What does it mean to truly understand something? At STEAMESA, we believe deep learning goes far beyond memorizing facts for a test; it involves a dynamic process of exploration, application, and creation. To ensure our students achieve this level of mastery, we built our curriculum on a proprietary method: The FLAME Framework. This structured yet creative approach is at the heart of every course we offer, providing a clear pathway that transforms passive information reception into active, demonstrable knowledge and lasting personal growth.
The FLAME Framework—Frame, Learn, Apply, Measure, and Exhibit—is grounded in decades of educational research on effective instructional design. The initial stages, Frame and Learn, are about setting a clear context and providing foundational knowledge, a principle echoed in foundational theories like Robert Gagné’s Nine Events of Instruction, which emphasizes the importance of informing learners of the objective from the outset. By framing the "why" before the "what," we spark curiosity and give students a clear map for the journey ahead, ensuring they are engaged and ready to absorb new concepts.
The latter stages of the framework—Apply, Measure, and Exhibit—are designed to make learning stick. In the Apply and Measure phases, students actively use their new knowledge to solve problems, a practice supported by a wealth of cognitive science research. Studies on the "testing effect" show that actively retrieving and applying information is one of the most powerful ways to cement it in long-term memory. The final stage, Exhibit, takes this a step further. By having students present their work to an authentic audience, we tap into what PBLWorks describes as a key motivator in project-based learning. This act of showcasing their work builds confidence and solidifies their understanding in a meaningful, real-world context.
The FLAME Framework is more than just an educational acronym; it is a holistic philosophy that guarantees a comprehensive learning experience. It ensures that every student not only acquires essential knowledge but also develops the critical thinking and communication skills needed to apply it effectively. By guiding students through this complete cycle, from initial curiosity to a final, proud exhibition of their work, we turn abstract lessons into tangible skills and measurable growth.
Sources:
1. Gagné, R. M., Wager, W. W., Golas, K. C., & Keller, J. M. Principles of Instructional Design. 5th ed., Wadsworth Publishing, 2004.
2. Roediger, H. L., & Karpicke, J. D. "The Power of Testing Memory: Basic Research and Implications for Educational Practice." Perspectives on Psychological Science, vol. 1, no. 3, 2006, pp. 181-210.
3. PBLWorks. "What Is Project Based Learning?" PBLWorks, www.pblworks.org/what-is-pbl.
