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I think that failure is the most challenging of the 5 elements - simply because it is often what schools are working to steer kids away from (at least from a student's perspective). "You will Fail," especially in front of classmates, is normally something they avoid. Changing how students view failure is important.
- Rich D.

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(Apologies for the double post - I signed up this time rather than be anonymous)

I think that failure is the most challenging of the 5 elements - simply because it is often what schools are working to steer kids away from (at least from a student's perspective). "You will Fail," especially in front of classmates, is normally something they avoid. Changing how students view failure is important.

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I immediately think this element would be the easiest to implement.  Anything new and hands on including a "problem" to be solved while working in small groups, I believe would be an easy "sell" in the classroom.  Getting away from rote learning :)

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I immediately think this element would be the easiest to implement.  Anything new and hands on including a "problem" to be solved while working in small groups, I believe would be an easy "sell" in the classroom.  Getting away from rote learning :)

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-Nancy Ramsayer

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I think "creating" a impactful, relevant STEM curriculum for my students seems the most overwhelming to me right now.  Also, lobbying subject teachers around me to collaborate and support an integrated lesson across multiple subjects. The notion of "baby steps" and starting small is something I appreciate hearing.

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I agree that one of the most challenging elements of STEM to overcome for students is failure. I have found that some students become frustrated when an activity does not work immediately. I also think that this is an important lesson to be learned from STEM. We will all experience failure. Mentioned in the podcast is what can we learn from our failures and how can we overcome it. Perseverance is a learned virtue.

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I agree that one of the most challenging elements of STEM to overcome for students is failure. I have found that some students become frustrated when an activity does not work immediately. I also think that this is an important lesson to be learned from STEM. We will all experience failure. Mentioned in the podcast is what can we learn from our failures and how can we overcome it. Perseverance is a learned virtue.

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My students have always considered me to be a fun teacher. This is because I include many hands on activities in my lessons. They don't even realize that they are actually learning, usually in a more meaningful way.

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My students have always considered me to be a fun teacher. This is because I include many hands on activities in my lessons. They don't even realize that they are actually learning, usually in a more meaningful way.

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The "design" segment of the podcast caught my attention. Not with regard to design thinking but in having a space that is designed to maximize creativity and curiosity. I am an itinerant teacher so carting any and all items that might be requested is a challenge.

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I agree that failure is the most challenging element of STEM. In my experience there are students that excel and get super creative when the activity flows and works well. Then there are the students who get frustrated because the activity isn't going as planned and they think they have failed and not met with success. Besides students don't want to be unsuccessful and fail in front of their peers. There is much experience gained and lessons learned from failure. We need to change the mindset of students that failure is how we learn to improve and innovate.

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Some students have trouble thinking past steps (1, 2, next, next..) and have to be encouraged to be curious, or think "what if". Even in a regular every day class, there are always just a handful of students who are genuinely curious, and the others need to be coaxed into it.

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I encourage my students to share what they think even if it may not be correct. In class we treat each idea as a good place to start, and that even an incorrect place gives us something to discuss and learn from. It may take students a bit to believe this, but once they realize no one is getting zinged for being wrong about something while we are learning, it helps them to be easier on themselves and step out there.

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As teachers, we are programmed to do all things possible to not let a student fail. I believe this is the most challenging. Often, if we don't finish a STEM project, the first thing my students will ask is if they can take the project home. They know someone will help them or in some cases do it for them. They don't want to fail at creating an end product. Also, most students want to "do it right the first time." None of us like going back and starting over -- it's a tough lesson to get across to the students.

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I find that failure is easier for me when working with my little 4 year olds.  I know what I dealt with as a child and I see my own personal children go through failure and I find this is teaching moment for us as a role model.  When I am working on a lesson that is hard or takes additional thinking on the children's part, I try to make sure I show them my own mistakes or how I messed up so they can see that I keep going and I tried a new approach to finish the task.  I think as he said in the podcast that you learn from your failures and this message is important for children to understand and know that even adults don't always succeed but we do learn from what happened.

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The "curosity" topic is difficult for me because I have a hard time introducing a concept and giving the children the supplies and waiting to see what they will do with it. I feel like they constantly need an adult to point them in the right direction to follow through with the lesson. I feel like I end up giving them more of the answers than having them solve it on their own.

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As an art teacher I struggle with getting students to embrace creativity and that MANY students want to “copy” an example. I think that the concept of creativity in my STEM classes is going to be an even bigger challenge because an important part of STEM is introducing a problem and students need to one, think of a possible solution and two, determine how they can actually create that solution. There is definitely no example to “copy”:)

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As an art teacher I struggle with getting students to embrace creativity and that MANY students want to “copy” an example. I think that the concept of creativity in my STEM classes is going to be an even bigger challenge because an important part of STEM is introducing a problem and students need to one, think of a possible solution and two, determine how they can actually create that solution. There is definitely no example to “copy”:)

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As a math teacher I am very familiar with students "failing", but I learned long ago not to let students that they are wrong but are merely on another path.  After a student shares an idea or an answer that is not what I am looking for I let them know that we need to build on their idea/answer and ask for other students who can expand on "so and so's answer".  This way students learn they don't need to be afraid to raise their hand and if they don't say the correct thing it gives others a chance to add another layer. 

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As a math teacher I am very familiar with students "failing", but I learned long ago not to let students that they are wrong but are merely on another path.  After a student shares an idea or an answer that is not what I am looking for I let them know that we need to build on their idea/answer and ask for other students who can expand on "so and so's answer".  This way students learn they don't need to be afraid to raise their hand and if they don't say the correct thing it gives others a chance to add another layer. 

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Experience has shown me this one is HARD to teach!

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Experience has shown me this one is HARD to teach!

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Inspiring curiosity is so tough. I feel like so many of my students just want to know the right answer or want to google to find the answer. They rarely dive into the land of "what if." My mantra this year was "nobody is coming to save you" and I would give no hints. I had three stubborn incurious groups that would waste whole class periods just sitting there. Frustrated, I finally set a timer and said "you have had two class periods and now thirty more minutes to solve this problem. If you invent a solution, you can pick the next STEM activity." Each group did end up solving it (the solutions were a bit wonky compared to the other kids but they did work) and they ALL chose a breakout room as their next activity. I learned a lot from these particularly frustrating groups of students and most importantly that curiosity is incredibly hard to inspire and teach.

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Honestly, STEM is a blast!. I balance a lot of hands on with a lot of tech. Kids love seeing what I have on my cart and trying all sorts of crazy activities.

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Creativity seems to be very challenging.  Getting students to think outside the box can be difficult.  I see this in all subjects not just science.  Kids are so use to having everything instantaneous or already planned out for them.  When I give students the task of being creative it can be a struggle.  They don't know where to begin and then I find myself getting involved to get the ball rolling or creative juices flowing. Which is completely  opposite of what I should do which is let them think on their own.  

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Creativity seems to be very challenging.  Getting students to think outside the box can be difficult.  I see this in all subjects not just science.  Kids are so use to having everything instantaneous or already planned out for them.  When I give students the task of being creative it can be a struggle.  They don't know where to begin and then I find myself getting involved to get the ball rolling or creative juices flowing. Which is completely  opposite of what I should do which is let them think on their own.  

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Creativity is the most challenging for me due to the students unwillingness to fail. They look at a peer to help them because they feel they have the solution and if it doesn’t work then it was not their fault. Ultimately the student want to be the best all all things even if it is new and that is not possible. We celebrate failure in my class!

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Fun is easy to incorporate with STEM.  The kids look forward to seeing what new and exciting adventures I have up my sleeve.  Even I get excited when I know something fun has been planned for class.  This is passed on to my students through my enthusiasm.  I plan my lessons so that we build up to the exciting activity which provides excitement and suspense. My goal is to make my class fun when appropriate because that is what will be remembered and hopefully the topic of discussion as well. 

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Fun is easy to incorporate with STEM.  The kids look forward to seeing what new and exciting adventures I have up my sleeve.  Even I get excited when I know something fun has been planned for class.  This is passed on to my students through my enthusiasm.  I plan my lessons so that we build up to the exciting activity which provides excitement and suspense. My goal is to make my class fun when appropriate because that is what will be remembered and hopefully the topic of discussion as well. 

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This is the easiest element to bring into the classroom. Any hands-on activity is met with excitement. Even though there are required elements (design/test/reflection, for example) my students don't see it as work. They also see my enthusiasm while they are creating.

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I find this to be the hardest element. Students often rush through this portion trying to get to the building/creating part. It also requires the most skill, especially when measurements are involved.

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I would guess that failure is a challenge as many students that I have taught have come to me with a pre-developed notion of success and failure being black and white. I've observed how many students will shut down at a challenge or avoid it altogether, so instilling that sense of experimenting and critical practice can be difficult especially when the students have a habitually grounded response to "failing".

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I saw failure as the most challenging element of STEM. As a first grade teacher, I always feel like my students are constantly wanting to please their teacher and to do things right the first time. I’ve seen kids get discouraged and give up when they don’t understand something or get the “correct answer” from the beginning.

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I feel like this is one of the easiest elements of STEM in my first grade classroom. It’s amazing what my students come up with in their everyday drawings, let alone a STEM activity. Kids are always thinking and wondering how they can improve what’s around them: i.e how can we turn a section of the playground into a restaurant?

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Failure is the biggest hurdle for my students. They are so programmed that there is only one correct answer and if they don't get it that it's the end of the world. This is a constant battle to try and break them from this mindset.

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Failure is the biggest hurdle for my students. They are so programmed that there is only one correct answer and if they don't get it that it's the end of the world. This is a constant battle to try and break them from this mindset.

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I think Failure is the hardest part of the STEAM Mindset for my students because they are so focused on "getting an A" or "doing it the right way" that they don't like to struggle and eventually come to the correct conclusion (even when there isn't one!) We put so much pressure on the kids to do well and get good grades that we don't emphasize how important it tis to fail and try again and thats how great discoveries are made--never on the first try. 

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I think Failure is the hardest part of the STEAM Mindset for my students because they are so focused on "getting an A" or "doing it the right way" that they don't like to struggle and eventually come to the correct conclusion (even when there isn't one!) We put so much pressure on the kids to do well and get good grades that we don't emphasize how important it tis to fail and try again and thats how great discoveries are made--never on the first try. 

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In my classroom, failure has been the most difficult especially for competitive students and students who always want the 'right' answer.  It is sometimes difficult to convince them that there is more than one right answer.  It can be challenging to get students to work without teacher intervention, and to use trial and error to find a solution.  Also, many students I've worked with have been conditioned to believe that there is only one right answer, and they often think their grade will suffer if they don't find that answer.

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I think failure is the hardest aspect to deal with in the classroom. No teacher wants their students to "fail", or get frustrated and upset. I personally hate hearing kids say they can't do something or seeing them give up. 

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I think failure is the hardest aspect to deal with in the classroom. No teacher wants their students to "fail", or get frustrated and upset. I personally hate hearing kids say they can't do something or seeing them give up. 

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Kelsey Ray

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I teach math.  Bringing curiosity to math can be very challenging.  Some of my students struggle with the concepts and just want to know how to solve it.  So bringing out their curiosity will be a challenge.

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In math my students fail all of the time. I tell my students everyday that I expect failure, that helps us learn where we went wrong and how to fix it. We have spent time and researched different everyday items to find out how many times they failed, before they found one that worked. This helps the students see that most of the items in there everyday life were not perfect the first time they were made.