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The Engineering
Design Process
These are both great examples of the Engineering Design Process. The left is a more simplified image that can be used with younger grades, whereas the right image should be used as students get older. It also depends on what the students are doing in the STEM Challenge or Project. There are many images on the internet that work, so feel free to use whatever works for your class. The main idea is that it is a PROCESS and that they should have a chance to improve their design, or at least discuss what improvements they would make.
Pre-Activity Ideas
Before starting a STEM Challenge, many teachers have their students start with a sketch. Nothing wrong with that, but if you want to change it up a bit, here are some other ideas:
Silent Think, Then Share: One (or more) quiet minute(s) of independent brainstorming before team discussion - this way everyone has a chance to get an idea in their mind.
Pre-Lunch (or Pre-Recess or Day Before) Reveal: Introduce the Challenge before a break and let it sit in their brains while they eat, play or go home.
Walk & Talk: A short walk and talk session can spark ideas and get the wiggles out too!
Take a Lap: Before they group up, have them walk/run a lap to reflect on the challenge.
Dive Right In: Just go for it - let those tactile learners play with the materials while thinking through their design.
Ideas used from Feel-Good Teaching, Kerry Tracy
Change the Focus of the Activity
Are your kids bored with doing the same old challenge every time? Here's the challenge, do it, share it, clean up, move on? Well, maybe you change it up a bit the next time! Here are some ideas to take a STEAM Challenge and change the focus of the activity:
Timing - If it seems like it's going to take too long, have it span a few days. Some teachers choose not to do certain activities because it won't take only one period/one day. Who says you have to do it all in one day?
Focus on a specific skill such as collaboration, or the iteration of a design, or the planning piece. Maybe they just plan it but don't build it. Maybe they work on it during independent class time, where they can try new iterations of their design. Instead of it being just about completing a challenge as a whole, give them a focus.
Look at your timing on all pieces of the challenge - how long is the planning vs. building vs. analysis vs. discussion? Do you never do the end part? Cut the building part down and work on an analysis and discussion piece - that's the STEM thinking!
Focus on Failure - We have many students who do not like STEAM Challenges (or other activities) because they are afraid to make mistakes and fail. This is a great time to show them that failure is OK and it's how we learn, thrive, and become better. And find new inventions! Make failures of your own and laugh!
Post-Activity Ideas
After the build ends, here are some ideas!
Gallery Walk: Silent, hands-behind-the-back lap around the room to check out everyone’s designs. Quick, respectful, and sparks curiosity.
Group Share-Outs: Each group gets 2–3 minutes to present their design, explain choices, and share next steps.
Student-Led Q&A: Other students ask questions based on criteria, design choices, or creative features—modeled early in the year to build strong habits.
Individual Reflection: Students complete a design analysis handout on their own. It gives space for quiet thinkers to process and reflect deeply.
Optional Group/Whole Class Discussion: You can close out with a discussion depending on time, learning style preferences, or group needs.
Classroom Management
What to do with those students who are a bit...challenging during STEM Challenges!
What to do with those students who are a bit...challenging during STEM Challenges!
The One Who.... Takes Over: These students are used to being the responsible ones, they are afraid to fail, they don't actually know HOW to work together, and they probably don't realize they dominate the group. This is the perfect time to assign roles in the groups, require students to contribute to the plan before an idea is finalized, and taking the time in the beginning of the year to actually teach collaboration. During the challenge, check in with the group and privately check in with that student if needed. Also, remember reflection time at the end will help them think back to how their group collaborated.
The One Who... Stays Silent: These students are also afraid of failure, often lack confidence, may have dominant teammates (see above!), or just need a lot more processing time. They might need some solo planning time first, or some sentence starters/scaffolds. Pair them with supportive partners and offer low stress contribution options (in the beginning).
This could also be a student who roams around the room, picks up materials but doesn't use them, or just bothers other groups. They could be confused and overwhelmed, feel unnecessary to the group, or have other issues. During the challenge, check in with the group and privately check in with that student if needed. As always, reflect in the end to see what growths have been made and check in on them one on one!
The Ones Who... Always Disagree: These students are soooo into the challenge but are always in competition with each other, even when they are in the same group! They will refuse to compromise and ignore each others suggestions - a very fixed mindset. Before the Challenge begins, set the ground rules for getting through disagreements (listen to each other, merge ideas, rock/paper/scissors, etc.). If an argument breaks out, focus back on the Challenge (which idea meets the goal best, which fits the criteria/constraints, etc.). Reflect after the Challenge and see how they can improve next time - disagreements are fine - as long as they can practice conflict resolution and work as a team in the end.
The Ones Who... Get Distracted: These students, or even whole groups, will do anything BUT the task! Chat about things, get others off task, play with the materials.. what to do?! Before the Challenge, preview expectations, use visual instructions, review what teamwork is, and discuss the rubric. This group may need to be constantly redirected, and will need to reflect afterwards.
The Ones Who... Are Perfectionists: These students will erase and rewrite until there are holes in the paper. STEM Challenges are hard for them because they feel the designs are "never ready" and they fixate on small imperfections. They can shut down if the design fails or even refuse to build. This can slow the group down and increase anxiety in that student and the whole group. If you have these students, this is when we need to prep the mindset of "Failure is OK" and "Mistakes are how we learn." Or even understanding the vocabulary word iteration - they didn't make a mistake, they are just adjusting their design. This is the best part about STEM Challenges for these students - it helps give them a safe place to build tolerance for mistakes and take risks.
The Ones Who... Have a One-Track Mind:
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