STEAM STEAM GLOSSARY

MINDED
In December 2017, Governor Jim Justice issued a proclamation instructing the West Virginia
Department of Education (WVDE) to establish the West Virginia Advisory Council for a Comprehensive
Approach to STEM Education. The Advisory Council’s purpose is to ensure STEM work across the state
is coordinated, connected, and inclusive. In February 2018, WVDE convened a joint meeting of the
Advisory Council workgroups to build a shared understanding of the vision, mission, and goals; refine
workgroup activities and outputs; and develop work plans to achieve goals. In May 2019, the Advisory
Council workgroups completed their work, and submitted a report to WVDE detailing recommendations
to promote STEM in West Virginia. This STEAM Glossary was developed by the Advisory Council to
clarify common language around STEM in WV.

A
Asynchronous Learning – A general term used to describe forms of education, instruction, and
learning that do not occur in the same place or at the same time. The term is most commonly applied
to various forms of digital and online learning in which students learn from instruction—such as
prerecorded video lessons or game–based learning tasks that students complete on their own—that is
not being delivered in person or in real time. Yet asynchronous learning may also encompass a wide
variety of instructional interactions, including email exchanges between teachers, online discussion
boards, and course–management systems that organize instructional materials and correspondence,
among many other possible variations.

It should be noted that the term asynchronous learning is typically applied to teacher–student or
peer–to–peer learning interactions that are happening in different locations or at different times,
rather than to online learning experiences that do not involve an instructor, colleague, or peer.
For example, the popular language–learning software Rosetta Stone is often purchased and used
by individuals who want to acquire new language skills, but it is also increasingly used by world–
language teachers in schools. When teachers use the software as an instructional tool to enhance
language acquisition or diagnose learning weaknesses, this process would typically be considered a
form of asynchronous learning. If someone uses the software on their own—i.e., without additional
instruction or support from a teacher, and not as an extension of a formal course—it would likely not
be considered asynchronous learning.
B
Blended Learning – A combination of different modes of learning. Blended learning is often used to
refer specifically to combination courses that use both in–classroom and online distance learning
techniques.

C
Coaching – The act of teaching and directing through advice and encouragement. A coach is most
traditionally recognized in areas of sports, but motivational and inspirational coaches emerged during
the 20th century.

Coding – Coding refers to creating computer programming code. In a more general sense, the word
coding is used to refer to assigning a code or classification to something.

Collaboration – The ability to work effectively with diverse teams; be helpful and make necessary
compromises to accomplish a common goal.

Collaborative Learning – A term covering many different approaches to education, all of which use
joint effort between groups of students, or students and their instructors. Related to cooperative
learning, collaborative learning can include group projects and collaborative writing, among other
tasks.

Complex Question – An open–ended question that promotes higher–order thinking skills and requires
students to synthesize information from multiple sources.

Computational Thinking – A problem solving process that includes (but is not limited to) the following
characteristics:
» formulating problems in a way that enables us to use a computer and other tools to help solve them;
» logically organizing and analyzing data;
» representing data through abstractions such as models and simulations.
» automating solutions through algorithmic thinking;
» identifying, analyzing, and implementing possible solutions with the goal of achieving the most
efficient combination of steps and resources; and
» generalizing and transferring this problem–solving process to a wide variety of problems.

Computer Science – Computer science is the study of both computer hardware and software design.
It encompasses both the study of theoretical algorithms and the practical problems involved in
implementing them through computer hardware and software. The study of computer science has
many branches, including artificial intelligence, software engineering, programming, and computer
graphics. The need for computer science as a discipline has grown as computers become more
integrated into our day–to–day lives and technology continues to advance.
Computer Literacy – The terminology and range of skills required to successfully use computers and
other devices associated with computers.

Cooperative Learning – A switch from more traditional, curriculum–focused methods of education.

Cooperative learning environments support students learning, both as self and within the group.

Creative Thinking or Ideas – The ability or power used to produce original thoughts and ideas based
upon reasoning and judgement.

Critical Thinking – The ability to acquire information, analyze and evaluate it, and reach a conclusion
or answer by using logic and reasoning skills.

D
Design Thinking – is a process for creative problem solving, with a human–centered core. This ideology
encourages users to focus on the people they are creating a solution for, which leads to better
products, services, and processes. Design thinking encourages users to pull together what’s desirable
from a human standpoint with what is economically viable and technologically feasible.

Differentiated Instruction – Differentiated instruction is a teacher’s response to learners’ needs

including respectful tasks, flexible grouping and ongoing assessment. Teachers can differentiate
content, process or product based on students’ readiness, interests and learning profiles. A process
of designing lesson plans that meets the needs of the range of learners; such planning includes
learning objectives, grouping practices, teaching methods, varied assignments and varied materials
chosen based on student skill levels and learning preferences. Differentiated instruction focuses on
instructional strategies, instructional groupings and use of an array of materials.

Digital Citizen – A person who uses technology and the Internet effectively and responsibly.

Digital Etiquette – The conventional rules or personal behaviors pertaining to courteous online
practices.

Digital Literacy – the ability to use information and communication technologies to find, evaluate,
create, and communicate information, requiring both cognitive and technical skill.

Divergent Thinking – Thinking that moves in diverging directions so as to involve a variety of aspects
and which sometime leads to novel ideas and solutions.
E
Education Reform – A movement or plan that brings or attempts to bring an entire change of the
system of educational theory and practice across society or community lines.

Educational Technology – Using multimedia technologies or audiovisual aids as a tool to enhance the
teaching and learning process.

E-learning – Computer and communications technology facilitated to enhance learning. E–learning can
be utilized through home computers, software, television, and mobile technology such as tablets and
smart phones. Communications technology uses email, internet access, online discussion forums and
team learning systems for students and teachers to communicate.

Electronic Portfolio – Primarily known as a digital or e–portfolio, an electronic portfolio is a

portfolio found on electronic media and services in an educational context. It is a record of personal
information, primarily including proof of knowledge and capability.

Engagement – How a student does or does not feel toward learning and his or her learning
environment.

Evidence – Facts, figures, details, quotations or other sources of data and information that provide
support for claims or an analysis that can be evaluated by others; should appear in a form and
be derived from a source widely accepted as appropriate to a particular discipline, as in details or
quotations from a text in the study of literature and experimental results in the study of science.

Experiential Education – Better known as learning by doing or hands–on learning, experiential

education is the process of engaging students actively in an experience with benefits and
consequences in an authentic manner. Students discover and experiment in a hands–on environment,
allowing them to gather the knowledge personally rather than simply through hearing or reading the
experiences of others. Experiential education allows students to develop new attitudes and skills by
reflecting on their experiences afterward, which can facilitate new theories and ways of thinking about
problems. The process of experimental education highly relates to constructivist learning theory.

H
Higher Order Thinking Skills – Higher order thinking skills include critical, logical, reflective,
metacognitive, and creative thinking. They are activated when individuals encounter unfamiliar
problems, uncertainties, questions, or dilemmas.
I
Individualized Instruction – The instructional method where instructional materials, media, content
and learning pace are solely based on the individual learner’s interests and abilities.

Innovation – An improvement of existing technological product, system, or method of doing

something.

Inquiry Education – Also known as inquiry method, inquiry education is centered on students. It is a
method of education that is focused on asking questions: students that have meaningful questions
are encouraged to ask them, especially if they do not have an easy answer. During the questioning
time, teachers are encouraged to stay as silent as possible, facilitating more questions rather than
giving answers.

Instructional Design – Also referred to as instructional systems design, instructional design is an

analytic process of developing instruction and analyzing learning needs. Designers frequently use
instructional technology to develop instruction. Design models usually require a specific method that,
when followed, transfer skills, attitude, and knowledge to students.

Instructional Leadership – The behaviors and actions of individuals or groups within the educational
field, characterized by skill and knowledge in curriculum and instructional methodology. This includes
resources to meet a school’s mission, one–on–one communication, communication in both small and
large groups, and an established clear, articulated vision for the institution.

Instructional Technology – Created as a response to labor shortage problems in the United States
during WWII. The need of skilled labor workers to fill factories was a definite need, and instructional
technology created a manner of training workers efficiently.

Integrated Curriculum – Content and activities are presented in an interdisciplinary approach

connecting STEM subjects together for the benefit of modeling for the teachers how STEM teaching
and learning is different from the traditional areas of science, technology engineering and
mathematics. Furthermore the activities will be models of those which can be transferred into the
classroom and are grade appropriate for the target audience.

Integrated Learning – The theory that describes movement to integration of lessons that will assist
students in cross–curricula connections. It is a concept in higher education and is different from the
“integrated curriculum” movement in elementary and secondary schools.
L
Lesson Seed – Ideas that can be used to build a lesson. They are designed to generate evidence of
student understanding and to give teachers ideas for developing their own activities. Lesson seeds are
not meant to be all–inclusive, nor are they substitutes for instruction.

Lifelong Learning – A philosophy that is summed by the concept believing that it is “never too soon or
too late for learning.” The concept seeks to provide people with opportunities for learning throughout
life and in various contexts, whether it be in school, at work, or through recreational activity.

Lifelong Education – Pedagogical form frequently attained through e–learning, continuing education,
and correspondence courses. It can also include postgraduate programs for improving skill sets and
work retraining. It shares similar goals with internal training at corporations.

M
Makerspace – An area in a school or community where a maker mentality is encouraged. This
could be a stand–alone classroom, or it could be a small space integrated into a general classroom.
Makerspaces are stocked with tools needed for maker’s projects, which can include 3–D printers, shop
tools such as a band saw, or low–tech supplies like glue and cardboard.

Mastery Learning – The instructional method that holds the presumption all children are capable of
learning, provided they have the appropriate conditions. It is a method in which students that have
not advanced to a particular objective will stay in place until they can demonstrate the proficiency to
move on.

Mentoring – The transmission of knowledge in a subject area by a more experienced person to an

individual who has less experience, through the enabling of a more comprehensive understanding of
the subject content, and by providing guidance and support.

Metacognition – Is defined as “cognition about cognition,” or “knowing about knowing.” It can take
many forms; it includes knowledge about when and how to use particular strategies for learning or for
problem solving.

Model – A detailed visual, mathematical, or three–dimensional representation in detail of an object or

design, often smaller than the original. A model is often used to test ideas, make changes to a design,
and to learn more about what would happen to a similar, real object.
O
Outdoor Education (aka adventure education) – Commonly refers to organized learning experiences
that occur outdoors, often involving residential or journey–based experiences where students can
participate in different challenges including group games, hiking, and canoeing. Outdoor education
uses the theories and philosophies put forth in experiential education.

P
Pedagogy – The art and science of teaching, from the Greek paidagogos. The Latin for pedagogy is
education, and is much more widely used, though they are interchangeable.

Primary Source – An original or direct source of information characterized as informational text.

Problem Finding – Discovery of problems. Part of the process that also includes problem shaping
and solving. Requires insight and intellectual vision, involving creativity application, into finding the
missing piece.

Problem Shaping – Revisiting and revising questions to begin or continue the process of finding a
solution. Part of a larger process including problem finding and solving. Often involves critical thinking
applications.

Problem Solving – A part of thinking, problem solving happens when a system cannot proceed from
one state to its desired goal. Part of the process that includes problem finding and shaping.

Problem-Based Learning (PBL) – A concept of active learning, currently being adapted for primary
through secondary education. Defining characteristics of PBL include being driven by open–ended
problems, collaborative working in small groups, and the use of facilitators rather than teachers.

Procedural Knowledge (aka know–how) – The direct knowledge of how to perform a task. This differs
from other forms of knowledge as it can apply to a task directly, rather than propositional knowledge
in problem solving.

Process-Oriented Experiences – Activities in which students participate that require thinking,

communicating, organizing, interacting, making decisions and solving problems, individually and in
groups.

Product – A tangible artifact produced by means of either human or mechanical work, or by biological
or chemical processes.

Professional Learning Communities (PLC) – A collegial group of educators who are united in their
commitment to student learning. They share a vision, work and learn collaboratively and visit and
review other classrooms.
Project Manager – A person who plans and organizes the resources necessary to complete a project.

Prototype – A full–scale working model used to test a design concept by making actual observations
and necessary adjustments.

Portfolio – A collection of various samples of a student’s work throughout the school year that can
include writing samples, examples of math problems, products created from projects, and results of
science experiments.

Q
Qualitative – Of, relating to, or involving measurement of quality or kind without extensive
mathematical analysis.

Quantitative – Relating to, or expressible in terms of quantity.

R
Researchable Question – A clear and concise question that has a means of which to be answered
through investigation. Researchable questions include questions that aid in specifying and prioritizing
requirements and/or constraints of a problem or challenge.

Rubric – Refers to a grading or scoring tool. A rubric is a tool that lists the criteria to be met in
an assignment. A rubric also describes levels of quality for each of the criteria. These levels of
performance may be written as different ratings (e.g., Excellent, Good, and Needs Improvement) or as
numerical scores (e.g. 4, 3, 2, 1).

S
Secondary Source – Information on a topic written by someone who did not participate or experience
the topic first–hand

Self–directed – Monitoring one’s own understanding and learning needs; demonstrating initiative to
advance professional skill levels; defining, prioritizing and completing tasks without direct oversight.

Service Learning – The method of combining academic curriculum with meaningful community
service. Specifically, service learning integrates instruction and reflection with meaningful community
service to teach civic responsibility, facilitate lifelong civic engagement, and enrich learning
experiences, in addition to strengthening communities in which service learning occurs.
Simulated Workplace – is the creation of an educational environment that empowers students
and changes the culture of a traditional CTE classrooms into student–led companies that emulate
the future workplace of its participants. Students are presented with opportunities to master both
technical and soft skills and earn industry–recognized credentials while taking on leadership roles
that enhance a student’s ability to not only acquire but to sustain gainful employment.

Spatial Thinking – Thinking that finds meaning in the shape, size, orientation, location, direction or
trajectory, of objects, processes or phenomena, or the relative positions in space of multiple objects,
processes or phenomena. Spatial thinking uses the properties of space as a vehicle for structuring
problems, for finding answers, and for expressing solutions (National Research Council, 2006).

STEAM – An acronym for the transdisciplinary integration of the five disciplines of Science, Technology,
Engineering, the Arts, and Mathematics. STEAM education places a priority on the study of science and
math with purposeful integration of technology, the arts, and the engineering design process. STEAM
education is an opportunity for students to collaboratively solve engaging and relevant problems
using innovation and creativity. The engineering design process allows students to identify problems,
design possible solutions, test and evaluate those solutions until the best solution is discovered.
STEAM in the classroom engages students in real–world situations and allows students to experience
solution– finding for problems that are relevant to the world in which they live.

STEAM Centric – The development or modification of units, lessons, or activities to reflect the
definition of STEAM education.

STEAM Education – STEAM education places a priority on the study of science and math with
purposeful integration of technology, the arts, and the engineering design process. STEAM education is
an opportunity for students to collaboratively solve engaging and relevant problems using innovation
and creativity. The engineering design process allows students to identify problems, design possible
solutions, test and evaluate those solutions until the best solution is discovered. STEAM in the
classroom engages students in real–world situations and allows students to experience solution–
finding for problems that are relevant to the world in which they live.

STEAM Proficient Students – STEAM-proficient students are able to answer complex questions,
investigate global issues, and develop solutions for challenges and real–world problems while
applying the rigor of science, technology, engineering, the arts, and mathematics content. STEAM
proficient students are logical thinkers who are technologically, scientifically, and mathematically
literate.

STEAM Team – A group of people with a full set of complementary skills required to complete a task,
job, or project. Team members
» operate with a high degree of interdependence,
» share authority and responsibility for self–management,
» are accountable for the collective performance, and
» work toward a common goal and shared reward(s).
Subject Matter Expert – A professional who has acquired knowledge and skills through study and
practice over the years, in a particular field or subject, to the extent that his or her opinion may be
helpful in fact finding, problem solving, or understanding of a situation.

T
Technical Audiences – Audience consisting of practitioners in the field of engineering, technology,
design, business, and other workforce–related disciplines.

Technological Tool – A device used by humans to complete a task. These tools may include rulers,
protractors, computer software, CAD programs, etc.

Technology Literacy – The ability to use, manage, understand and assess technology.

Thematic Units – A unit of study that has lessons focused on a specific topic, sometimes covering all
core subject areas. It is often used as an alternative approach to teaching history or social studies
chronologically.

Transdisciplinary – In the transdisciplinary approach to integration, teachers organize curriculum

around student questions and concerns. Students develop life skills as they apply interdisciplinary
and disciplinary skills in a real–life context. Two routes lead to transdisciplinary integration: project–
based learning and negotiating the curriculum.

V
Virtual Schools – Accredited schools that teach a full–time (or nearly full–time) course of instruction,
primarily or entirely over the Internet, designed to lead to a degree.

W
Work–Based Learning – Education opportunities that reinforce core curriculum subjects through
internships, apprenticeships, or other programs that place the student in an authentic work
environment.