Dr. Justin Bathon drops in to STEAM Academy, which prompted a rather unscripted conversation about the state of the American High School and where it might be going, with a little intentionality and leadership. What struck me about our conversation was the way Dr. Bathon framed the STEM disciplines (plus arts of course!) into the context of deeper learning. STEM is often thrown around us a buzz acronym that most of come to know simply as Science, Technology, Engineering, and Math. While the acronym is accurate to the disciplines, often times educators see these as compartmentalized – both in the school building and in the scope of teacher responsibility. Truly eye opening is the concept of English teachers as social scientists. I found Bathon’s assertion to be accurate in my own lived experiences with project-based learning. Even my own inner vocabulary seemed to fit into this theory. For example, I don’t teach ‘units’, I host ‘experiences’. I don’t teach grammar, I host writing workshops. In my courses, we use language, instead of study or memorize it. We write for real audiences, not for the vacuum of a class grade. We write in community, not in isolation.
This podcast episode insipred me and frightened me all at once. Educators will understand what I mean by this. I am inspired that we have touched on something that sparks real learning – real growth. But I’m also frightened by the realization that we have so much to figure out. So much that we might be getting wrong. As a teacher, what can keep me up at night is missing the mark. With even one kid. I hope you’ll share this podcast with a teacher or colleague – especially anyone that might think the education system has stagnated to the point of atrophy. It hasn’t. There are many of us still there on the front lines, pouring our hearts and souls into the scientific process of fostering deep, connected learning in our students that will stick with them and serve them well.
