Elizabeth Forward School District

I remember a high school principal challenging me one day when I told him you can “teach creativity.” He didn’t believe me. In the last ten years educators have realized that you can both teach and assess creativity. Two Pittsburgh educators, Melissa Unger and Anna V. Blake, have captured their personal findings in their new book, Capturing Creativity, to share with fellow educators, parents and higher education programs 20 easy ways to bring low-tech STEAM into the classroom.

I’ve been quite fortunate to see some of the work done by Melissa Unger in person. We began working together ten years as part of grant through the Grable Foundation. I served as a consultant for the South Fayette School District. Melissa was hired by the South Fayette School District to work with students in three environments – urban (Manchester Academic Charter School), suburban (South Fayette), and rural (Fort Cherry) – to deliver a program around computational thinking, Habits of Mind, and project-based learning. The program had been conceptualized by Aileen Owens and the administrative team for the South Fayette School District and now the challenge was to see how this approach could impact a diverse group of students in very different environments. Needless to say the program proved quite successful and Melissa carried on her work becoming an elementary STEAM teacher for South Fayette.

For seven years I joined the South Fayette team to expand the impact of the program to other schools and educators through a Summer Institute. In my role I helped to document the workshops through photographs and to evaluate the success of the program through surveys. My greatest fun was always visiting Melissa’s class. It was obvious that teachers were enjoying themselves. You could see it in the faces of the teachers. They were collaborating in ways many of them had not experienced since they were children. When we looked at the ratings, Melissa always had 100% success. Every educator who participated found something that they could take back to their classroom and use successfully. I know this was the case, since we did follow-up surveys to determine how people were able to use what they learned.

I can guarantee that you too will have the same kind of success as the educators and students who have worked with both Melissa and Anna. Like South Fayette, the Elizabeth Forward South District has become a national leader in Maker Education. Anna is one of the keys for the school district’s success. I also had many chances to visit Elizabeth Forward over the past ten years and observe teachers and kids working together to creatively solve problems.

What connects Anna and Melissa is a framework that was developed by Harvard University, Agency by Design (AbD). In the Prologue to the book, Peter Wardrip and Jeff Evancho, share the framework and the key values for the project:

Curiosity
Collaboration
Problem-solving
Persistence
Creativity

In everything I’ve observed Anna and Melissa successfully address these values. Today Anna and Melissa continue to work with the Agency by Design team. They are some of the educators who have had great success developing a STEAM program that works and makes an impact on all students. AbD has added an element of research looking at that question that was thrown at me years ago: how do you know that you are making a difference for learners? How do you assess creativity?

During the recent COVID period when so many schools struggled with hands-on activities for kids, Anna and Melissa took their ideas and created a virtual program, “Pittsburgh STEAM Station.” They invited other educators to join them. Today they have a free resource that includes great lessons from 26 educators representing 19 different schools and districts.

The book is divided into chapters with interviews of fellow educators. The chapter on Curiosity includes one of my colleagues from my days as the Coordinator of Educational Technology for the Fox Chapel Area School District, Stan Strzempek. Stan is a great example of how Maker education has transformed educators. Stan took a traditional computer classroom and redesigned it as a Maker space, the Collaboratory. Stan, like Melissa and Anna, uses commonly found objects. Two of his successful projects are in the book, a parachute design challenge (pp 45-46) and a bubble wand activity (pp 47-48).

In their book Anna and Melissa have not only provided simple and successful examples of STEAM projects, they have outlined the materials you need, the steps to follow, extension activities, and a QR code to the STEAM Station episode that provides a visual representation of the lesson. This is definitely one book that educators, parents, and higher education professionals working with pre-service teachers will want to add to their library.

Why Real World Learning (RWL)? The key is found in the Glossary of Educational Reform, “Real–world learning refers to education that is focused on connecting what students are taught in school to real-world issues, problems, and challenges.”

When we start with a real world issue we’re providing a context or connection. Educational research indicates that deeper engagements occur when learners see a relationship or connection to what they are researching, studying, or investigating. When you add an “inter” or multidisciplinary approach, then you create another level of connection.

In my work with learning institutions in the Western Pennsylvania area I’ve observed several great examples of where students and staff are engaged in RWL. In this article I’ll highlight two elements:

Students as agents of social change and creative producers
Regional Opportunities

Students as agent of social change and creative producer

The Avonworth School District has developed over the years a number of projects that challenge not just a select group of students, but all students at a grade level to solve a real world problem that relates to the school community. According to Jason Smith, the 8th grade Civics Teacher, “After a recent class discussion around racism and discrimination in the country, students took an anonymous survey which showed that 76% of 8th grade students believed that our country was more ‘divided’ than ‘united.’ After brainstorming times and places where the country, their community or town felt ‘united,’ students and teachers cited sporting events and fundraisers as examples.” The students then took the idea a step further and decided to develop a 5K run that would raise money for an Avonworth family that had lost their home and daughter to a recent fire.

The students were divided into teams that included: Promotions, Public Relations, Design, Registration, and Sponsorship. What makes this project more real world and more challenging is the fact that it was not just one Civics class, but all six classes that Jason Smith taught. The students shared, for instance, lists of sponsors, and each team had an alphabetical range of names to contact. In order to promote the event each class had to design a website and then a team of experts selected the best website for the project.

When I observed students working on the project everyone was engaged and collaborating with their peers. This project demonstrated how every student can be an agent for social change and contribute creative products to a common effort.

Another Avonworth project that has engaged students for five years now is the high school Galleries Project. In this case students work hand-in-hand with art professionals from four partnering museums – Carnegie Museum of Art, The Warhol, Mattress Factory, and the Children’s Museum of Pittsburgh. The organizations serve as mentors for students throughout the school year. The students select a project and then product artifacts that reflect the characteristics and mediums of the partnering museums. Last year according to Assistant Superintendent, Ken Lockett, the students wanted to address the question, “Who do we value?” So the students decided to change the way valedictorians were recognized as part of a series of photographs in one of the hallways. The students tapped into an Andy Warhol style of silk screen printing. Instead of traditional photographs, each valedictorian looked like an Andy Warhol poster shimmering with bright colors.

According to Ken Lockette, “The students are working on body images with the Warhol team – trying to get their peers to look up to an ideal.”

Avonworth realizes that the power of these real world learning projects. The school district is now connecting with other schools to expose a larger number of learners to the power of real world learning.

Just down the Interstate from Avonworth, students at the South Fayette School District are working on a variety of real world learning projects. In an interview with Aileen Owens, the Director of Technology and Innovation, we discussed a middle school program focusing on sustainable systems, “Seeds of Change,” and a high school set of projects revolving around Student Innovation.

Like Avonworth South Fayette has all of its 8th grade students working on a community-focused challenge. Each team of students has come up with a concept to address the question: how do we build a sustainable community? Students have used Human-Centered Design strategies to identify stakeholders, key issues, milestones, and possible solutions. One group is focusing on a living wall that can be incorporated into a classroom. Another team is investigating aquaponics. Another group of learners are examining solar panels and composting.

In each case the students are engaged in a real world challenge that allows them to be creative producers with an engagement with either their class, school, or community.

At the high school level South Fayette students are tackling innovative solutions to real world problems. South Fayette did not have a curriculum in place to teach Python. A student-led team worked with a Carnegie Mellon University graduate student and an engineer from Google to develop an after-school program and then turn this into a curriculum for classroom use. Next year all 8th grade students will take the Python course developed by their high school peers.

Four years ago a team of students at South Fayette worked with Amanda Gunawardena, a computer scientist at Carnegie Mellon and Princeton, to create MyEduDecks. Over time new student teams have modified the program creating new iterations. As part of the project students conduct research and then share their findings at professional conferences. The students have presented their findings at conferences at Pepperdine University, Microsoft Research, and Brown University. The student findings are professionally published by Springer, a national publisher. According to Aileen Owens, “The most difficult thing is creating the research project and understanding what the data means.” What could be a more real-world problem?

As part of a middle school program around App Development students had to come up with solutions for community problems. One team of students about four years ago discovered from bus drivers that there was a problem with kids getting on the wrong bus. The original team developed “BusBudE” and today student app developers continue to provide new updates to the software. In the latest iteration the students are working on a version that can be shared with other school districts and a training module so other districts can link the software to their busing schedule. The student app team is also working on materials for parents so the parents understand what the data means.

Bringing the real world doesn’t stop at the end of the school year at South Fayette. Students work on the STEAM Innovation Summer Institute for educators. Students serve as tech coordinators as well as student assistants and teachers. Yes, the students who developed the Python course last summer trained teachers in the use of Python. While the students are the creative producers, the teachers need to understand their role as facilitators and mentors.

Regional Opportunities

Through the efforts of schools like Avonworth, South Fayette, and Elizabeth Forward, educators around the region and across the country can learn more about integrating the arts into Project-based Learning and Human Centered Design, STEAM, or FAB learning. Starting in June and continuing through July there are opportunities at each of the schools I’ve listed. In addition, this year Pittsburgh is hosting the Schools that Can National Forum from May 10-11.

Schools that Can (STC) Forum is an annual, public conference focused on a common theme. Sessions are led and attended by top urban educators from STC schools, innovative educational organizations, thought leaders, industry, and community partners. This year’s theme is: Real World Learning for the 21st Century. On the first day of the conference participants will have a chance to visit examples of projects representing the range of K-12 activities. Sites include Pittsburgh: Allegheny Traditional School, Manchester Craftsman’s Guild, Drew Mathieson Center, and City Charter High School. At each site students will share their “real world” experiences. On the second day the event will move to the University of Pittsburgh where panels of experts will share best practices around Real World Learning.

The Elizabeth Forward School District will host from June 15 to 18 a FAB Institute. Elizabeth Forward is opening its doors to any educator interested in creating or improving their own FAB or Fabrication Lab. Participants will learn real world skills such as: computer-aided design, embedded programming, 3D scanning and printing, and much more for implementation at elementary, middle, and high school levels. Apply online at Pittsburgh FAB Institute.

From June 14-25 the South Fayette School District will host its STEAM Innovation Summer Institute. Sessions for educators working in the K-20 arena (in school and out-of-school) range from one to four days. Topics include: Making for Young Children, Creating Sustainable Mindsets, Computational Thinking, Entrepreneurship, App Development, Robotics, and 3D Modeling for Young Children. This year the program also introduces two new workshops that focus on bringing real world projects into the classroom: Professional Development for Authentic PBL School to Business Partnerships and Teachers in the Workplace.

Last year the Avonworth School District partnered with the LUMA Institute and the Center for the Arts to develop Studio A, a 3 day workshop that integrates the Arts into Project-based Learning (PBL) using Human Centered Design. This summer Avonworth will roll out the second round of Studio A training from July 11 to July 13. Participants will learn new tools in design thinking and the arts to workshop ideas for developing authentic, real world PBL units. Teachers will build skills and knowledge to develop interdisciplinary, project-based lessons/units to engage students in meaningful learning and in applying 21st century skills.