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—Getty

By Anne Jolly

June 17, 2014

STEM is more than just a grouping of subject areas. It is a

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movement to develop the deep mathematical and scientific
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underpinnings students need to be competitive in the 21st-century
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workforce.
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But this movement goes far beyond preparing students for specific Tweet

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investigative, and creative skills that students can use in all areas Hyper-Partisanship and Civic Education: How
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of their lives. STEM isn’t a standalone class—it’s a way to Prepared?
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intentionally incorporate different subjects across an existing
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Here’s a quick rundown of the STEM acronym: Making the Case for Video in Education
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Technology: One surprise—the STEM definition for technology includes any product made
by humans to meet a want or need. (So much for all technology being digital.) A chair is
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technology; so is a pencil. Any product kids create to solve a problem can be regarded as
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Math: The language of numbers, shapes, and quantities that seems so irrelevant to many 2. How Unexpected Interruptions Hurt Student
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3. What Makes a Great Teacher: Pedagogy or
STEM lessons often seem similar to science lessons and experiments, and in some ways, Personality?

they are. After all, genuine science experiences are hands-on and inquiry-based. But if
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you look at the basics of an “ideal” STEM lesson, you’ll see some substantial differences.
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Here are six characteristics of a great STEM lesson. I hope you’ll use these guidelines to
collaborate with other teachers and create lessons that apply technology to what students
are learning in science and math (and other subjects as well). SPONSOR INSIGHTS

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1. STEM lessons focus on real-world issues and problems. In STEM lessons,
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students address real social, economic, and environmental problems and seek solutions. Disruptive Tech Integration for Meaningful
My biggest “aha” STEM moment came when I moved to a new position and faced a class Learning
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of science students who had given up on school. I had the class identify a real-world
Hiding in Plain Sight - 7 Common Signs of
problem right there on campus, and suddenly we found ourselves head over heels in a Dyslexia in the Classroom
STEM project—before the familiar acronym had even burst onto the scene. See Real How to Support All Students with Equitable
Pathways
World STEM Problems for some suggestions for projects students might focus on.
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Dyslexia
2. STEM lessons are guided by the engineering design process. The EDP provides a
The Nonnegotiable Attributes of Effective
flexible process that takes students from identifying a problem—or a design challenge—to Feedback
creating and developing a solution. If you search for “engineering design process images” Stop cobbling together your EdTech

online, you’ll find many charts to guide you, but most have the same basic steps. In this 5 Game-Changers in Today’s Digital Learning
Platforms
process, students define problems, conduct background research, develop multiple ideas
Advancing Literacy with Large Print
for solutions, develop and create a prototype, and then test, evaluate, and redesign them.
2019 K-12 Digital Content Report
This sounds a little like the scientific method—but during the EDP, teams of students try Response to Intervention Centered on Student
their own research-based ideas, take different approaches, make mistakes, accept and Learning
Can self-efficacy impact growth for ELLs?
learn from them, and try again. Their focus is on developing solutions.
3-D Learning & Assessment for K–5 Science
3. STEM lessons immerse students in hands-on inquiry and open-ended Closing the Science Achievement Gap

exploration. In STEM lessons, the path to learning is open ended, within constraints. Successful Intervention Builds Student Success
Free Ebook: How to Implement a Coding
(Constraints generally involve things like available materials.) The students’ work is
Program in Schools
hands-on and collaborative, and decisions about solutions are student-generated. All Students Are Language Learners: The
Students communicate to share ideas and redesign their prototypes as needed. They Imagine Learning Language Advantage™
Climate Change, LGBTQ Issues, Politics & Race:
control their own ideas and design their own investigations.
Instructional Materials for Teaching Complex
Topics
4. STEM lessons involve students in productive teamwork. Helping students work
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together as a productive team is never an easy job. It becomes exponentially easier if all Paraeducators to Think Differently About
Challenging Behavior
STEM teachers at a school work together to implement teamwork, using the same
5 Resources on the Power of Interoperability
language, procedures, and expectations for students. If you want a jumpstart on building from Unified Edtech
specific student-teamwork skills, contact me and I’ll send you a draft of a student Integrate Science and ELA with Informational
Text
teamwork document.
Research Sheds New Light on the Reading
Brain
5. STEM lessons apply rigorous math and science content your students are
New campaign for UN World Teachers Day
learning. In your STEM lessons, you should purposely connect and integrate content
Shifting Mindsets: A Guide for Training
from math and science courses. Plan to collaborate with other math and/or science Paraeducators to Think Differently About
Challenging Behavior
teachers to gain insight into how course objectives can be interwoven in a given lesson.
The research: Reading Benchmark
Students can then begin to see that science and math are not isolated subjects, but work Assessments
together to solve problems. This adds relevance to their math and science learning. In Evidence-based Coaching: Key Driver(s) of
Scalable Improvement District-Wide
STEM, students also use technology in appropriate ways and design their own products
SEE MORE Insights >
(also technologies).

Best case scenario: Involve an art teacher as well. Art plays a critical role in product
design. Teams will want their products to be attractive, appealing, and marketable. When
the arts are added, the STEM acronym becomes STEAM.

6. STEM lessons allow for multiple right answers and reframe failure as a
necessary part of learning. Sometimes I designed my science labs so that all teams
would replicate the same results or verify or refute a hypothesis. Students were studying
specific science content and the whole idea was to provide insight into cause and effect by
manipulating variables.

STEM classes, by contrast, always provide opportunity for multiple right answers and
approaches. The STEM environment offers rich possibilities for creative solutions. When
designing and testing prototypes, teams may flounder and fail to solve the problem.
That’s okay. They are expected to learn from what went wrong, and try again. Failure is Director of Elementary Curriculum, Instruction
considered a positive step on the way to discovering and designing solutions. and Assessment
Hartford School District, White River Junction, Vermont

Creating STEM lessons School Psychologist

Milford Public Schools, Milford, Connecticut

So where can you find quality STEM lessons? An online search of “STEM lessons” will yield ESE Teacher
Duval County Public Schools, Jacksonville, Florida
plenty of results. A word of caution, however: Not everything that claims to be STEM is
Executive Director
actually STEM. If it doesn’t meet the criteria described above, you may want to move on. Tarrant To and Through Partnership (T3), Fort Worth,
Texas
I generally start with the following sites to jumpstart my thinking when I plan a STEM School Bus Driver
Madison Highland Prep, Phoenix, Arizona
lesson: Design Squad Nation, NASA STEM lesson, National Geographic Education,
MORE EDUCATION JOBS >>
STEMWorks, TeachEngineering, and The Air Force Collaboratory. (Please add your
own favorite sites in the comments section.)

Can’t find any lessons you like? Look at your

course objectives, come up with a real world
challenge, and write your own lesson. Check
out my blog posts Perfect Stem Lessons
and 12 Steps to Great STEM Lessons for
some “how to” ideas. You can also get a free
“starter lesson” to introduce your students to
the engineering design process by contacting
Melissa Dean. (Put “Free Launcher Request” in the subject line.)

For the ultimate resource, I invite all of you—whether or not you are STEM teachers—to
join the Center for Teaching Quality’s Collaboratory, a professional and safe virtual
network to post your ideas and questions about STEM (and other topics of interest). We’d
love to share our knowledge and experiences with you.

For those of you in the trenches, have fun creating your lessons—and thank you for being
STEM teachers.

Anne Jolly is a Virtual Community Organizer for the CTQ Collaboratory and a member of
the CTQ Thought Leaders Circle. Anne taught middle school science for 16 years in the
Mobile County Public School System and is a former Alabama State Teacher of the Year.
She is a published author and currently writes middle school STEM curriculum. Anne blogs
regularly at STEM by Design on MiddleWeb. Her Twitter handle is @ajollygal.

WEB ONLY

RELATED STORIES
"Model 'Inclusive' STEM High Schools Share Common Traits, Researchers Say," (Digital Education Blog)
April 7, 2014.
"Why Does STEM Learning Have to Be 'Real World'?," (Curriculum Matters Blog) April 2, 2014.

RELATED OPINION
"Girls and STEM," (Leadership 360 Blog) May 6, 2014.
"Three Technologies Bolstering STEM Learning," (Education Futures Blog) March 28, 2014.

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Dick Larson • 5 years ago

Please add MIT BLOSSOMS to your set of STEM lesson sites.
http://blossoms.mit.edu
△ ▽ • Reply • Share ›

Anne Jolly > Dick Larson • 5 years ago

Thanks for the lesson site, Dick. I checked it out, and it looks really useful.
For those of you who haven't checked yet, MIT BLOSSOMS lessons can
be searched by Common Core State Standards and by Next Generation
Science Standards
△ ▽ • Reply • Share ›

T Gerber • 5 years ago

Please add AAAS' Science NetLinks to your STEM lesson sites.
http://sciencenetlinks.com/
△ ▽ • Reply • Share ›

Anne Jolly > T Gerber • 5 years ago

I will certainly add Science Netlinks, T Gerber! Thanks for the reminder.
As a member of AAAS, I can't believe I left it off the first go around.
Thanks!
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BFindell • 5 years ago

A pure science lesson is a STEM lesson, as is a pure math lesson. STEM is both
the individual disciplines AND their integration.
2△ ▽ • Reply • Share ›

Anne Jolly > BFindell • 5 years ago

Interesting take on STEM. Can you clarify why you believe that a single
subject lesson or discipline qualifies as a STEM lesson, or STEM?
Thanks.
△ ▽ • Reply • Share ›

Ebasco > BFindell • 5 years ago

Simply wrong. See my comment below about puzzles and out of date
science.
△ ▽ 1 • Reply • Share ›

BFindell > BFindell • 5 years ago

Anne, At the National Science Foundation (NSF) and at universities,
STEM means the union of the disciplines, which includes any of them
individually as well as lots of interdisciplinary work. Take a look at NSF
solicitations and university Web sites.

I understand that in K-12 education there is a significant movement

toward integration, and there can be clear advantages in relevance and
engagement. But I have seen many examples of integrated STEM
lessons after which many students have little idea what science,
mathematics, technology, or engineering they were to have learned. Thus,
it is crucial that teachers spend time drawing out the key ideas in EACH of
the disciplines rather than just assuming that students saw them. But after
about grade 6 there are very few people who are sufficiently expert in all
the STEM disciplines to do this on their own, so they must collaborate--
which is good. But collaboration is hard both logistically and
interpersonally.

In K-12 we have science standards and separate mathematics standards.

For grades 7-12, universities prepare science teachers and mathematics
teachers. And in science, most teachers specialize in only one of biology,
chemistry, or physics.

If STEM in grades 7-12 does not include deep knowledge of chemistry,

biology, physics, OR math, we are missing the boat.
△ ▽ • Reply • Share ›

Anne Jolly > BFindell • 5 years ago

Excellent explanation BFindell. I do understand the lack of rigor if we
teach math and science through STEM. I am thinking of STEM as the
vehicle through which kids learn to connect and apply math and science -
the content they've learned in isolation; the point being to introduce them
to the kind of thinking they need in the workforce, along with an intentional
focus on soft skills such as teamwork, innovation, etc.
I'm not sure why we need to invent STEM if we never break down the
silos.

I really agree with your insight that it's crucial for teachers to draw out the
key concepts in each of the disciplines. As STEM curriculum improves
and understanding of what should happen in an integrated STEM
classroom becomes more defined, I hope those problems you mention
will lessen.

I agree about the collaboration aspect. It's tough. A book that can
demystify the steps to collaboration is Team to Teach. http://bit.ly/1jSj0Ig

BTW - in my view of STEM I'm obviously thinking in terms of K-12. I do

appreciate your clarification of your thinking.
△ ▽ • Reply • Share ›

BFindell > BFindell • 5 years ago

Anne, Thanks.

I suspect we mostly agree on what kinds of things will improve K-12

education. I especially agree that students should see more connections,
which requires that we break down the silos sometimes. But some
discussions of K-12 STEM education seem to require "all integration, all
the time." And I think that is a recipe for either worse achievement in
science and math, teacher burnout, or both. Sometimes, teachers will
need to focus on the science; at other times they will need to focus on the
mathematics. And it won't help to tell them that during those times they
are "not doing STEM." That is why I regularly insist that STEM includes
the individual disciplines.

Or to come at it from another angle, let's think about expertise. If a STEM

expert is to have expertise in integration across all of S, T, E, and M, then
there are precious few such experts in the world. At the other extreme,
some folks claiming to be STEM experts appear to have only surface
awareness of each of the disciplines. Not too promising, I think, if we care
about effective learning.
1△ ▽ • Reply • Share ›

John Sole • 5 years ago

Here are those 6 characteristics in action:
http://guerillaeducators.typepad.com/ge/2014/03/best-practices-design.html
△ ▽ • Reply • Share ›

Anne Jolly > John Sole • 5 years ago

What a great set of videos and student-talk! I think the project is terrific.
What really made me smile and nod was the student talk around the value
of teamwork. Yes! I hope that teachers will see what a valuable skill
productive teamwork is - valuable for class, and valuable for the
workforce. Thanks for the link.
△ ▽ • Reply • Share ›

VocabularySpell • 5 years ago

I'm intrigued by this article. I had understood STEM to be a collection of subjects
and as other people have already commented: "A pure science (or math) lesson
is a STEM lesson." Are you saying that STEM lessons are distinct from them and
need to take the approach you describe?
For younger students, there are 5E Instructional Model lessons:
http://www.science4us.com/demo/
△ ▽ • Reply • Share ›

Anne Jolly > VocabularySpell • 5 years ago

I'm suggesting that STEM lessons integrate math, science, and
technology to solve real-world problems. This allows students to build
connections between what they learn and to actually apply their learning -
and skills they learn while doing so (teamwork, innovation, creativity, etc.)
are transferable to the workforce. This is also the position of the National
Science Foundation (see http://www.nap.edu/catalog.php?
record_id=18612.) You can download this publication free as a .pdf. So -
that's my take on STEM.
△ ▽ • Reply • Share ›

Ebasco > VocabularySpell • 5 years ago

A senior biology student at a major university told me he sucked at math. I
had not the heart to tell him, "then you suck at science." We need to get
the math people to go back to the proper definition of mathematics: it is
the language of science.
△ ▽ • Reply • Share ›

R South • 5 years ago

Problem-Based Learning is a great vehicle for teaching the Engineering Design
Process while integrating multiple disciplines and technology. Hundreds of Cases
are available through Wake Forest Problem-Based Learning
www.wakeproblembasedlearning.com. Because of the shorter duration of these
Cases and small group sizes, there is more opportunity for repeated practice with
the process and collaborative involvement of all students.
Contact Rick for more information at rsouth@sergsales.com
△ ▽ • Reply • Share ›

Anne Jolly > R South • 5 years ago

PBL is, indeed, a terrific learning model. In fact, STEM (and STEAM) can
be a a nice fit as a subset of this model involving the subjects in the
acronym, and including engineering. Congrats on your great PBL program
- I took a look at it.
△ ▽ • Reply • Share ›

Ebasco > R South • 5 years ago

Problem based learning has been around for a hundred years. Google it
in free Google Books. It fails under it's own overhead, and in today's over-
crowded, full-inclusion classrooms, it is even less sustainable. And in the
end, direct instruction is more effective, except for teacher evaluations.
△ ▽ • Reply • Share ›

Guest • 5 years ago

STEM education is necessary to make a nation competetive in today's
knowledge based economy. How wealthy a nation would be depends on how
much better a nation's products are and how much demand the world has for a
nation's products.

www.edugain.com is an initiative to provide STEM education to our young

generation in a scientific way. I will urge the author to kindly review and tell the
audience about it.
△ ▽ • Reply • Share ›

Ebasco > Guest • 5 years ago

I read the article on dividing by zero. It is utterly wrong. I posted the
counter-examples. Mother Nature divides by zero all the time, from
cosmic to subatomic scales.
△ ▽ • Reply • Share ›

Ebasco • 5 years ago

I have a number of serious concerns about these "truths." But first, I am a
professional engineer with 25 years of large consulting (problem solving)
experience, two masters (physics and engineering), and 12 years
math/physics/PLTW-engineering teaching in a large urban magnet school.
1. The dependence on team problem solving is a new phenomenon of
engineering in huge firms that can afford it. Most American engineering jobs
consist of designing sewers and industrial systems. As a PE, I don't want a group
of junior engineers rethinking how to build a bridge. Use the manual, follow my
directions, and get it done as fast as possible for my review. This model you
advocate works at Microsoft and Google, but not for most real STEM jobs.
2. Math without science is silly puzzles.
3. Science without math is 400 years out of date.
4. Engineering is the science of the human built environment. It belongs in
science and as a science credit.
5. Real problem solving means act like a lawyer and defend your answer beyond
a shadow of a doubt.
6. Brainstorming doesn't work. Google the New Yorker article, and read the
Dilbert cartoons. Great method to make you look good for an evaluation. Simply
see more

△ ▽ 2 • Reply • Share ›

Steven Bentley > Ebasco • 5 years ago

Wow! Thanks for your comments.
I find your understanding of STEM teaching accurate, especially when it
comes to your area of expertise, engineering.
Regarding point 1, most students do not seem to understand the basics of
design. They need to learn by designing something. How do you teach
them the process?
Regarding points 2, 3, 4, 5, and 7, I completely agree!
Regarding point 6, brainstorming seems to be taught as a way for
students to begin to think about an issue, problem, or concept. The
students brainstorm, but don't have a solid understanding of the problem.
Do you think brainstorming would work if the students first think about the
problem, then learn about it before brainstorming ideas to resolve the
problem?
Regarding point 7, we really need many types of engineers.
Regarding point 8, why do you state that inquiry science and discovery
math don't work for gifted students? Do you think it works for other
students? I do.
Thanks,
Steven
△ ▽ • Reply • Share ›

Anne Jolly > Ebasco • 5 years ago

Interesting list! With regard to #1, many challenges society faces today
can't be addressed without innovative and creative thinking. Just following
a prewritten road map might not get us there. I think there's a real need
for problem-solving, and that the best solutions are reached when multiple
ideas and solutions are considered.
#5 - Real problem-solving occurs when the right solution for the problem
is found. Refusing to budge from a point of view isn't necessarily problem
solving. New problems calling for creative solutions arise rapidly in today's
society.
Brainstorming works to jump-start the thinking process and to create a
common pool of ideas.
I like the idea of creating more engineers - including engineers in the
fields requiring knowledge of biology chemistry.
Inquiry as a technique can produce kids who are more engaged and learn
more when it's done properly.
I do appreciate your responses - and good luck with your students. I
sense you probably have a good relationship with many of them.
△ ▽ • Reply • Share ›

Ebasco • 5 years ago

I wrote my thoughts up on this in a preliminary group of essays last March.

http://isounderstandthatnow.wordpress.com/2014/03/

I borrowed my title from a SpEd girl who gushed that statement when, as a sub
teacher, I explained that the Y-intercept was the amount of money she had in her
pocket before she started working that day.
△ ▽ • Reply • Share ›

Alex Kluge • 5 years ago

This still growing, open source, toolkit makes it easy for content authors and
teachers to create interactive models of electric charges and fields.
http://www.vizitsolutions.com/portfolio/efield/

There is even a collection of prepared visualizations that can be loaded into

existing content with just a few lines of HTML.
http://www.vizitsolutions.com/portfolio/catalog/

There is even an example of their use in a highly interactive physics lesson on

the application of Gauss's law to find the electric field for different charge
configurations.
http://www.vizitsolutions.com/portfolio/gausslaw/

So much of what we do simply takes content as it would appear on a page and

presents it in a digital form, or captures the lecture and presents it in digital form.
We can do so much more. Digital content must invite exploration, it must
encourage students to play and ignite their curiosity. Providing meaningful
interactivity plays a significant role in this. It helps transform the learner from a
passive consumer to an active, engaged learner.
△ ▽ • Reply • Share ›

Anne Jolly > Alex Kluge • 5 years ago

Those sites are impressive! I sometimes struggle to include digital
technology in a meaningful way in STEM projects. This rocks! Thanks so
much for the links to those sites. Where is the original open source
toolkit?
△ ▽ • Reply • Share ›

Alex Kluge > Alex Kluge • 5 years ago

Hello Anne,

Thank you for your kind comments. I hope you don't mind if I quote you. :)
The first link actually points to the original toolkit, but perhaps it is easier
to access the source through the copy on GitHub.
https://github.com/VizIT/efield/

I am also working on cleaning up and abstracting the code used in the

Gaussian surface lessons into a toolkit for generating more interactive
web based instruction – especially in the sciences. But that is for a later
day.
△ ▽ • Reply • Share ›

Ebasco • 5 years ago

As a physicist and engineer, I find it very difficult to interact with "science
teachers" who are on a STEM mission. When I point out that the nation doesn't
need more biologists and chemists, I step on a lot of sensitive teacher toes.
When I state that science must be mathematical, and mathematics must be
directed by science, more sensitive toes! This author is committed to STEM
education with as much fervor as the geocentric believers before the Copernican
Revolution. Wrong but so sure of themselves. I wrote, Google the New Yorker
article on brainstorming, it doesn't work.
http://www.newyorker.com/reporting/2012/01/30/120130fa_fact_lehrer?
currentPage=all
Kepner and Tregoe told NASA how to solve problems: watch carefully in Apollo
13 when the simulator astronaut solves the battery problem when lives are on the
line. Still you cling to the misconception that as a teacher and "expert" it must be
right. Reread my enumerated comments. They are certainly true. Do you
understand the laws of thermodynamics, at least conceptually? All of this truly
wrong STEM education is sending hordes of students into colleges only to
change majors when they realize they are so ill-prepared for engineering. You
are an award winning middle school science teacher. I was in dozens of middle
school classrooms this year asking the simple question, what is science? The
silence was deafening. I am an award winning math teacher with degrees in
physics and engineering. Read my blog.
△ ▽ • Reply • Share ›

Alex Kluge • 5 years ago

I noticed that the overwhelming majority of comments about the value of STEM
knowledge and education focus on the learner's eventual career. While career
impact is important, there is more to the question. Some foundational knowledge
of, and work with, STEM is important to their future as part of the decision
making process in a healthy democracy. Understanding the nature of science,
the scientific method and the importance of repeatable verification or refutation
through solid experimentation will make them less susceptible to specious claims
and more able to participate in public policy debates and decision making.
Perhaps including education policy.
△ ▽ • Reply • Share ›

Tranthi Phuongdiep • 2 years ago

thks for your article. I really read it carefully. And I want a jumpstart on building
specific student-teamwork skills. May you send me a draft of a student teamwork
document via my email: tranthiphuongdiep1989@gmail.com
I am a Vietnamese, and i am teaching Science in Vietnam.
Thank you so much.
△ ▽ • Reply • Share ›

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