Talking Hands-On Learning with a NYC STEM Director
Classroom Conversations is a series of interviews with educators who are passionate about hands-on learning and the transformative power it has to unlock student potential. We’re excited to amplify their voices and inspire you through their experiences.
Talking Hands-On Learning with a NYC STEM Director
Classroom Conversations is a series of interviews with educators who are passionate about hands-on learning and the transformative power it has to unlock student potential. We’re excited to amplify their voices and inspire you through their experiences.
Dierre Taylor
STEM Director
New York City, District 75
New York City's District 75 serves more than 25,000 students attending 59 schools. All of the students in the district come with differences, from Autism and cognitive delays to emotional or physical disabilities.
Dierre Taylor is a science teacher, now working at the district level overseeing the integration of all STEM programs and resources in the curriculum.
We talked to Dierre about why hands-on learning is important to him and what makes it so effective for his unique student population. Here's what he had to say:
Q: Where did your journey with hands-on learning start?
Dierre: I started as a science teacher, and I’m still a science teacher at-heart. Early on I wanted everything very controlled so classes wouldn’t devolve into chaos. It was exhausting running around doing the experiments while students watched. I did that for a couple of years and then I had the chance to work with a science coach. He led one my classes and let the students run the experiments and the response was incredible. Students were more engaged and enjoying the lesson and learning on a whole new level. The connections they were making by actually experiencing the science phenomenon sold me. The lightbulb went off and I was like, “Oh this is what I should be doing with my approach to the entire curriculum.” So that’s what I did from that point on, for all my units, living environment, chemistry, earth science and ecology, all of it.
Q: How does that translate to your work now?
It’s really framed my approach to my current role because I recognized that it was a lot less work to step away from the “mage on the stage” format and become a facilitator for learning. Now, I’m constantly asking the question, “How are we helping teachers come to that same realization that learning doesn't have to be boring or a thing that anyone dreads?” It really can be engaging and LEGO® Education is a great example. It provides a myriad of entry points for students to connect with the curriculum and to learn but also have fun. Some of our students with disabilities struggle with short attention span so having something that we know will engage them for long periods of time is ultimately going to benefit them as learners.
"The impact [of hands-on learning] in subjects like math and science is profound and bridges the gap between theory and application."
Q: What is it about hands-on learning that makes it so effective and impactful?
Hands-on learning is effective because it actively engages students with the material, turning abstract concepts into tangible experiences. The impact in subjects like math and science is profound and bridges the gap between theory and application. Hands-on learning doesn’t just teach, it connects students to the material in ways that feel relevant and empowering. When students build a model to explore geometric principles or conduct experiments to observe chemical reactions, they internalize concepts far more effectively than through passive instruction alone. For D75 students, where concrete learning experiences often resonate more than abstract ideas, this approach is particularly transformative.
Q: Why is there such a strong connection between hands-on learning and engagement?
For me, if the modality is engaging students in learning, the best approach is always going to be doing something hands on. Abstract concepts become tangible experiences when students are actively engaged with the material. In District 75 you don't see a lot of “I'm just going to talk at kids.” It won't work - you’ll lose them, period. Instead, the hands-on approach forces them to be involved and to interact. We’re driving collaboration and communication skills which are critical especially for our students. And again, as a science teacher, engaged learning is messy - especially when you're doing experiments. A lot of the great learning happens when students are in conversation and tinkering with manipulatives. As administrators we have to embrace that messiness and allow our teachers to navigate it.
"It’s an inherently flexible approach that empowers all learners to participate meaningfully."
Q: What is the impact of a hands-on approach when it comes to accessibility?
In District 75 we’re working with students who are dealing with a variety of disabilities both developmental and physical. Hands-on learning creates pathways for inclusion because it offers diverse ways to engage with content and allows these kids to approach learning at their own speed. As a teacher, if you’re going to be hands-on you have to be adaptable. For instance, a student who struggles with reading but excels with spatial reasoning might thrive when building structures to explore engineering principles. Hands-on activities can be adapted to meet individual needs, whether that means using assistive technology, modifying materials, or offering alternative ways to demonstrate understanding. It’s an inherently flexible approach that empowers all learners to participate meaningfully.
Q: District 75 students represent a broad spectrum of abilities and learning types, what makes a hands-on approach the right fit for them?
Our students’ diversity of strengths and learning needs demands an approach that’s as versatile and adaptable as they are. Hands-on learning delivers just that! For students who learn best by doing, it provides immediate and meaningful engagement. For those who process through repetition or sensory interaction, it offers opportunities to experiment, retry, and master skills in a way that traditional instruction cannot match. Importantly, hands-on learning fosters independence, confidence, and a sense of accomplishment, allowing students to see the direct results of their efforts and greatly aligns with our district wide goals. Whether it’s through building, experimenting, or exploring, this approach celebrates the individuality of each learner while building skills they can carry into real-world applications.
Dierre’s experience is an inspiring reminder that every student has a unique set of strengths and the potential to learn and thrive in the classroom. It’s also a testament to how a hands-on approach provides the accessibility and adaptability to make learning click for all students. He said it best, “Hands-on learning doesn’t just teach, it connects students to the material in ways that feel relevant and empowering.”
Check out some of the LEGO Education solutions being used in District 75!
LEGO® Education SPIKE™ Prime
LEGO® Education SPIKE™ Essential