Project-Based Learning (PBL) is one of the elements that make STEM excellent. When we say: “Where excellence and creativity meet,” this is what we’re talking about! PBL can look very different depending on the school you’re looking at. It ranges from being very teacher-led to very student-led. At STEM, we believe that our students need to be constantly fed good “mind food” in the form of their core classes as well as be trained on tech equipment and software. Along with this, we aim to create diligent students, which means 

STEM’s projects fall under what we call “Arcs” or Themes. These projects start off as very teacher directed, which help students build the skills they need in an effort to understand the project process. As students continue on at STEM, there is more freedom and choice in their projects. All projects involve key components that help ensure students are learning and growing through the process

• A Driving Question

• A Product that the student is designing, building, recording, etc. Students learn through the creation of their product. 

• Presentation with an Authentic Audience: Our projects are real and so too should be the audience. Civics projects will have actual Government officials in the audience that the students are speaking to. Natural Science projects would have DNR and other wildlife specialists present, etc. 

• Written Paper: Students at STEM learn how to pull from a wide range of resources, cite their work, and use their own voice within their written work. 

We feel it’s important for you to understand what products may look like. Here, we have a few examples for you to see both products as well as what went into them! 

• Example 1 (Middle School)

  • Project Title: Naturalists in Action

  • Driving Question: What is the best way to manage invasive species in Wisconsin?

  • Product(s): Students will help develop our Nature Center, creating outdoor classroom spaces that can be used and managed for years to come.

  • Description:

    • The overall goal of this project is to focus in on what invasive species are, how the interrupt ecological health of an environment, and ultimately what to do about it. To do this, students will work with Master Certified Naturalists, DNR, and UW students as they work to turn the STEM Nature Center into an environment that is suitable for learning and growing as a classroom.

    • Students will work in as a whole class, in teams, and individually to learn about the invasives that are threatening the health of the Nature Center’s ecosystem.

    • Students will work to properly clear and dispose of the invasive species as well as create a plan for an outdoor classroom space.

  • Authentic Audience: Students will be submitting their plans to the principal, science teachers, and head of facility services. Students will work with all core teachers on different aspects of this process, culminating in a presentation within the nature center itself. This presentation will also involve Governance Board and School Board members who have an active interest in this space, which is owned by the school district.

    
    

• Example 2 (Senior Capstone)

  • Project Title: Designing a Better Digital Learning Experience

  • Driving Question: How can I design a technology that allows school districts to affordably and appropriately implement synchronous learning in the classroom?

  • Product(s): Designing a new type of Swivl that allows teachers to stream classes live, while also recording voice and video. Created by a 3D printer and some other pieces of technology that are inexpensive and easy to replicate.

  • Description:

    • After going virtual in March of 2020, it became apparent that schools were not set up well to teach both in-person and online. A company called “Swivl” makes a device that allows teachers to hook up an iPad and use a microphone/remote to follow them around the room and record/stream the lesson. These are exceptionally expensive devices.

    • The challenge is to create a device that does something similar to a Swivl, but at a fraction of the cost.

    • The student may also patent the device after it is created.

  • Authentic Audience: The student-creator of the device will live stream their presentation, using their recording device, to school and district administrators as they showcase what it took to design and build this device and how it may be useful to the school in the future at a much lower cost than with other options.

  • Other Elements: Within this Senior Capstone Project, the student was also taking classes at Moraine Park Technical College and was involved in a Youth Apprenticeship working with AutoCAD software