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Redirection/Clarification- 2 Stars and 1 Wish Feedback

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Redirection/Clarification- 2 Stars and 1 Wish Feedback

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While teams presented their posters, classmates used the Two Stars and a Wish protocol to give feedback. They wrote down two positive comments about what they liked or thought was done well and one suggestion for improvement, helping each team refine their ideas through kind and constructive feedback.

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Redirection- Reviewing 2 stars and 1 wish feedback

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Redirection- Reviewing 2 stars and 1 wish feedback

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After receiving feedback using the Two Stars and a Wish protocol, students used the comments to make final improvements to their poster and solution. This helped them refine their design, clarify their ideas, and make their project stronger before sharing it with others.

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Idea Generating- Warm Up- Inspiration Board

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Idea Generating- Warm Up- Inspiration Board

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Students created an inspiration board featuring interactive board games they enjoy, museum or STEM exhibits they’ve visited, and STEM tools they’ve used. This activity helped them begin identifying what has already been done and populate the “Things to Consider” section for their solutions.

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We needed something quick to help narrow down their ideas. The students shared their Crazy 8s sketches with their teammates, discussed the strengths and possibilities of each concept. They then used the Dot Voting protocol to prioritize the most promising ideas, helping the team decide which solutions to develop further. Each person on the team got 3 sticker dots to vote on their top 3.

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I was looking for a way to make STEM more engaging and meaningful for my students, something that connected their learning to real-world creativity and problem-solving. That idea evolved into our driving question

The goal is for students to design a legacy project to use what they’ve learned throughout their time in STEM, including 3D printing, coding, Spheros, LEGO robotics, and the Engineering Design Process, to create something that teaches and inspires others.

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After the driving question was revealed, students dissected it to identify key words and phrases that shaped the challenge. They discussed what each word meant, came up with synonyms and related terms to deepen their understanding, and looked for hidden layers in the question. This process helped them think critically and generate focused, creative solutions that truly addressed the problem.

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The entry event stations gave students a hands-on introduction to different STEM tools and concepts, including 3D printing, coding, Spheros, LEGO robotics, Makey Makey circuits and the Engineering Design Process. Students explored each station, experimented with the materials, and observed how each tool could be used to solve problems. This experience sparked curiosity and provided inspiration for brainstorming solutions to the driving question.

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Students used the NUF Test to evaluate their top ideas from the dot voting round, rating each one on a 1–3 scale for how New, Useful, and Feasible (and Fun) it was. This helped them think critically and select the most creative, meaningful, and achievable idea to move forward with.

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Exploring Spheros

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Sixth graders hosted a STEM Fair where they showcased their final projects and shared their innovative solutions with fifth grade students. It gave them an authentic audience and inspired future STEM learners through creativity and problem-solving in action.

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The sample entry event station cards provided students with hands-on prompts and challenges at each STEM station. Each card guided students to explore tools, experiment with materials, and observe real-world applications, sparking curiosity and inspiration before they began brainstorming solutions for the driving question.

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6th grade intermediate STEM Class

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Through this project, students are developing employability skills like problem-solving, collaboration, creativity, and critical thinking. They also practice communication, perseverance, and adaptability, all of which are essential for success in school, careers, and everyday life.

One way we practiced this was by having the students play an Employability and “Bugs and Wishes” Jenga Bingo game to build strong teams, discussing how they would handle different STEM situations while practicing collaboration, communication, critical thinking, and creativity within their groups.

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Authentic Audience used emoji faces as a fun and supportive way to share feedback to the groups. They selected an emoji and wrote what they liked, noticed, or appreciated about each team's solution idea. This activity really helped students learn how to give kind, specific, and constructive feedback.

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During the Poster Session protocol, students transformed their top idea from the NUF Test into a visual display, sketching their design and explaining how it works. They shared their posters with classmates to receive feedback and highlight the purpose and impact of their project

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Students used the Sentence, Phrase, Word protocol to dive deeper into the article “Why Do We Learn STEM in School”. They identified one sentence that captured the main idea, one phrase that stood out or provoked thought, and one powerful word that resonated with them. This helped students better understand the problem and think critically about the purpose and impact of STEM learning.

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Teams gathered to read through the feedback given by 5th grade students, looking for common strengths and areas to grow. They discussed the comments together and reflected on how they could use the feedback to improve their project and teamwork moving forward.

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Students prototype in PBL to turn their ideas into tangible solutions, allowing them to test and explore how well their designs work. Prototyping encourages creativity, problem-solving, and iterative thinking, helping students learn from mistakes and improve their solutions before final implementation.

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Students worked in teams to identify key stakeholders for their project, considering who would be affected by or interested in their interactive STEM game or exhibit. This helped them understand different perspectives and think about how their designs could meet the needs of real people in the community.

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Employability Skills Jen-go (Jenga and Bingo) Printable

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Employability Skills Jen-go (Jenga and Bingo) Printable

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4C's Tic-Tac-Toe Color Jenga Game Board Scenarios

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Students began the incubation phase by using the Draw the Problem protocol, visually representing how they understood the challenge.

On the front of their notecard, they made a short list of words or ideas describing the problem, its causes, who it affects, and what it looks like in real life.

On the back, they created a drawing or symbol to show the problem, helping others see their unique perspective before moving into brainstorming solutions.

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Please write the name of the team's solution and describe it in a few sentences.

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After completing their stakeholder maps in teams, students shared their ideas with the whole class. Together, they combined their work to create a classwide stakeholder map, showing all the different people and groups connected to the project.

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Driving Question Understanding- Revising and Simplifying

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Driving Question Understanding- Revising and Simplifying

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Before completing the final poster session, students simplified the driving question into their own words to make it easier to understand. This helped them focus on the core problem, clarify their ideas, and ensure their solutions directly addressed the challenge.

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Students chose a stakeholder and created a detailed profile, including a picture, name, age, role, and personal likes. They built empathy by considering the stakeholder’s pains and gains in STEM and how their project solutions could impact or benefit them.

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Students used the Brainwriting protocol to begin generating ideas for their project. They each wrote an idea on a notecard, then passed it around for classmates to add on, improve, or modify every minute, allowing ideas to grow and evolve through collaboration.

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Please add quotes from students, parents, authentic audience, and any business/community members you utilized. Please use first names only.

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Incubation-

I learned how to come up with ideas by combining games or features. We thought of a few games that we liked and we put them together. We took come features from each of the games we chose and put them together to form the environment, abilities, and the main features of a game.

-Lincoln (6th Grade)

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Calibration-

I believe the crazy 8 game improved my ideas the most in this project. When I was told to think of WACKY ideas it made me think creativity and not worry about little details.

Averiegh (6th Grade)

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Feedback-

I liked when we did elevator pitches and shared our ideas with our classmates and they gave us 2 stars and 1 wish. It helped us to understand what features we explained clearly and we were able to use the feedback to improve how we explain the design during our final presentation.

Claire (6th Grade)

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I loved having a lot of flexibility and creativity with this project, working with my team to try different ideas, and seeing how each team came up with totally unique solutions to the same problem

Aspyn (6th Grade)

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Students worked in teams and groups to create a stakeholder profile poster.

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Take time to reflect on what went well. What will you change for next year? What feedback did you get from students, the business partner, the authentic audience that can help make this project even better?

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Student example of presenting pains and gains profile poster.

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After completing the Brainwriting activity, students reflected on the add-ons, improvements, and modifications their teammates suggested to strengthen their ideas.

They then used the Crazy 8s protocol, sketching eight different possible solutions in eight minutes to quickly explore a wide range of creative ways to solve the problem.

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Students then presented their stakeholder profiles to the class, sharing insights about their chosen person and how their needs and perspectives could influence the project.

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Students shared their Crazy 8 sketches with their teammates, explaining their creative ideas and building on each other’s thinking to find the most promising solutions.

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Show through pictures, videos, examples of student work, to reflect on the authentic audience, the pitch, the final product. Include any information/pictures from your community partner.

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Show through pictures, videos, examples of student work to reflect how your students came up with multiple ideas.

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Show through pictures, videos, examples of works to reflect on how students narrowed their ideas, determined their best solution, and developed the solution.

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Show through pictures, videos, examples of student work to reflect on the check ins done throughout the project.  How did students reflect throughout the process? How did student critique and revise?

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Show through pictures, videos, examples of student work, links to reflect how your students built empathy, determined Need to Knows, and uncovered important information to solve their driving question?

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Show through pictures, videos, examples of student work, and written documentation to reflect how teams were built, how students uncovered andunderstood the driving question, the standards covered, and the launch into the project

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This project was such a great experience for everyone. Students were really invested in creating their solutions, and the protocols (Crazy 8s, Dot Voting, NUF Testing, Poster Sessions) pushed them to stretch their thinking instead of settling on their first idea.

It wasn’t perfect at the start, some groups had a tough time working together, staying focused, or thinking outside the box but those struggles actually turned into some of the biggest growth in collaboration and communication. The best part was seeing how proud they were when they shared their final ideas with an authentic audience of 5th graders and administration. Overall, the project really strengthened their STEM mindset, problem-solving, and ownership of learning.

Next year, I’d streamline the observation and creative sequence since we spent a bit too long on it. I would probably just pick one protocol from each stage and leave more time for team collaboration and iteration.