Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.


Shorewood STEAM Discovery

No description

James Carlson

on 10 May 2014

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Shorewood STEAM Discovery

Program Design
Group 1
Group 2
Group 3
STEAM Overview
Iterative Design Session
How does your idea develop...
...in students and the community?
...are required to make it happen?
Process the iterations:
What did we learn?
What are the gaps?
What questions do we have?
Who else do we need to talk with?
Agree to Terms
How does your idea develop...
...in students and the community?
What kinds of...
...are required to make it happen?
Big Idea Meeting
Session 1
Session 2
Session 3
Session 4
STEAM Design Process
CREATE a nametag
There is food behind the screen!

Google Hangouts
Google Docs
Jim: Why steam? We want our children to be successful after highschool. Engineering will never go away. I make children work! I teach at Shorewood HS. I make curriculum.
Angela: Teacher at ATWATER elementary. STEAM is important--we don't operate outside of the classroom as a separate components. I make opportunities for children to have sensory engagements that allow them to tell their stories.
Marty: Why steam is a opportunity to integrate what we want kids to learn and understand--integrating art, design, math, technology, and science will help kids get ready to face bigger problems down the road. Huge human problems that are on the edge of the horizon. Successful people will have that integration and be prepared. As a leader I want to push kids to have that thinking. I'm getting good at cooking--white turkey chili.
Tony: Loved science-- loved art--I see design as the melding of those two things--science, engineering, and art. I make art, and I'm a science teacher, I do collages from japanese paper and teach children science. Why me is because when I was in HS I took every science and art class and didn't see the connection but there is one, and that's the future.
Vali: I am a STEM educator, and I am an art consumer, and I see that there is a need for people to specialize in these fields, and I think we need to stimulate our children to get engaged early. I'm an educator, teaching at UWM, helping Mr Shiro; new Physics program at Shorewood. Developing ways to increase retention in STEM fields at college level. Involved in higher-level STEM ed. I make education happen! I do research, I do make real things. I build optical setups, play with lasers, like to play. Play should be included in this thinking. We in ourselves are kids and like to play.
Sangeeta: Parent in Shorewood system. Interested in STEAM because of changes in education since I was in school. When I was going through school, we had mechanic repair, home ec--it was a college prep school--and I've noticed over the years education is focused on individualizing the subject areas and straightforward literature study, math study--I like the idea of integrating it, not just preparing students for a college job but more professional or wordly knowledge of what they would want to do in life. I do oil paintings with old master techniques; what I bring to the table is good thinking about efficiencies and processes.
Connie: Tech coordinator for Shorewood district. Why STEAM? My sci teacher was also chorus director. That helped me realize how these things work together. Why me? I keep the nuts and bolts going to support STEAM initiatives. I bring a background with math and science and curriculum development. I make people stay focused o the fact that curriculum drives technology, not the other way around. Too often the bells and whistles.
Dan: Everything is connected, all is one, and there are many connections between fields and within fields. I learned the long way around about that. AP Calc, AP Chem, went to DePaul, took 0 math classes, last quarter took a class in musical acoustics and it was so cool! After graduation went back starting again as physics major--30 years teaching at MPS and HS. It's amazing how those connections help a person be so much more well rounded. I became a better sight reader for music, notice patterns through the lens of math. Try to model for my kids and students -- HS and college -- that everything is connected. Understand, read lit, see connections in how things are designed. Model enthusiasm for learning everything.
Walt: Fascinated by the power of imagination. Watching a NOVA special on linus pauling. He discovered protein while in bed sick, drew a picture, folded paper, and figured out a molecule. Einstein figured out relativity because he imagined a train.He didn't have a computer model for this, so he worked with dancers. I've been at an elementary school showing that our brains have these connections. I make 30 year olds who can sing, play, listen, compose, and think musically.
Scott: I lead an office in town of 150 integrated architects and engineers. I have two daughters who are in Shorewood schools. Long term interested in what education they get. I've been making hospitals! Healthcare environments.
Jonathan: Feel and see the need for more technical professionals. I'm happy to volunteer and give back. I work at a company, raise my kids, and do my hobbies.
Celia: 3rd year industrial design student at MIAD. Industrial design is like product design, so I'm learning about factory processes, finding ways to express myself through drawing, verbally, 3d models, engineering basics. I graduated from Shorewood HS and was kind of lost there in terms of knowing what I wanted to do, kids who don't know their path like me, STEAM can help them find tat middle ground integration of those things.
Gina: Geologist, educator, parent. Expertise in teaching science. I have a passion for science. I love it! Liberal arts education has balanced me, enable me to write and talk about what I learned in science. I see college students and worry that they are unprepared for science and engineering. Afraid of science and afraid of math. We need them to like it, be comfortable with it. If we start early age, they build that confidence. I make digital content for higher ed in science and physical sciences. I try to make learning environments where all learners can be successful.
Karen: STEAM is a big picture thing, but connections are a big part of it. Our country is challenged. We need to get more people back involved with science, aware, understanding, and participating. I'm the science dept. chair at the HS. We're in the middle of switching to next gen sci standards K-12. Standards from K-12 have engineering standards built in, the thought process is now embedded in the curriculum. NGSS and STEAM together can support and align. Making problem solving, inquisitive, responsible young adults.
Julie: Teaching and living all over the country, frustrated by how we can't bring all the exciting real world stuff into the classroom. The problem solving, excitement around engineering, technology, everywhere you go you see it. We have to cover basics in class because we need to make sure they have those skills. But I want to bring the excitement into this from all the things I see in the world that are cutting edge.
Iris: Visual art teacher. It's another mode of thinking--STEAM--connecting with real world experience. Students learn most from creating from those situations. Served in IDF school as PE teacher. The ones that were most out of shape fell down, and didn't become ultimate pilots--I'm here for them. Passionate about art because of the questioning, situations of doubt, and that carries into all content areas, that excitement is needed to finalize that discovery and expression.
Jeff: Graphic art and design teacher at the HS. In the dev of the AP art history course, I read a book Age of Insight, put into perspective why some of the greatest art eve made was made. There was a time in vienna when society was structured around a cafe where all kinds of people interacted with each other and it led to amazing outcomes. Art needs to be brought back into real world application, and sometimes the science, math, engineering needs art to engage general public. I'm son of mechanical engineer. He used to pitch to me and my sibs his ideas, and they put me to sleep. When he made the presentations more engaging, he got more successful and became sought after. I help my students promote products and not ideas.
Sara: Math science, computer IT project manager. Believer in STEM--would like to see our school have more STEM type stuff. STEAM concept is great. I have kids. which is why I am here. I make food..
Why You?
What do you make?
Director of Bucketworks
1. Respect all ideas
2. See all perspectives
3. Work with lenses that help us know what's included and what's not included.
4. Bring your patience.
5. Be brave. Share your ideas.
6. Ask Always,

"Will this be good for kids?"
"Will this be do-able for teachers?"
"Will this be fun?"
"Will this be supported by the community?"
Law of Two Feet
7. Start with open mind - look beyond the roadblocks
8. Support each other in the actions!
9. Share the air: see who speaks and who doesn't.
Integration: Science, Tech Engineering, Art Math
Understanding of the connections!
What is STEAM for you, the district, what do we mean when we say STEAM?

What scale are we thinking of?
Group 1
Group 2
Group 3
Talked about what STEAM is
Main points:
1. A way to market shorewood school district
2. The process of building people with capabilities in STEAM (subjects)
3. Students can work in the industry successfully
4. Use of technology across curriculum
5. Using music with science / engineering
6. Need for creative analytical thinkers
7. Rube Goldberg class!
8. Understanding connections between subjects
9. Adding value to what we're already teaching
10. How do we use this to help world / ourselves?
11. Technical theatre class -> civil engineering
12. Reform how we teach, gets harder up to H.S. level
+ Techie electives
Developing something for a person to use that has UTILITY, PURPOSE, BEAUTY
Integration, connections
Keeping teachers hungry
Keeping up with the speed of knowledge
Creates in students readiness for next step
Not a 'tacked on, couple electives, then done'
Philosophy for approaching Common Core
Importance of hands-on
Physical building of things
Prepare children to compete at world level
Set of courses you can take
All students are included in readiness for next step
Two views of STEAM:
Breaks down walls between disciplines
Opens these subjects to folks who might stand outside them (women, minorities)
Change how we teach and how students learn
Identify what we're good at in STEAM already, and where we're weak and strengthen the gaps
Start with individual subject
To move back to the front
Silos in the schools
Can we determine an approach before we know the problem?
Science, Economics, Arts!
Start with the problems that need to be solved as the basis for learning these things--learn STEAM for social justice, math for social justice, science for social justice, etc.
We're ALREADY #1
sea? seam? fish?
The rest of the world
You can't teach curiosity. You have to sustain it. How do we do that within the whole system starting when they're 5 years old?
Allow kids to parlay their experiences into the genuine curiosity - bring experiences from outside the school / system / environment
Shorewood is a unique place. Access to business, experts, all different areas -- huge value, assets within community
Is it?
Should it be?
-- Safe to Fail
Coach, mentor, co-teach - work with outsiders - teachers don't have these experiences within the environment.
Ecosystem of coaching and mentoring
Work with teachers from other schools
More work within and across departments
Get teachers out of their lock -step of curriculum
Support / outreach programs that we can use
Reach out to the experts within the community
All schools need to have this

Collaboration time for teachers to plan and integrate
Teachers need time to learn
Teachers need time to plan
New staff, do we have the skillsets we need, do we need other skillsets?
As things explode we have to enhance backbone, increase tech support, make sure things work and are solid
Classroom materials
Building on our current experiences and expanding them
Have a great community and system
Excellent students and excellent parents
Creating things that become part of your life
Expanding things into more locations
Increasing experiences by expanding resources in more locations by creating infrastructure that allows it for the community
Community: Create a common creative space to integrate teachers and artists, engineers, folks from outside of schools to mix together
Make all the classrooms into makerspaces!
Resources: People. More teachers.
Curiosity re-opening
Ideas to try:
Host "TED talks" in our district

We all have passion about this.
It's a big mountain
Lots of philosophy
"It's hard to be curious when you're directed to curiosity, or when you need a nap."
recommendation is
Let the people 'on the front lines' influence how it gets done
What value did my kids gain from an experience in shorewood schools?
What's different about our district?
Wow, there's a nurse!
They have recess!
Foreign language!
How will this help our kids?
How do we work with the grading system?
There will always be sit-and-get
There will always be objectors
So what?
What's long term?
What's short term?
What's next steps?
"You get what you value."
also the staff!
also the design!
not just the kids!
[Why don't we | how could we] see girls engaging with science?
Unexpected consequences:
Are there winners and losers when / if we do this?
Is this for everyone?
What about those left out?
Child-centered collaboration becoming more prevalent
Teachers at Shorewood H.S. are interested in change, but see obstacles--money, etc.
"As a teacher, sometimes I feel constrained in what I have to do.
I'm willing to do these things, but there are obstacles: grades, time, money--so we have to change those things before we change."
Time to teach with families
The Why
Homework and Farewell
Prepare for real world
Engage students
Technology lacking, needed component of future: prepare kids for tech
Kids learning systematic methods / experimentation
Give to society people who are prepared
Opportunities to build skills
Create opportunities to build on deficiencies
Equalize the value from other communities (fill in gaps at Shorewood)
Attract families and kids to the area
Change perception: value of learning for students, break down the silos / social groups
Classes at Nicolet that aren't offered at Shorewood
Change perception of skills
Present other options beyond college: technical, vocational
Prepare children to compete at world level
STEAM resources are amorphous, disconnected
Need a resource to coordinate and inventory
Organize and collate the resources and align them for the community
STEAM Coordinator?
Board / district defines what are core skills needs that relate to STEAM

How do we integrate the STEAM learning deep within core curriculum, in addition to partnership with outside groups and after school activities?
Strong communications alignment is needed - what existing projects or efforts are being done within district to align with this?
Build a program
Use the assets
How does the district integrate?
What are immediate actions?

Continuum of programming
Identify Skillsets
and Interests
Classwork supporting
Community Partnership
incorporating STEAM
How will program adapt / track kids interests changing over time?
75% focus in elementary school
Expose kids to STEAM activity
Invest in core tech that allows for teachers / students to do their job
Passion, Vision
Good communicator
Sales skills
People skills
Project management
Asset mapping
Leadership has to agree

Community has to agree to support
FUND 1 FTE for 3 years to establish this role, transform the district, establish sustainability / gather resources
confer with former committee members
Create inventory of what is available in the district
Find financial backing
Write grants
Reach out to other schools
Coordination with Next Gen Sci Standards
Publishes Shorewood STEAM newsletter
Investigate programs such as Project Lead-The-Way
Duties may include
Technology enablement
Cloud sharing
Professional Development Investment?
Technology Investment
Policy for Tech Use by Kids
Why would we STEAM?
What is our first step?
What is the 2nd step?
How do we pay for it (cut, fund, etc.)?
"Where Food is a program, Lead the Way is a class, Physics is a class, STEAM is not a class; it is a way of teaching, being, and thinking that permeates across schools and curricula."
BAKE it into the foundation and move on
1st Step: Send Teams to Visit Other Districts
Where STEAM is integrated:
Parent, Educator, Business Leader, Community
(our partners will help us target)
In school
In community
Public event
Integrated with existing schedules
Field trips to nearby businesses
Physical activity
Multiple mediums of reflection (writing, talking, seeing)
Design Pattern for STEAM Program
Review Terms of Engagement
Processing Conversations
Review Assets
Review Existing Program: Watershed Wisdom
Homework and Farewell
The Assignment:
Talk to at least three friends, family, business associates, parents or community members about STEAM at Shorewood.

To open the conversation, you might:

Describe in your own words what STEAM as an education model is.
Share the intent of the Shorewood STEAM Design Team and explain your participation
“What I’d like to ask you about is…”

...why do kids need science, technology, engineering, art, and math in order to be effective in the future?
...what Shorewood School District programs or activities are currently supporting the ‘why’ of STEAM education?
...what partners and resources in the Shorewood community would support future STEAM learning in the Shorewood School District?
Main Themes coming out of conversations:
Effectively measure what's working and not working.
Teacher training in STEAM tech.
Work with younger kids.
Real world reality-check / integration.
Modeling and simulation.
Additional Ideas:
UWM Biomechanic Lab + Professor
Human assets-- teachers, faculty and their skillsets as related to STEAM
Eric Mathews
Shorewood Recreation Department
Regional businesses (F500 in WI, SEWI: Rockwell Foundation group that focuses on STEM.)
Multi-Age Classrooms at Lake Bluff -- good at integrating and teachers who are in those multi-age classrooms
Friends of Atwater, Friends of Estabrook
Nicholas Hayes - Well Tech for Groundwater monitoring
1997: English teachers. Context was "create intellectual interest" -- reach out to students and their interests. What can we do?
Watershed Wisdom program designed
Summer 1998: REC department offering, 3 experiences: paddling/writing, bike/write, hike/write
Try and learn
Well received by students and parents
Place based
UEC just starting out
Partnership with UEC

Local watersheds
School board approval
Invitation for other teachers to collaborate

PhysEd + English credits
Expeditionary learning (MKE river watershed)
11 days, 10 nights

Expansion of science: biology (via Eric M)

2nd semester academic focus

Service projects in community
Community Service
60 applicants / 20 students / 3 teachers
Sustainability questions:
Cost to operate
Investment in training
move class into district budget
Core features:
Engagement with environment
Life skills
Team work
Explorative Learning
Community process: Teachers, parents, students, community alignment
Interdisciplinary learning
Community impact
DISTRICT commitment to support
Teacher design requires intentionality and flexibility
Learning tested by environmental challenges
Breaks down barriers across curriculum
Deeper connections with the subject--layers of learning
Greater integration between teachers and mutual support (teacher teams)
Real work product and results
Commitment to sustainability
Teachers with outside expertise/engagement
Starts with a champion
Incentive for students: Credits
Commitment to iterative design of program itself
Experience must be life changing!
Acquisition vs APPLICATION
Community members
Community partners
and Continuity
Creative problem solving
Better engage students: build skills and prepare for the future
Teach systematic methods and creative experimentation
Improve and grow the community, attract families to the area
Change the perception of the value of vocational learning for students, parents, and teachers
Present other options besides college, such as direct-to-career, alternative careers
MRI Brain
STEAM Champion
Practice high-order systematic, experimentation skills
Change perspective on careers and college outcomes for parents
Attract partners and families to Shorewood
Develop competence in technical (STEAM) topics
Increase student engagement
Prepare students for dynamic, global economy
Site Visits
Infrastructure Upgrades
Developing District talent
Shorewood STEAM Project Update
What did you discover in speaking with a student?
What was expected? What was surprising?
What makes sense?
What doesn't make sense?
Go build the Presentation

How do you want to explain the process?

Prep for Brillion Trip---What questions do we want to ask?
What's possible?
Review presentation process
What excites you about this coming spring?
Goals of the Day:
Imagine the possible.
Prepare presentation.

What does a day in the life of a Shorewood STEAM student look like?

What does Shorewood STEAM look like in 5 years?
Agree to Terms
1. Respect all ideas
2. See all perspectives
3. Work with lenses that help us know what's included and what's not included.
4. Bring your patience.
5. Be brave. Share your ideas.
6. Ask Always,

"Will this be good for kids?"
"Will this be do-able for teachers?"
"Will this be fun?"
"Will this be supported by the community?"
Law of Two Feet
7. Start with open mind - look beyond the roadblocks
8. Support each other in the actions!
9. Share the air: see who speaks and who doesn't.
The kids who go through college with a STEAM focus of study, many have jobs (engineering, tech). The ones who didn't study these things don't have jobs.

"Well, whatever Mom."
Arts and Community Education Program - being done at other schools, could we do at our school?
3rd Grade - ACE Program -
See? BLAM! Iced decimal bees!
"I don't know what it stands for, but it's fun to learn this stuff. Kids like doing it and may not be aware of the connections.
What kind of STEM Classes would you be interested in?
How the brain works
"Lead the Way"
Soldering, Mechanics
Learning about Life: Payments, money, etc.
Biomedical engineering, computing
Would you use a shop class / take it? 53/95 = yes
28/95 = yes to comp sci / programming / video game - some girls who said this too
Business class ? 34/95 = yes "Want to learn accounting!"
"Teach us about life!"
"First assignment in Watershed Wisdom is to find a way to compost algae at Atwater Beach; could take elementary kids down there to engage with that (build compost bins, etc.) - take ownership of community space across generations

More construction at younger ages; just put up 100s of things at Shorewood library that show construction

Architecture with constructive activity (floor plan, build model design) - keep construction going

Escuela Verde - Project based
talked to a student who used to go to Rufus King - traditional, less control
"I want more control over what I learn, and I want to make things."
Strong themes: Choice, Control, Making
Two students, sophomore / senior, girls:
Broke down document, asked them what it would take to get them to explore into STEAM themes and bring a balance w/arts?
"Why does the world look as it does, is this a good route for things? Why don't we have philosophy, psych club, etc? How do we figure out what the world is and how to live in it? Best experiences are outside classroom--brings engagement back regardless of topic. Hard not to get excited about music when music takes them to NYC, art / art history takes you to Barcelona, Paris, etc. Interesting to go to Google HQ or elsewhere.
Graphic Design class - theme-based learning around Brain/Mind - students propose project
"Effects of Videogames on Teenage Brain"
Brain research institutions have terrible branding, science inst. market themselves to older adults and not to the young
Let's get these people talking - Science Club and Graphics Design students - to make science look better
ELITES, who self-selected
Shorewood Intermediate School
Construction and hands-on are key things kids want
Trades and direct skills
Girls interested in Tech
ACE works
Tying things together across grades / classes (integration)
Life skills - Money, Biz, Taxes, etc.
"We're unique in we have 1sq. mile village. 4 bldgs. If Kids had freedom to be in any building at any time regardless of grade / age--to get to a resource they needed."
Memorable learning comes from outside the classroom
Real world problem-based learning
Exercise care in terms of blending generations
Need broader input from more students - survey all students? get more teachers to ask these questions?

Need to include re-train
of people who are here

Teachers can transform
What needs to be balanced with what's already happening? Where can we find more time in the day for educators to work with this?
not only talking about teachers here
How does the system itself bring about these things? How will the district communicate its on-going commitment to the transformation?
Need to continue identifying assets we have already - NGSS teachers team k-12
Develop accountabilities along the process
Preserve and enable additional activities through Shorewood's strong arts engagement
In presenting to board, talk about keeping what we have but enhancing and focusing on the other four dimensions in the new efforts.
Design, media, tech
Presentation Ideas:
Start with a project that hits on all the elements
Pick STEM or STEAM, just one
Big Idea Meeting:
Can have many formats
5 members in the audience
1.5 hour _max_ duration
Open to community, probably few strangers
Can do A/V
Could do meeting at else location
We are the entire agenda
Can be creative about location
Big Idea
Site visits
"Keep moving forward."
We had 4 3 hour sessions, open invitation to community members
Educators, community members, alums
Shared, learned perspectives, concerns
Small groups, large dialogues, homework to talk to each other and students
Share Prezi
Share Assets Map
Educators found it expanding
Reflective process
Acknowledge Shorewood is great, good stuff going on
Gap in terms of technical / STEM offerings in district
Concern fueled engagement
Met to vet out what STEM is, what it would look like here, what's going on and how we might start
How do we light the fire under our board to show potentialities / excitement / what it could mean to us?
Why did we come together to begin with?
We got together because we as a group want to implement more Science, Engineer, Tech / Math into curriculum at Shorewood
We're excited about the possibility of implementing more STEAM into Shorewood
These are the topics
We see a need for this
What's the context? Budget survey, workforce development, jobs of future stats, etc.
How do you want to explain the framework?
How do you want to explain the possibility?
[If you put the graph up]
This image outlines the specific and detailed criteria that should be considered when developing or incorporating a new or improved curriculum that incorporates STEM or STEAM concepts.

What's the Why? This is the why.
Hands-on approach: a project that board would do, then derive same elements -- show them by doing something how we get to the why

Show short Youtube clips to get board to see commonalities

Then present framework
Students to coordinate the project
Going into this I was thinking about the issues in science, math, tech and what we need to do in our schools -- and what we've taken it to is beyond addressing specific needs in those areas but a broader concept of change that incorporates these elements and brings about the change.
We need to stress we're not talking about Science issues, Math issues, Tech issues but rather about the whole picture.
Include examples of ACE, Watershed
Students share motorcycle build story
Asset Map: How can we incorporate what's happening on the periphery into the core?
Looking at what's already there, and expanding beyond
Hit themes - each year is different, they repeat, school-wide years for the theme - across grades (energy for example! - this is a district-wide theme)
Use ACE as the lever-- "You saw it in elementary, now see it in HS
In explaining what's possible, we wanted to explain why to continue: "The possibilities are that kids graduating from the Shorewood school district will be as skilled and accomplished in STEAM as they are now in liberal arts, in order to better succeed in the modern global era and economy."
Imagine someday there is a set of STEM/STEAM learning experiences we have designed
Classes / programs are increasingly tied to practical, real world outcomes
Capstone projects for seniors
[percentage of kids from district who go to college] are prepared for college, STEAM at Shorewood will prepare them for beyond college with real-world experience within school
Ability to prepare for more than college / certain job

Our mission has been to help figure out how we can incorporate STEAM so that we build upon and incorporate current strengths.

The mission of the School District of Shorewood is to provide a
liberal arts education
that prepares students to embrace the challenges of the future. We will foster a love of learning and the acquisition of knowledge and skills that will serve as the foundation and catalyst for a lifetime of learning.

Every member of the school community is valued for his or her contribution to the School District.
The care and education of all children are the first obligations of the entire community.
The family plays a vital role in the education of the child.
All children want to discover and deserve to reach their potential.
An effective school culture demonstrates high expectations, open communication, cooperation, tangible support, accountability and shared responsibility.
Rich, nurturing experiences give children a greater opportunity to succeed.
Children will become increasingly responsible for their success as they mature.
Our community is strengthened when diversity is valued.
An effective learning community is based on continuous professional growth of all community members.
In an effective learning community, everyone works to establish and maintain positive relationships built on respect and dignity.
A safe, orderly, healthy and clean environment enhances learning.
Learning is memorable and powerful when all school community members are active, involved and find personal meaning in the experience.
Quality education recognizes children’s unique emotional needs and accommodates the multiple ways they learn.
Quality education incorporates authentic, real world learning experiences. Quality education prepares children to work collaboratively and to be caring, contributing citizens of a democratic and global society.

Director of School Factory
Taught music, taught lessons, proposing computer science class to school board including a robotics unit.
The Results: Shorewood STEAM Framework
The Process: Design Thinking
Better engage students: build skills and prepare for the future
Teach systematic methods and creative experimentation
Improve and grow the community, attract families to the area
Change the perception of the value of vocational learning for students, parents, and teachers
Present other options besides college, such as direct-to-career, alternative careers
Full transcript