A playground bullying monitor.
A stepstool that doubles as a storage solution.
Shoes that help you reach things.
A vending machine with healthy choices.
A programmable learning ball.
A “lost” button for students.
A learning-focused divider.
A redesigned water fountain
An unflippable chair
For our first unit with the 7th & 8th graders, all of the specialists in my building have crafted projects that encourage students to take positive social risks. In STEM class, my project took the from of students coming up with an idea for an invention or product that would help a target user somewhere in the age range of Pre-K to Grade 4.
This project challenged teams of students to identify a meaningful problem that children encounter, develop a viable solution that addresses that problem, create a prototype of the idea, produce a slide deck aimed at persuading an audience to support their product, and presenting their product in a “Shark Tank” style pitch. Oh — and they had only 6 days to complete all of these tasks! It was certainly a heavy lift, but my students more than rose to the occasion.
After having five classes of 7th and 8th graders complete this project, I was blown away by their engagement, passion, and creativity. They have displayed a keen ability to put their fingers on challenges faced by younger students and their products have attempted to help students with problems including making friends, reaching or using things not designed with children of their size in mind, avoiding getting lost, losing things, staying focused and motivated in class, helping when they experience bullying, and encouraging them make healthy food choices at school.
The biggest takeaway for me in this project has been the magical results of allowing students voice and choice in their work. While I provided a frame that included specific “must haves” and a target audience, the assignment left plenty of room for students to develop something that mattered to them. While there was some variance in total effort, all but a tiny handful of my 70+ students clearly cared deeply about their projects and showed determination and perseverance in bringing their ideas to fruition in their prototypes and slide decks. The diversity in the resulting projects also created a lot of “buzz” and excitement in the classroom, as students were also curious about the work being completed by other groups.
The amount of spontaneous exploration and learning that happened due to this project also impressed me — I had groups engage in experimentation with LEDs and circuits, structural integrity when working with cardboard, sewing, programming, working with a saw, and a host of other skills. I am excited to continue to look for ways to allow learning to unfold authentically as it did in this project; my students’ work confirmed what research tells us — that immediately applying skills learned “just in time” leads to more meaningful and durable knowledge-construction.
This week, the focus of my lessons with my K-2 students was our first STEM class principle — Imagine Possibilities. My goal in structuring these lessons was getting students producing lots of possible ideas and then choosing one (or more) to explore.
My three second grade classes completed a simple repurposing activity, which also tied in with our yearlong focus on resources. We reviewed the terms reduce, reuse, recycle and then learned the new word repurpose. Students then got to choose an item from a bin containing all sorts of boxes, containers, and other miscellany that I’d been diverting from my recycling bin for a few weeks. Their excitement about getting to repurpose grew as the week went on — when I was walking groups of students to my classroom, the kiddos in the front of the line would ask, “Are we going to be making things like the other kids did?” My hope is that their interest in repurposing will spill over into their home lives, as it’s such a simple (and cost-effective) way to get kids making and engineering.
Here’s a look of some of their final products — I was blown away by their creativity!
Meanwhile, with kindergarten, I tackled “Imagining Possibilities” with a favorite lesson framed around Antoinette Portis’ Not a Box
. I gave each of my kindergarten students half a cereal box (I have over 50 kindergarteners and my stock of boxes didn’t run deep enough!) and encouraged them to use it to create their own “Not-a-Boxes.”
Again, students created a wide range of responses to this task. And, my goodness, did they have a great time making them!
I’m excited to see what else my students will create as we continue to practice and build a culture of imagining possibilities!
In my new role, I’ve got to learn about 400 names (insert teacher in a cold sweat just thinking about it!), which means that I’ve been starting off all of my first classes with name games. Because I’m teaching STEM, I came up with this simple little idea that achieves the dual purposes of having students introduce themselves and working together to create something.
The activity, which I’m calling Share & Build, is super simple. I put Jenga blocks into a bucket. Students passed the bucket around the circle, each taking out a block. I modeled the process by going first and sharing my name, something I like to do, and then placing my block down on a table or the floor (whichever makes the most sense for visibility.) I then chose a student to repeat the process. That student selected the next participant, until we had gone through the whole class and had created something together.
My second graders loved this activity and were highly interested in seeing how their classmates would choose to add their blocks to our classroom creation. I found it interesting to observe the way that, as the top photo shows, some classes ended up working to create a neat, orderly design, while others were more focused in looking for novel placements of the blocks. We definitely had some toppling action, which provided a good first opportunity to discuss the importance of mistakes and experimentation in STEM.
If you’re considering trying out this idea, I think that, with a smallish class, having students have two blocks each could make this activity even more engaging.