Cognia Standard 1 & 4
School provides equitable opportunities for students to engage in high quality STEM learning. School has established a shared vision for STEM and has leadership structures to support effective implementation CCSD Standard 1.1 Establishing STEAM culture of learning that is evident throughout the school |
STEAM Culture can be heard, seen, and felt throughout Mabry.
Mabry's master schedule creates an opportunity for ALL students to participate in a STEM Lit class where students engage in the STEAM lessons collaboratively built by Mabry's STEAM team as well as social-emotional education through SecondStep curriculum.
The Mabry STEAM Team developed a STEAM toolbox to assist teachers in successfully implementing STEAM lessons.
STEAM instruction integrates multiple STEAM disciplines, standards, and vocabulary including fine arts (music, dance, theatre, and visual arts), math, and/or science.
Cognia Standard 12
School provides high quality STEM courses and curriculum aligned to recognized standards and organized into interdisciplinary frameworks
CCSD Standard 1.3
Mabry engages in proactive strategies to recruit and support engagement from students traditionally under-represented in STEM/Fine Arts related fields
School provides high quality STEM courses and curriculum aligned to recognized standards and organized into interdisciplinary frameworks
CCSD Standard 1.3
Mabry engages in proactive strategies to recruit and support engagement from students traditionally under-represented in STEM/Fine Arts related fields
Class offerings and learning tasks promote awareness and provide access to STEM/Fine Arts professionals often under-represented in STEM/Fine Arts Fields including Fine Arts Classes (Visual Arts, Band, Orchestra, Chorus, and Media Arts - NEW!), Project Lead the Way, and Science Enrichment Academy.
Students are exposed to different STEAM related careers through morning Broadcast, Historical Month Displays, and the STEM Lit Passion Project
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Cognia Standard 7 & 8
Learners are confronted with complex problems/projects which require them to think in divergent ways and apply the knowledge and skills they have acquired.
Students engage in self-directed STEM learning guided by educators who are effective facilitators of learning
CCSD Standard 1.4
STEAM educators serve as facilitators who provide guidance and support of rigorous student-centered learning experiences
Learners are confronted with complex problems/projects which require them to think in divergent ways and apply the knowledge and skills they have acquired.
Students engage in self-directed STEM learning guided by educators who are effective facilitators of learning
CCSD Standard 1.4
STEAM educators serve as facilitators who provide guidance and support of rigorous student-centered learning experiences
Mabry educators serve as a facilitator of learning
"STEAM and problem-based learning are based on the principle of learning-by-doing, a powerful and memorable way to learn" (Hackathorn et al., 2011). A facilitator is the person who assists a group of people in grasping at their common targets and in achieving them without intervention on his/her behalf. Our teachers are facilitators who grant learners space to curiously explore, to originally create, to think deeply, and to effectively collaborate.
"STEAM and problem-based learning are based on the principle of learning-by-doing, a powerful and memorable way to learn" (Hackathorn et al., 2011). A facilitator is the person who assists a group of people in grasping at their common targets and in achieving them without intervention on his/her behalf. Our teachers are facilitators who grant learners space to curiously explore, to originally create, to think deeply, and to effectively collaborate.
Learners are confronted with complex problems/projects which require them to think in complex ways and apply the knowledge and skills they have acquired