GREAT BAY--The Division of Educational Innovation of the Ministry of Education, Culture, Youth and Sport has completed a three-day STEM to STEAM Teacher Training Workshop aimed at strengthening innovative, interdisciplinary and student-centered teaching practices within St. Maarten’s schools.
The professional development workshop brought together educators from public and government-subsidized Preparatory Secondary Vocational Education, PSVE, schools and was facilitated by Dr. Delroy Pierre.
The training focused on helping educators move from the traditional STEM approach of Science, Technology, Engineering and Mathematics toward STEAM, which incorporates the Arts as an important component of creativity, design, communication and problem-solving.
Over the three days, educators examined how STEAM can move learning beyond teaching individual subjects in isolation. Instead, participants explored how different disciplines can be connected around real-world problems, inquiry and project-based learning.
The workshop emphasized creativity, critical thinking, collaboration, Creative Problem Solving, explicit instruction, process-based assessment and the effective use of rubrics. These approaches are intended to give students greater opportunities to apply knowledge rather than simply learn concepts within separate subject areas.
One of the practical highlights was a popsicle-stick bridge challenge in which educators were required to design and construct a bridge using no more than 100 popsicle sticks and glue.
Each structure had to span 30 centimeters and withstand increasing force. Once completed, the bridges were tested using heavy dictionaries, giving participants firsthand experience with the full process of designing, measuring, constructing, testing, evaluating and improving a solution.
The exercise demonstrated how Mathematics, Science, Engineering, Technology and the Arts can come together naturally within a single classroom activity. At the same time, participants were required to use teamwork, communication, perseverance and creativity to complete the challenge.
The activity also reinforced the message that meaningful STEAM education does not necessarily depend on expensive technology or equipment. Carefully designed activities using simple, accessible materials can still create opportunities for deeper learning and problem-solving.
Assessing the process, not only the final product
Assessment was another major area of focus during the training.
Educators were encouraged to assess students throughout the different stages of a project, including research, planning, design, construction, testing, presentation and reflection, rather than evaluating students only on the final product.
This process-based approach can give teachers a more complete picture of what students are learning while creating additional opportunities to provide feedback, intervene where necessary and allow students to improve as they progress.
It also allows students to demonstrate achievement at several points during a project rather than having their performance determined entirely by one final grade or finished product.
The workshop further stressed the importance of collaboration among teachers across different subject areas.
By breaking down traditional subject silos, educators can jointly develop projects that help students understand how knowledge from several disciplines connects to situations and challenges they encounter outside the classroom.
Preparing teachers and students for changing technology
The training forms part of the Division of Educational Innovation’s ongoing work to strengthen classroom practices and prepare students with creativity, critical-thinking, communication, collaboration and problem-solving skills for the future.
The Minister of Education, Culture, Youth and Sport also stressed that continued investment in teachers should be accompanied by greater exposure to the technologies transforming education and the world students will eventually enter.
“Professional development must equip our teachers to bring new ideas, technology and innovative approaches into the classroom. As we increase exposure to emerging tools such as artificial intelligence, our focus must remain on empowering teachers to use innovation in ways that inspire our children, strengthen learning and help every student realize their potential.”
The reference to artificial intelligence reflects the broader challenge facing education systems as teachers are increasingly required to understand new technologies while also determining how those tools can be used responsibly and effectively to improve learning.
Focus shifts to classroom implementation
Following completion of the workshop, the Division’s attention will now shift toward supporting implementation during the 2026-2027 school year.
Several areas requiring continued support were identified during the training, including additional STEAM professional development for school managers and directors, greater opportunities for interdisciplinary planning among educators and stronger use of process-based assessment and rubrics.
The workshop also identified the need for greater use of low-cost, hands-on STEAM activities and follow-up opportunities where participating teachers can share their experiences implementing the approaches in their classrooms.
The Division said the training ultimately reinforced a central principle for the future of STEAM education in St. Maarten: combining clear expectations, creative freedom, interdisciplinary collaboration and process-based assessment can produce stronger and more meaningful learning experiences for students.
