Academy Teachers Bring STEM Concepts to Life

Students at the Academy learn science, technology, engineering, and math (STEM) through a conceptual, hands-on approach. We do not make foundational the memorization of algorithms or procedures, but rather teach students to develop a strong number sense and pattern recognition in order to make connections and solve problems in the world around them. The goal of STEM education at the Academy is for students to learn to critically think through problems and persevere in solving them through a variety of ways. This approach strengthens their neuroplasticity and effectively prepares them for an unpredictable future. 

At the elementary level, this looks like students being introduced to basic concepts and operations in concrete, tactile ways. Students explore various methods of solving problems that require these concepts and operations. STEM is a fun and creative experience, meant to strengthen their competence and confidence in these foundational skills. 

Students in lower elementary school learn about different structures in their body in their Anatomy classes. They start with bones and muscles, then learn about joints and how those two systems work together. In their upper elementary Anatomy classes, the students re-visit the different systems they've learned about by learning about how their body is organized, cell to organism. Then, they compare this to concepts they've learned in their building classes, that cells are like blocks, tissues are like walls, etc. and how these different structures all work together to build an entire person. They even have the opportunity to create these structures using manipulatives in class which allows them to use spatial, nature, logical, and interpersonal intelligences in their class. (See photos below.)

At the junior high and high school level, students revisit these concepts and discover new ways to approach problems as they begin to handle more abstract thinking. Students’ problem solving and critical thinking skills develop as they encounter new and challenging problems that rely on their ability to make connections to their prior knowledge from elementary school. They are able to formalize processes and procedures because they can make sense of a problem, rather than because they have been taught how to mimic. Problem solving (whatever the context) becomes the emphasis.

In the 9th and 10th grade Biology classes, students have learned more in depth about what constitutes a physical versus a chemical change, concepts they were introduced to in their Junior High Physical Science class. This all led up to "Experiment Day'' where students were given several experiments to do in groups, and then through discussion with their partners decide if an experiment resulted in a physical or chemical change. After deciding, the group then had to explain why it was that change. What characteristics did they see in their results that led them to decide on their answer? This process did not allow them to just give an answer and move on, they had to defend their decision with evidence. The students were also encouraged to ask "what if'' questions and alter experiments to see what would happen. Did their alteration work? Why or why not?

As a high school math teacher at the Academy, I see the fruits of our K-12 STEM program in my high school students daily. Having taught in both the public school system, and at the Academy, I can testify to the fact that our students are more equipped to understand complex concepts, critically work through problems, and develop unique and creative solutions, than students I’ve taught in other settings. These are the kinds of relevant skills that graduates of any high school program need to be successful in navigating today’s world.