It all began with the question.
What could you do if there were no subjects and no periods?
Community-based projects solving real-world problems centred within the Ontario Curriculum. This interdisciplinary approach to school enables teachers to facilitate exploration and empowers students to take control of their own learning. S()S shifts the environment from one of competition to collaboration, fostering an authentic sense of community.
Saunders STEM :
School-within-a-School
Find more information about Saunder’s Gr.9 STEM Program
Before Saunders STEM, there came the BiLP pioneers. In the heart of London, Ontario, at H.B. Beal Secondary School, a group of visionary educators dared to challenge the conventional boundaries of high school education. Mr. Tiet, a dynamic math and physics teacher, Mr. Sanford, a passionate geography and science instructor, Mrs. Silcox, an English and drama teacher with an unwavering commitment to community engagement, and Mr. Meyer, a science teacher, guidance counsellor, and veteran innovator, joined forces in 2016 to create ENGAGE BiLP – the Beal Innovative Learning Program. Their mission: to revolutionize the learning experience for 80 intrepid ninth-graders by abolishing traditional subjects and periods and fostering an integrated, student-driven, inquiry-based approach.
This wasn't just a pedagogical experiment; it was a leap of faith. The four teachers envisioned a learning environment that mirrored the fluid, interconnected nature of the brain, where students could explore real-world issues, collaborate on projects that fueled their passions, and discover the inherent joy of learning. Their vision resonated with the principles of the ENGAGE manifesto, recognizing the brain's inherent craving for exploration, connection, and practical application. They were innovators of a new way of thinking about education, embracing innovation and challenging the status quo.
The first semester of BiLP was an exhilarating whirlwind. Teachers poured their energy and brilliance into creating a dynamic learning experience. Students, liberated from the confines of traditional classrooms, thrived in this innovative environment. Math, English, Science, and Geography merged as students embarked on projects that transcended disciplinary boundaries. The classrooms buzzed with lively discussions, collaborative problem-solving, and the infectious energy of engaged learners.
Their journey wasn't without its challenges. The teachers readily admitted that their experience was “exhiler-austing” – a fusion of exhilaration and exhaustion. They faced resistance from colleagues steeped in traditional teaching methods, scepticism from parents accustomed to a more structured approach, and the ever-present pressure of traditional testing and report cards. But their unwavering belief in the power of BiLP, coupled with the enthusiastic response from their students, fueled their determination.
The BiLP team's commitment to real-world learning extended beyond the classroom walls. One of their most audacious projects, a weather balloon launch loaded with scientific instruments, made international headlines. The balloon, intended to study atmospheric conditions, soared to an unanticipated altitude and drifted from Ontario, Canada, across Lake Erie and the international border with the United States before eventually landing in the State of Pennsylvania. This unplanned international incident showcased the unpredictable nature of innovation, reminding everyone that pushing boundaries often leads to unexpected outcomes. News of the runaway weather balloon spread like wildfire on social media, capturing the attention of educators in Pennsylvania. A group of teachers, inspired by the BiLP team's audacity, tracked the balloon's trajectory and located it in a remote wooded area. The Pennmites personally drove the recovered instruments back to London, Ontario, returning them to their rightful owners.
The wayward weather balloon became a symbol of BiLP’s unconventional approach and its ability to inspire collaboration beyond geographical boundaries. It highlighted the power of social media to connect educators and foster a sense of shared purpose. This daring endeavour exemplified the spirit of innovation – embracing risk, pushing boundaries, and inspiring others to think differently about learning.
The BiLP program continues to thrive by evolving and adapting with each new semester. Tiet, Sanford, and Silcox, the program's principal architects, remain at the helm, their passion for innovation undiminished. While some teachers have moved on, the program's core values of inquiry-based learning, student-centred pedagogy, and real-world application remain firmly entrenched.
The ENGAGE BiLP story is an inspiration to educators everywhere. It demonstrates that transformative learning experiences are possible when teachers are empowered to challenge conventional norms, embrace innovation, and create environments that foster curiosity, collaboration, and a love of learning. These innovators have shown us that education can be “exhiler-austing,” messy, and unpredictable – and that's precisely where the magic lies.
STEAM SCHOOL:
LEARNING FROM FAILURE
True wisdom emerges not from the flawless execution of plans but from the invaluable insights gained through our missteps and the unpredictable paths that lead us to growth.
It is in these moments of imperfection that we uncover the profound lessons that shape our understanding and drive innovation.
Find more information about a community partner
STEAM Education Centre
The open-concept space vibrated with the energy of focused activity. In one area, a group of Grade 9 students huddled around their "Project Canvas" graphic organizer on the wall beside them, animatedly discussing the design of a sustainable urban garden that integrated principles of math, science, and technology. Down the hall, a group of Grade 11 students presented their research on the socio-economic impact of artificial intelligence, their arguments woven with insights from English literature, Art and Computer studies. This was the reality of the "ENGAGE Saunders STEM program" - a revolutionary learning experience that had become a beacon of innovation within this high school.
I had the privilege of serving as the innovation coordinator, supporting the incredible classroom innovations taking place throughout the school board. The examples shared here are just snapshots of the extraordinary initiatives crafted by our wonderfully creative and dedicated educators in such a short time. Their achievements underscore the remarkable potential that unfolds when educators are provided with the time, space, and processes they need to succeed. I am grateful for the opportunity to facilitate these efforts and extend my deepest appreciation to those who do the day-to-day work with students, making these innovations a reality.
In February of 2018, five visionary teachers - Ms. Vowels, the English enthusiast, Ms. Gaede, the math maestro, Mr. Takahashi, the science whiz, Mr. Prentice, the tech guru, and Mrs. Day, the champion of Civics and Careers - launched a daring experiment. They saw traditional high school education as a fragmented system that failed to engage students' natural curiosity and the interconnectedness of knowledge. With the unwavering support of their principal, Mr. White, they launched a school-within-a-school program for Grade 9 students, abolishing traditional subjects and periods in favour of a dynamic, interdisciplinary approach.
This remarkable endeavour, and the other bold sparks of inspiration around the school district, wouldn't have been possible without the visionary leadership of Laura Elliott, the School Board's Executive Director. Her unwavering belief in the power of innovation and her dedication to transforming public education created a fertile ground for this groundbreaking program to take root and flourish.
It's important to acknowledge the support of the entire Senior Team of Superintendents, whose collective wisdom and guidance paved the way for systemic change. However, it would be remiss not to mention the extraordinary contributions of Paul McKenzie, Superintendent and Innovation Lead, whose imagination, dedication, and brilliance (fueled, perhaps, by those legendary quadruple espresso shots) breathed life into this project
Their guiding light was the ENGAGE priorities for learning, a framework that embraced:
the fluid, interconnected way the brain actually learns
a deep understanding of how the brain learns
students' natural curiosity
This program wasn't just about tearing down walls between subjects; it was about building bridges between ideas, skills, and real-world applications. The "Project Canvas" graphic organizer became the students' trusted companion, helping them:
visualize their learning journey
break down complex concepts
track their progress
The program's success was a testament to the fertile ground created by the leadership of Ms. Elliott, Mr. McKenzie, and Mr. White.
They were the champions of innovation, providing the teachers with:
the freedom and flexibility they needed to thrive
a culture of trust and collaboration
systemic support
Year after year, the program blossoms. Some teachers stayed. Other teachers have come and gone. Mr. Neilson replaced Ms Kahn who replaced Mr. White as the school Principal. Ms Elliott and Mr. McKenzie have moved on to lead other innovative projects. Amid it all, the COVID pandemic sent everyone home and into virtual learning mode. And yet - year after year, student engagement soars, academic achievement flourishes, and a palpable sense of joy permeates the learning environment. Word spread, and soon other grade levels clamoured for the ENGAGE experience. The program expanded, adding more sections for Grade 9 and creating new programs for Grades 10 and 11.
This story is more than just a happy anecdote; it's a powerful reminder of what's possible when we align educational practices with how the brain learns best. It highlights the need for:
dedicated time, space, and a process for teachers to innovate
a shift in mindset at the systemic level
administrative buy-in, support, and belief
adequate resources for professional development and exploration
When these elements come together, education transcends mere knowledge acquisition and becomes a transformative journey of exploration, connection, and empowerment.
ENGAGE BiLP: Revolutionizing High School Education
Find more information about
Beal’s Innovation Program
Read more about BiLP’s Rogue Weather Balloon’s Discovery
and Recovery
The London Free Press
and Potter Leader Enterprise
In the heart of Beal Secondary School, a revolutionary approach to education took shape through the BILP project. Here, a group of pioneering educators embraced the audacious challenge of implementing a School-within-a-School model, abandoning traditional subject boundaries and rigid schedules. Four dedicated teachers collaborated to teach 80 eager grade 9 students in a dynamic environment that prioritized student-driven, community-based projects. The results were extraordinary; learning became a vibrant tapestry of geography, math, science, and English, interwoven through the threads of student engagement and creativity. BILP continues to this day.
Inspired by this success, the following September saw the launch of a new STEAM initiative across three different schools, involving four additional teachers who aimed to replicate the BILP project's brilliance. However, what began as an exciting endeavour soon faced significant challenges. Early warning signs emerged, revealing a critical flaw—a lack of a unified vision among the teachers. With opinions diverging on project execution, the collaborative spirit that characterized the BILP project began to fracture. Teachers began to retreat to familiar ground, offering isolated "topic" seminars and workshops to ensure their individual curricula were covered, ultimately reverting to a traditional schedule of fixed, siloed subjects and periods.
As a facilitator in the early days of the school board’s innovation challenge, I observed this transformation unfold, feeling the weight of the decision not to intervene. Trusting the teachers to navigate their own path, I believed that their experience would be
a valuable lesson in teamwork, even if it meant facing difficulty along the way. However, I knew that learning from our experiences often demands confronting our failures.
The following semester, I witnessed the launch of the Saunders STEM project at a different school. Five passionate teachers sought to meld English, math, science, technology, and civics/careers into a cohesive learning experience for their students. Yet, as I had feared, the same challenges soon emerged; a shared vision was lacking, and the very first group project began to unravel. Drawing from the lessons learned during the STEAM initiative, I recognized the importance of proactive intervention. This time, I stepped in, establishing debriefing and reflection techniques and routines that fostered open dialogue among the educators.
This active involvement proved pivotal, rekindling a sense of collaboration and commitment within the team. As the Saunders STEM project took shape, its framework solidified, and the program began to flourish. Over the years, it not only survived but thrived, expanding and adapting to the needs of its students and educators alike.
The journey from BILP’s innovative birth to the challenges of its successors demonstrates a profound truth: that failure, when embraced, can be a powerful catalyst for growth. Each setback along the way became an opportunity for reflection and learning, guiding educators to recognize the value of a unified vision and the importance of collaboration. Today, the ongoing success of the Saunders STEM project stands as a testament to the resilience of educators and the transformative power of community-based learning, reminding us that the path to innovation is paved with lessons learned from missteps.
Rick Pardo