Innovation Labs

What makes TDI STEM Academy different and unique?

  • We teach the core classes (ELA, science, SS) 3 days a week, and the other two days are a total blast! The kids look forward to these two days of
    the week where they can study the topics and skills of their choice.

  • In order to participate in the Lab days students must keep up with their work and maintain good grades in the core subjects.

    Our scores skyrocket. Unwanted behaviors all but disappear. This experience is how we develop the model that is used in the TDI STEM Academy.

    Innovation Labs are experienced twice a week

All teachers involved in our STEM academy have the opportunity to teach their passion, and in turn, can introduce this passion to our kids – some of whom will make decisions to pursue these into high school, college, and beyond!

  • Our STEM Lab choices offer a WIDE range of opportunities, from all different career paths, that the kids can explore.

  • Learning a skill, challenging their mind, working with their hands, and sampling different careers are things of interest to every student.

  • Choice is taken into consideration when scheduling students for their 6-week lab cycles. They are always encouraged to try new things because “it’s onlyfor 6 weeks and you might end up loving it”. Through this “trickery,” kids discover interests they never even knew they had.

Student Choice

Each student is assigned a personalized lab schedule based on a pre-cycle sign-up sheet. Student choice plays a key role in fostering engagement with the labs, which aim to provide enrichment and diverse experiences. While students may not get all their preferred labs, they are guaranteed at least two choices per cycle, with the rest randomly assigned to broaden their exposure. Interestingly, these unexpected labs often become favorites. The highlight of student choice is the "Lab Lab," where students design their own lab on a subject of interest. Teachers help refine these projects into full
labs for future rotations.

Student Paced

Given the diverse skills and backgrounds of our students, flexibility in pacing is essential for lab success. Gifted students and struggling readers naturally approach labs differently, and student-guided pacing acknowledges these differences.

With multiple labs running simultaneously, an LMS (Learning Management System) is crucial for organization. We use Canvas by Instructure to design labs as sequential lessons, allowing students to progress at their own pace. Each lab includes enough content to provide a full 12-day experience for diligent learners, ensuring flexibility and inclusivity for all.

Student Evaluated

We experimented with various methods to measure student progress in our labs—quizzes, reflection forms, journals, checkpoints—but none fully met our needs. Then, we handed the process over to the students. For students to truly own their learning, they needed control until the very end.

During the 6-week lab, students are graded only twice—on days 6 and 12. Instead of scoring individual assignments, teachers hold a brief one-on-one discussion with each student, starting with:
“What grade do you believe you’ve earned for this lab, and what evidence supports that grade?”

Students provide their own evidence, making them fully accountable for their effort and learning. Initially,
some assume it’s easy to assign themselves an A, but they quickly realize the challenge lies in presenting
solid evidence. If effort is lacking, it becomes clear during this process.

This approach transforms grading into a reflective exercise. Students actively consider what they’ve learned
and what they should focus on as they work. By combining reflection, metacognition, and a growth mindset,
this method aligns evaluation with meaningful growth.

Student Led

When we launched this program, managing it was overwhelming—building new labs, refreshing old ones, and keeping everything running was relentless. As the program grew, it became harder to manage, but the solution was right in front of us: Lab Leaders.

Students were already choosing labs, working at their own pace, and grading themselves. We wondered how much further we could step back before things unraveled. The answer? We handed over administrative control to the students—and it worked.

Our older students became Lab Leaders, using their knowledge and passions to guide others. Often, they understood the labs better than we did, anticipating questions and roadblocks. By empowering them with leadership roles and affirming their value, our 8th graders consistently rose to the challenge.

We didn’t limit leadership roles to the top students. Some leaders were chosen because they needed an extra push to grow. Take “J,” for instance. Initially known for his athleticism and occasional behavior struggles, “J” discovered a passion for the Bioplastics lab. His enthusiasm led to him becoming the Bioplastics Lab Leader, transforming him into a spokesperson for plant-based plastics among his peers. Students like “J” show how leadership roles can ignite unexpected potential and growth.