It would be a shame if I didn’t include at least something about the four years I spent in the STEAM program called ENTER. It is, after all, a huge part of who I am and how I got here. It gave me opportunities to explore my creative interests while infusing me with a good dose of practicality, critical thinking, and organisational skills that I believe helps me execute the projects that require both sides of my brain.
ENTER is a partial homeschooling program that I attended for grades 6-9. Three days a week were spent in a makerspace with every tool imaginable where I learned through projects that enhanced the two days spent at home where I was responsible for pacing myself through the academic requirements for the year. I had the freedom to work on what I wanted when I wanted, but the responsibility to complete all learning outcomes by the end of each school year.
ENTER taught me more than just maker skills. Sure, I was attracted by the laser cutters and 3D printers. The idea that I could get credit for making a paper mache unicorn head that used programmed lights to go through a maze was mesmerising for me. My LED tutu that flashed to the beat of the music definitely taught me all kinds of nerdy things about the pros and cons of conductive thread for wearable electronics projects that normal school just wouldn’t teach me. I got to 3D print, laser cut, design in VR, play with robots and try every trade.
Projects aside, I think the most important thing ENTER really taught me was how to take responsibility for my own learning. Think about it. In grade six I was taught what a “learning outcome” was and then given full freedom to propose creative ways to demonstrate that outcome. By grade eight, I was taught how to look at the BC Curriculum website to find the check-boxes for any number of subjects and build a project that would check any boxes as I could justify. Don’t get me wrong. There was still a lot of hand holding. Our teacher always had set assignments I could go through but if I ever didn’t like an assignment he encouraged me to come up with a way to accomplish the same learning outcomes by doing something I was passionate about. To this day I have approached every class from this perspective. I have become very comfortable meeting with a teacher to say “Hey… What are the important learning outcomes you need me to demonstrate? And could I do this instead?” This can look like choosing a research topic I have always wanted to learn about instead of the ones on the proposed list. One time I negotiated to write one longer essay examining a text through a critical lens rather than two shorter ones because I was intrigued by one of the texts. Sometimes the answer is no, and that is okay! ENTER taught me that I can ask for what I want and create a winning solution when it is possible, but it also taught me how to get through hard content because some things are important and take grit to get through. Having been fully responsible for my academic learning schedule one year at a time I also learned how uncomfortable it feels to get behind- so I stay on top of my work. I know that ENTER set me up in a safe way to learn skills that most students don’t acquire until University and I am grateful every day for that experience.
