAMeducationhasgrownduetoseveralfactors.

•Theglobaleconomy,becomingincreasinglytechnologicalandinterdisciplinary,requiresworkerstohaveawiderangeofskillsandknowledgeacrossdifferentdomains.

•Innovationandcreativityarekeydriversofeconomicgrowth,andSTEAMeducationisseenasawayoffosteringtheseskillsinstudents.

•GrowingdemandforworkersinSTEAM-relatedfieldsandashortageofskilledprofessionalsintheseareasisexpectedtocontinueinthecomingyears.

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•STEAMeducationprovidesstudentswithopportunitiestodevelopawiderangeofskills,fromanalyticalthinkingtocreativeexpression,thatarevaluablenotonlyforfuturecareersuccessbutalsoforpersonalgrowthanddevelopment.

•ByprovidingstudentswithastrongfoundationinSTEAMeducation,schoolscanhelppreparethemforsuccessinarapidlychangingandincreasinglycomplex

world.

ACallforSTEAMinVermontSchools

TheAOEdefinesSTEAMas:

Anauthentic,student-centeredlearningexperiencethattargetsthe

applicationandintegrationoftheknowledge,skills,andpracticesof

science,technology,engineering,thearts,andmathematics.

UtilizingSTEAMtodrivestudentlearning,biggerpictureoutcomesforstudentsare

achieved.The

VermontTransferableSkills

areconsideredoverarchingskillsthatare

criticalforsuccessinpostsecondaryeducationandcareers.Theseskillsarelearnedandassessedthroughmultiplelearningopportunitiesthatrequireactiveengagementofstudentstodemonstrateevidenceofproficiency.ThetransferableskillsarethebuildingblockstotheVermontPortraitofaGraduate(POG).ThePOGplacesmeritinlearneragency,globalcitizenship,academicproficiency,well-being,criticalthinking,problem-solving,andcommunicationskills.The

attributesthatarefosteredthroughthe

VermontTransferableSkillsandthePOGarecross-disciplinary.Awell-developed

interdisciplinarySTEAMcurriculumdirectlysupportsstudentsmeetingthe

expectationsofthePOGandVermontTransferableSkills.Foreducatorsto

implementSTEAM,itisimportantto

Figure1AOEIllustration.

understandhoweachsubjectbringsforththestrengthsneededtocreatetrue

interdisciplinarylearning.

Science

Scienceisthesystematicstudyofthenaturalworldthroughobservationand

experimentation.Thedisciplineisfocusedondiscoveringfundamentalprinciplesandlawsthatgovernthenaturalworld,aswellasunderstandingtherelationshipsbetweendifferentphenomenainthephysical,life,andearthandspacesciences.Asidefromthe

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connectionsofsciencecontentasacatalystfortheevolutionoftechnologyand

engineeringfields,scienceasadisciplinealsoexercisesthepracticesofhypothesizing,testing,drawingconclusionsandargumentsfromevidenceindevelopingmodels.

Thesepractices,alongwiththecross-cuttingconceptsofpatterns,structureandfunction,systems,energyandmatter,andstabilityandchangebring

interconnectednesstoSTEAMastheyarefoundthroughoutthedisciplines.

Technology

Technologyreferstothetools,processes,andsystemsthatarecreatedthrough

engineeringtosolvespecificproblemsormeetspecificneeds.Technologycanbe

physical,suchasmachinesordevices,ordigital,suchassoftwareand/orartificial

intelligence.Giventhatoursocietiesrunontechnology,itiscriticalthatstudentsbeginengagingwithtechnologyatayoungagetobuildfluency.Thisengagementshould

includenotonlytheuseoftechnology,butalsotheevolutionoftechnologyandits

socialandculturalimpacts.TechnologyundertheSTEAMumbrellawillhelpstudentsbothunderstandandvalueinnovationwhileopeningavenuesforcooperativelearningandcomputer-assistedinstructionthroughhands-onorproject-basedlearning

experiences.

ComputerScience

ComputerscienceisanimportantsubsetoftechnologythatoffersablendofknowledgeandskillsthatareintegratedintoallSTEAMareas.Computerscienceisdefinedasthestudyofcomputersandalgorithmicprocesses,includingtheirprinciples,theirhardwareandsoftwaredesigns,theirimplementationandtheirimpactonsociety

(K-12Computer

ScienceFramework)

.Computationalthinkingisafoundationalskillincomputerscience.AsdescribedwithintheISTEstandards,computationalthinkingisthehighestorderof

problem-solvingandisacross-curricularskillthatisunderstandabletobothmachinesandhumans.Astudentcreatinganewapplicationwouldutilizetechnologicalskillsandartisticdesignapproaches.Dependingonthecontentoftheapplication,contentworkcouldincludemathematics,engineering,andsciencecurriculum.

Engineering

Engineeringistheapplicationofscientificandmathematicalpracticeswithtechnologytodesign,build,andmaintainstructures,machines,systems,andprocesses.AsshowninFigure2engineeringutilizesaprocessofiterativedesignthatinvolvesdefininga

problem,proposingmultiplesolutions,andtestingandrefiningthosesolutionsovermultiplecycles.

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ByintegratingengineeringpracticesintheSTEAMclassroom,studentsareencouragedtoapproachlearningwithflexiblethinking,creativity,andinnovation,andwithan

opennesstorisk-taking.

Arts

TheAgencyofEducationdefinestheartsinSTEAMas:

Theinclusionofhumanities,languagearts,dance,drama,music,visual

arts,design,anddigitalmedia.

TheartswereaddedtoSTEMtorecognizetheimportanceoftheartsinfostering

innovation,communication,andcreativity.ArtisanessentialcomponentofanySTEMfieldasithelpstovisualizeandcommunicatecomplexconcepts,encouragesproblem-solvingandcriticalthinking,andallowsforexperimentationandexploration.Byadding

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the“A”toSTEM,STEAMeducationpromotesawell-roundededucationthatfurtherpreparesstudentsforthechallengesofthe21stcentury.

TheartsshouldbeappliedinSTEAMexperiencesthroughavarietyofartistic

representations.Considerationofhumanities,languagearts,dance,drama,music,

visualarts,design,and/ordigitalmediainthedesignofSTEAMcurriculaisessentialforhowtheartsbenefittheuserexperience.Forthistohappenholistically,intentionally,

andinameaningfulway,expertsintheartsshouldbeincludedinplanningSTEAMcurricula.

WhendesigningSTEAMexperiencesandinstruction,itisessentialtounderstandthe

differencebetweenartsenhancement,artsintegration,andSTEAM.Eachofthese

approachesincorporatesthearts.Itisimportanttounderstandthesubtletiesand

distinctionstoensurethesuccessfulimplementationofSTEAMpedagogy.

Arts

Integration

usesthefollowingdefinitionstohelpdifferentiateartsenhancement,arts

integration,andthemoreblendedSTEAMapproachthatistheworkofthisresource.

ArtsEnhancement

Artsenhancementisusedtoincreasestudentengagement.Thelessonisnotaligned

withstandardsfromtheartsandisonlyusedtohelpthelearningstaywithstudents.Itcanincludeanyartsandcontentareaandisbroadinitsdesign.Anexamplemightlooklikestudentscreatinganartworkaboutananimaltheydidabookreporton.This

requireslearnerstousearttomakesomethingtogowiththeactuallearning.Itdoesnotrequirenewlearningofthecontentbeingtaught.

ArtsIntegration

Artsintegrationiswhencontentistaughtandassessedequitablyinandthroughthe

arts.Theartsstandardsareassessedalongwithothercontentstandardsthatnaturallyalignwithoneanother.Acentraltopicisusedtocreateaconnectivefocusthatallowsfordeeplearning,application,andcreativity.Anexampleofcommunicatinginformationthroughartwouldbestudentscreatingatunnelbookthatvisuallycommunicatesfivefactsabouttheanimal,includingsuchthingsashabitat,diet,adaptation,etc.This

activityrequireslearnerstoinvestigatetheiranimalslikescientistsandthencommunicatetheirlearningthroughthecreationofvisualartwork.

Pleasesee

AppendixB

foranillustrationonthedifferencesbetweenartsenhancement,artsintegration,andSTEAM.

Mathematics

Mathematicsisthestudyofnumbersandideassuchasstructure,order,space,andchange.Itisasubjectthatisubiquitouslyinfusedintootherdisciplines,anditis

communicatedthroughauniversallanguage.

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Inmathematics,therearetwosetsofstandardswithintheCommonCoreState

Standards,thecontentstandards,andthepracticestandards.Thecontentstandards

addresstheskillsandknowledgethatastudentwilllearnateachgradelevel,andwhattheywillknowandbeabletodo.Thepracticestandardsaddressthehabitsofmindthatastudentshoulddeveloptoenhancetheirunderstandingofmathematicalcontent.

Thesepracticestandardsarelistedbelow.

1.Makesenseofproblemsandpersevereinsolvingthem.

2.Reasonabstractlyandquantitatively.

3.Constructviableargumentsandcritiquethereasoningofothers.

4.Modelwithmathematics.

5.Useappropriatetoolsstrategically.

6.Attendtoprecision.

7.Lookforandmakeuseofstructure.

8.Lookforandexpressregularityinrepeatedreasoning.

Thesestandardsarenotintendedtobetaughtinisolationbutratherwoventogethertoenrichthelearningexperienceofthestudent.Itiscommonforaparticularcontent

standardtobetaughtbyemployingmultiplepracticestandards;thishelpsstudentsto

betterunderstandtheconcepts.Thepracticestandardscanbeappliedinmanydifferentcontexts,includinginSTEAMapplications.WhetheraSTEAMactivitywillformally

addressmathematicalcontentstandardsornot,theeightstandardsofmathematicalpracticecanbeutilizedtodeepentheunderstandingofanytask.

STEAMinAction

AuthenticSTEAMinstructionincludesintentionaloutcomesthatalignwithstandards

fromdifferentcontentareas.Byaddressingstandardsfrommultipledisciplines,STEAMprovidesauthenticopportunitiesthatarerelevantandpowerfulandresultinlearning

thatisgreaterthanthesumofitsparts.STEAMisaboutaskingquestionsandthen

goingdeepintothosequestions.Itisrootedinstudent-driveninquiry,curiosity,being

abletoexploresolutionstoaproblemthroughmultiplelenses,applyingthosesolutionsinaniterativeprocess,presentingthem,andlinkingallthelearningtogetherintoan

interconnectedandintegratedexperience.

ThinkofSTEAMlikebuildingabridge.Asturdybridgerequiresboththestrengthofitsfoundationandthedesignofitsstructuretoworkeffectively.Thefoundation—like

scienceandtechnology—givesthebridgestability,whilethestructure—like

engineeringandthearts—shapeshowitfunctionsandlooks.Withoutthefoundation,thebridgewouldcollapse,andwithoutawell-designedstructure,thebridgewouldn’tserveitspurposeorinspire.Bothpartsrelyoneachother,workingtogethertocreate

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somethinggreaterthantheirindividualroles.STEAMoperatesinthesameway,witheachdisciplineenhancingandsupportingtheotherstobuildsomethingstrong,

functional,andinnovative.

Tofurtherbuildfromtheearlierartexamples,inanauthenticSTEAMunitstudents

mightinventanimalsforwhichtheyidentifytheclassificationoftheanimal,thephysicalandbehavioraladaptationsoftheanimal,andhowthosecharacteristicsenablethe

animaltothriveinastudent-engineeredhabitat.Therearemanywaysthatstudents

couldshowcasethislearning.Forexample,studentscouldbehavelikeataxonomist

andreleaseapuppetvideoexhibitingthenewdiscoveryofanimalstoanaudience.Thisunitrequireslearnerstorelyoncreativity,criticalthinking,problem-solving,and

innovationthroughinterdisciplinaryandinquiry-basedlearningexperiences.

STEAMInstructionalPractices

StudentsbenefitfromanintroductiontoSTEAMasearlyaspossibleintheireducation.Researchshowsthatpreschoolersarenottooyoungtounderstandwhatistaughtin

STEAM(

Bagiatietal.,2010

;

BybeeandFuchs,2006

;

DeJarnette,2012;

McLureet.al,

2017

).STEAMtapsintoayoungchild’sinnatecreativity,curiosity,andpersistence,andallowsthemtoworkcooperativelyandcommunicatewiththeirpeers.ThroughSTEAM,youngchildrenareexposedtoworkingwithitemsandmaterials,problem-solving,and

testingdesigns—allofwhicharekeyelementsofengineeringinstruction.STEAM

conceptsaresecondnatureforyoungchildren,astheyliketoexploreandexperimentwithintheirnaturalenvironment.InclusionoftheartscomponentprovidesadditionaloptionsforeducatorstopresentSTEMconceptstochildren,especiallyatearly

childhoodlevels.WhenstudentsareintroducedatayoungagetoSTEAMpractices,theytakethatknowledgeandexperienceandcontinuetogrowintransferableskillsfromSTEAMthroughouttheirentireeducation.

Foryoungchildrenwithspecialneeds,STEAMoffersastrength-basedapproachby

encouragingeducatorstofocusontheirstrengths,ratherthantheirdisabilities.Adaptingtheenvironment,materials,andinstructiontoensureeverychildcanparticipateand

fullyengageinSTEMlearningopportunities,cancreateanequitableSTEAM

environment.TheSTEMInnovationforInclusioninEarlyEducation(

STEMIE

)CenteroffersprofessionaldevelopmentguidesandSTEAMactivityideasforyoungchildren(0-5)withdisabilities.

STEAMisintendedtobetaughtcollaboratively.Educatorsarenotexpectedtobecomeexpertsinallfields;instead,theybecomeknowledgeableaboutwheretheirexpertiseintersectswithotheracademicareas.CollaboratingwitheducatorswhohavedifferentareasofexpertiseenhancesthedevelopmentofstrongSTEAMpracticesand

implementation.EducationalleadersareencouragedtopromotealleducatorsasessentialcontributorstoauthenticSTEAMlearning.

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WhenSTEAMisisolatedintoasiloedclasswithateacherlabeledasthe“STEAM

teacher,”itdefeatsthepurpose.However,havinga“STEAMteacher”laythefoundationworkandbegiventimetocollaboratewithothereducatorsisastart.Ideally,all

educatorsincorporateSTEAMexperiencesintheirteachingandhaveaccesstoaSTEAMcoordinatororcoachtoassistthem.

Pleasesee

AppendixC

foranillustrationtakenfromArtsIntegration,withpermission,thatshowsthecontinuumofSTEAMinpractice.

TeachingPracticesSuitedforSTEAM

ThefollowingpracticesaresuitedforSTEAMbecausetheybreakthemoldofthetraditionalclassroomandcurriculumdevelopmentpractices.Instead,these

methodologiesemphasizethepedagogythatwillbetterprepareourstudentstobecollegeandcareerreadyinthe21stcentury.

Interdisciplinary(TheRealityofSTEAM)

Aninterdisciplinaryapproachtoeducationintegratescontent,skills,andperspectivesfrommultipledisciplinesintoacohesivelearningexperience.Itallowsstudentsto

engageinalearningprocesstoexploretopics,thinkcritically,andsolveproblemsthatreachbeyondthescopeofasingledisciplineandenablesstudentstopracticeusingskillsinreal-world,authenticcontexts.Keyknowledgelearnedandexploredin

interdisciplinarylearningshouldbesymbiotic;whenstudentsareengagedin

interdisciplinarylearning,theyarelookingatacommonthemeorissuethroughthelensesofdifferent,individualdisciplines.Thisresultsinmorethanonesubjectareabeingevidentinafinalproduct.

TransdisciplinaryLearning(TheDreamofSTEAM)

Transdisciplinarylearningtranscendsthepedagogicalpracticesthathappenin

traditionalschoolsubjectsandsettings.Educatorsfromdifferentdisciplines

collaborativelyleadstudentstoworktowardacommonend-productorgoal.Learningisdirectlyappliedtoareal-worldcontextandistaughtthroughacohesivecurriculumin

whichstudentsworktogethertosolveamultifacetedproblem.Atransdisciplinary

curriculumisinnovativeandbuiltonafoundationofcooperationandintentionalityinitsdesign.Theseexperiencescanbeviewedascollaborativelearningopportunities

betweenteachers,students,fieldexperts,andthecommunity.

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Figure3AOEIllustration.

Project-BasedLearning

STEAMpedagogyoffersastrongavenuethroughwhichproject-basedlearning(PjBL)canoccur.SimilartoSTEAMpractices,successfulPjBLreliesonauthenticand

culturallyresponsivelearningopportunitiesthataremeaningfulandrelevanttostudents’livesandprovideopportunitiestopresentevidenceofstudentlearningincreativeways.ByaligningaPjBLunitwithaSTEAMplatform,studentscanapproachaprojector

community-basedissuethroughtwoormoredisciplinarylensesinwhichtheyresearchtheproblem,ideate,thencreateasolution,andassess(andimproveupon)their

designs.EducatorsshouldknowthatPjBLcanbeSTEAMbutthatSTEAMisnot

necessarilyPjBL.IntegratingSTEAMwithPjBLreinforcesthepremisethatreal-worldproblemsdonotexistinasubjectsilo.Rather,effectiveproblem-solvingoccursthroughcollaborationandbyutilizingtheknowledgeandpracticesevidentininterdisciplinaryortransdisciplinarylearning.

Design-BasedLearninginEngineering

Design-BasedLearning(DBL)inEngineeringprovidesstudentswithopportunitiesto

developtechnologicalimprovementsand/orsolutionstoproblems.Drivenbydesignandinquiry,DBLinEngineeringprovidesenvironmentsthatallowstudentstofeeltheyhavechoiceandfreedomintheirdesign.DBLprovidesopen-endedengineeringdesign

problemsthatcanintegratetheotherdisciplinesofSTEAM:science,technology,the

arts,andmath,enablingacohesive,connectededucationalexperience.Studentscomeintoourclassroomswithdifferentinterestsandstrengths.IncorporatingSTEAMinto

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DBLallowsstudentstohighlightthesestrengthsandengagesstudentsincontentandskillsthattheymayotherwisenotwillinglyaccessoracknowledge.

CulturallySustainingPedagogy

InterdisciplinarylearningexperiencessuchasSTEAMcanplayasupportingrolein

culturallysustainingpedagogy(CSP).Mostbroadly,CSPisa

pedagogy

thatseeksto“fosterandperpetuatethelanguagesystems,literacies,andculturesofdistinctgroups,especiallymarginalizedcitizens.”ThesedistinctgroupsincludeallwhoareminoritizedandunderrepresentedinSTEAMfields(e.g.,youngwomenandgirls,LGBTQ+

community,BIPOC).

Aculturallysustaininglearningenvironmentneedstoapproachindividuals’culturesasanassettotheeducationalexperience.Throughthearts,studentsbecomeawareofthedifferencesinthehumanexperience.AlthoughSTEMisvitaltotheprogressionof

humanexistence,theartscanprovidetheabilitytounderstand,communicate,andeffectivelyinteractwithpeopleacrosscultures,essentialforcollaborativeproblem-solving.

CareerandTechnicalEducation

CareerandTechnicalEducationcentersplayacriticalroleinprovidingopportunitiesforSTEAMlearningtotakeplace.Theseprogramspreparestudentsforsuccessfulcareersinhigh-demandindustriesandhelptobridgetheskillsgapintheworkforce.CareerandTechnicalEducation(CTE)Centersaredesignedtoprovidestudentswithhands-on

experienceandreal-worldtraininginSTEAMfields,preparingthemforcollegeandcareersinhigh-demandindustries.CTEcentersprovidestudentswith:

•Currentfieldspecifictechnologies;

•Problem-basedinstruction;

•Longerclass/instructionalperiods;

•Deliverymethodsthatrequireacademicknowledgeforskilldevelopment;and

•Partnershipswithlocalbusinesses.

Historically,CTEcentersprovidestudentswithamostly“learntobuild”modelof

education.However,byprovidingstudentswithmoreopportunityfor“buildtolearn,”studentswillgainessentialskillstoenterthecurrentworkforce.Makingthings,(i.e.,

project-basedactivitiesthatincorporateallfiveelementsofSTEAM)istheon-rampforproducingwell-rounded,multidisciplinaryemployees.

CTEcenterscanadoptaSTEAMrichenvironment.AseducatorTonyWagner

explainedinhisbookCreativeInnovators,aSTEAMmindsetcanbecultivatedbymovingfrom:

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•individualachievementtocollaboration;

•specializationtomultipledisciplines;

•riskavoidancetoexperimentation;

•consumingtocreating;and

•extrinsicincentivestointrinsic.

Byprovidingmore“buildingtolearn”opportunitiesusingaSTEAMproject-based

learningapproach,studentswillnaturallybecomemoreflexibleproblem-solversandresourcefulinnovators.Theywillbecomemoretech-oriented,greaterrisktakersandgreatercollaborators.CTEcentereducatorsareencouragedtobuildSTEAMcurriculaintotheircurrentpracticestobetterpreparestudentsfor21stcenturyworkforceneeds.

IncorporatinganEntrepreneurialApproachtoLearning

Tomorrow’strendsandgreatideasareoftencreatedbychildrenandyoungadults.

SomeVermontmiddleandhighschoolshavebegunincorporatingelementsof

entrepreneurialactivitieswithameasureofsuccess.STEAMeducationasan

interdisciplinaryapproachisakeycomponenttoathrivingentrepreneurialecosystemthathelpsinventorsandaspiringbusinessmindssucceedindevelopingnewideasandbringthoseideastomarket.STEAMeducationinpubliceducationisthebasisfor

buildingamakermindsetandthe“onramp”forinnovation-drivenentrepreneurship.Entrepreneurshipisthe“whatwewilldowithourcreation/solution”aspectof