HOW DO WE DO THIS?

Our goal is to generate innovative, illustrating examples that guide the system towards the development of a new approach that promotes the creation of key skills and abilities that students will need to live and work in the XXI century.

We believe the STEAM approach has the potential to level the playing field and allow the educational system to offer greater inclusion and better chances for children and teens.

In order to achieve this, we focus all of our creativity and effort on developing a proposal with the potential of becoming an educational public policy for the entire country.

AS AN ANSWER

The strategy behind the strengthening of STEAM is mainly focused on implementing an effective model (proven, with evidence of its impact) that can streamline the development of STEAM (Science, Technology, Engineering, Art and Mathematics) skills and abilities that promote creative and innovative capacities among youngsters.

FACILITATES KNOWLEDGE INTEGRATION

Knowledge must be approached holistically, promoting interactions between the sciences, creativity, engineering and art, as well as different views and approaches to relevant, complex problems our youth have to face.

PROMOTES HANDS-ON LEARNING AND LEARNING TO DO

Learning by doing, hands-on learning focused on students and project-based learning are very important methods and approaches to guarantee learning experiences that place students front and center and allow them to participate actively.

USES TECHNOLOGY FOR CREATIVE PURPOSES

In the XXI century, the use of technology, devices and programs requires more and more innovative and creative outlooks. Models and activities are promoted that focus not on the use of technology itself, but instead on its applicability and the impacts it can have on different aspects of daily life.

DEVELOPS DEEP THINKING

Deep thinking is the ability to approach issues relevant to the daily reality of one’s own environment and the world’s, in a critical, profound and reflective manner. We propose that these issues should also be linked to real solutions that have a positive impact on society.

DESIGNS AND ADAPTS TRANSFORMATIVE SPACES

Learning takes place inside and outside the classroom, and for this reason, learning spaces are designed physically and architecturally to facilitate the development of activities that are creative, engaging, exploratory, inquisitive and based on trial and error. Makerspaces for creation and collaboration are encouraged, such as museums, libraries, schools and community centers, among other organizations and/or institutions.

THE PRINCIPLES OF
HOW WE DO THINGS

1
Incorporating new hands-on methods and practices, in and outside of the classroom.
2
Implementing makerspaces that integrate science, engineering, mathematics and art/creativity in a practical way.
3
Promoting a network of scientific, educational and cultural establishments and organizations that boost employability and vocational counseling in STEAM-related careers for both men and women.

In order to achieve our goals, we have initially identified the model conceived by NuVu, a pioneering United States organization that has managed to have an impact on the changes pursued by STEAM methodologies.

THE NuVu EXPERIENCE
A TRANSFORMATIVE
MODEL

NuVu is a full-time innovation school for middle and high school students. They believe that creativity is a core part of a child’s learning. Fueled by creativity, students have the capacity to address large-scale problems and create solutions that have an impact in the world.

Derived from “New View,” NuVu is a school where students explore real-world topics, both locally and globally, and create new views of the world. Students learn how to use the design process to solve complex challenges using creativity, critical thinking and collaboration.

NuVu’s proposal is based on:

NO COURSES

Instead, they have “studios”. Around 12 students work closely with their 2 Coaches on solving big (and small) open-ended problems.

NO SUBJECTS

Instead, everything is fused together. Students find themselves moving between a studio that requires them to design a telepresence robot to another that requires them to re-imagine Boston with a cable car system.

NO CLASSROOM

Instead, they have an open space that changes all the time to adapt to the needs of every studio.

NO ONE-HOUR SCHEDULE

Instead, students spend two weeks from 9am-3pm solving one problem.

NO GRADES

Instead, they have portfolios that document students’s design decisions and show their final products.