Increasing Student Engagement and Well-being through STEAM in the LLC and Beyond
by Victoria Roucaud
The aim of this paper is to reflect on the following question: “How can STEAM/STEAM stations, experiential learning, and Makerspace based projects enhance students’ sense of belonging, well-being and engagement in a (K-6) Library Learning Commons and beyond?” How can a boomerang effect be created from classroom to LLC, and LLC back to the classroom? In order to fully confront these questions, we will look more closely at what S.T.E.A.M in an LLC consists of and how it enhances student engagement, examine literature and data that reflects findings around these overarching questions, as well as unpack and explore ways to ensure this valuable learning is taking place inside and outside of LLC partnerships. This paper will also reflect student street data around STEAM/experiential learning and well-being collected through Google surveys sent out to the student population at this K-6 school.
Hi Victoria (fellow TDSB TL!),
ReplyDeleteFirst, I'm glad to see you use the acronym STEAM. My principal seems to be allergic to it, preferring the term STEM, but between us (and all those reading these comments), I like how the arts can inform and humanize STEM explorations.
I just finished reading Kristofor Schuermann's paper; the two of you would get along great! He references Design Thinking in his paper as well.
I like how you highlighted four domains of agency (identity/mastery/belonging/efficacy). I'll need to read that Safir and Dugan resource from your Works Cited list.
The idea of boomeranging - making sure it continually bounces back and forth from class to SLLC and not just in one direction - is a great one. Tracking this vibrancy was fortuitous with your survey data answers. Sometimes we don't get this kind of rich, meaningful responses but your survey elicited them.
We have a newly created STEM Lab in our SLLC and we are seeing more use than in previous years when the STEM Lab was housed in a portable outside. I find our kindergarten educators, especially the ones with loose parts experiences, gravitate to teaching and supporting teaching that links to STEAM initiatives. Do you notice any particular grades or teaching styles that have an easier time implementing STEAM activities in their classes?
Diana Maliszewski
Hi Diana, thanks for reading my article and for your comments! I find that in terms of STEAM stations, primary can grab a few STEAM tubs and start “making” which appeals and engages them right off the bat. I find STEAM activities work well with all grades, we just adapt it in age appropriate ways (JK/SK inquiry, STEAM exploration grades 2/3; more in depth and long range science and STEAM projects with grades 4-6..). We are now exploring the idea of opening a maker space/STEAM room on one of the upper floors for easier access (teachers can grab STEAM tubs or robotics when needed). I’ll let you know how that unfolds!
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DeleteYou have done a good job in analyzing the theory literature. I wonder if you could do the same thing with meta-analysis of impact of steam on teaching and learning?
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DeleteAlanna King (on the road so I can’t sign in for some reason) — Victoria I have to tell you that your paper sent me down a few rabbit holes so I have a lot to talk about. Firstly, I had not heard of Bruner so I spent a lot of time trying to understand how he relates to knowledge acquisition differently than Vygotzky and Piaget. Very interesting. I do mostly agree (from the little I read) that a teacher should be present to get everyone started and then get out of the way. I’m curious to know if this is something you actively keep track of or even document. Thinking about Mel Mulcaster’s work on documentation and how this might look when a learner indicates that they are ready to be independent. And since I’m a secondary teacher, I find that it’s really hard for some students to indicate to me that they need a bit more assistance and come back for that help rather than getting frustrated or giving up. One of your points really struck me: “A classroom maker space is uncommon.” In my secondary experience (grade 7 and up) this is actually one of the hardest parts about trying to offer a maker space because there are tech rooms dedicated to making activities all over the school in tech, art, labs, etc. The most traction I ever got out of maker activities was as either extracurricular, or wellness, or a sense of community. These values didn’t necessarily align with the curricular making classrooms and that’s where we filled a need. I am reminded of something that superstar teacher-librarian Ross Todd said in Connecticut (at the only Treasure Mountain in America I ever attended): “Don’t makerspaces diminish the role of teacher-librarians?” I’m not saying he’s right, especially when t-l roles are scarce and need advocating for, but sometimes do you feel like you’re teaching STEM more than maybe those purposes that Jeanne Buckley, Magda Kalkowska, Lisa Loffredi, and Natalie Kekki identified in their data research? Really, the teacher-librarian can be a master of many things and programs —- but what is essential? Is this dictated by the whims of an administrator when timetabling? Have we already lost this battle with the diminishing allotment for t-l time? Was it ever there in the first place? I’m feeling very existential all of a sudden. I’m hoping we’ll find a place to chat at some point. Thank you for stirring me up!
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