SOLUTION

Lack of Participation

Students seem disengaged, not contributing

CHALLENGE

Ideas Lack Depth

Student projects or ideas feel superficial

A) Ask what’s up, uncover the roadblock.

B) Give solo activities, assign roles.

C) Take a break and resume later with a refreshed mindset.

D)Assign more homework as a consequence for not participating.

A) You can do better. Take another 10 minutes to think about it.

B) Accept the idea and move on to the next activity.

C) Give feedback to the student openly for their lack of effort

D) Sharing ideas and facilitating a discussion

1

SOLUTION

Lack of Participation

Students seem disengaged, not contributing

CHALLENGE

Ideas Lack Depth

Student projects or ideas feel superficial

A) Ask what’s up, uncover the roadblock.

B) Give solo activities, assign roles.

C) Take a break and resume later with a refreshed mindset.

D)Assign more homework as a consequence for not participating.

A) You can do better. Take another 10 minutes to think about it.

B) Accept the idea and move on to the next activity.

C) Give feedback to the student openly for their lack of effort

D) Sharing ideas and facilitating a discussion

1

1

SOLUTION

Some socializing and breaks are fine (and fun), but if students seem totally unengaged try any of the following: ask what’s up, uncover the roadblock, create smaller groups, give solo activities, give roles, determine deliverables

Lack of Participation

Students seem disengaged, not contributing

CHALLENGE

Simply say: “You can do better. Take another 10 minutes to think about it.” You can also try sharing examples, facilitating a think tank, letting students judge their own and each other’s ideas

Ideas Lack Depth

Student projects or ideas feel superficial

1

SOLUTION

A) Assign specific roles, including a moderator role to balance participation.

B) Allow the dominating student to continue leading the discussions, as it shows leadership.

C) Let the student speak as he will eventually get bored.

Dominating Participants

One student overshadows discussions

CHALLENGE

A) Conduct private conversations, rotate group compositions, assign specific roles.

B) Let the student in the same group until they choose to participate.

C) Call out the student in front of the class to encourage participation.

Social Isolation

A student appears disconnected from group activities

2

SOLUTION

A) Assign specific roles, including a moderator role to balance participation.

B) Allow the dominating student to continue leading the discussions, as it shows leadership.

C) Let the student speak as he will eventually get bored.

Dominating Participants

One student overshadows discussions

CHALLENGE

A) Conduct private conversations, rotate group compositions, assign specific roles.

B) Let the student in the same group until they choose to participate.

C) Call out the student in front of the class to encourage participation.

Social Isolation

A student appears disconnected from group activities

2

SOLUTION

Assign specific roles, including a moderator role to balance participation (stand up and speak to the class)

Dominating Participants

One student overshadows discussions

CHALLENGE

Conduct private conversations, frequently rotate group compositions, assign specific roles. ask “What’s stopping you?”

Social Isolation

A student appears disconnected from group activities

2

SOLUTION

A) Reduce the difficulty of tasks to encourage students to take them on.

B) Frame tasks as opportunities, address concerns, set clear milestones.

C) Allow students to work only on tasks they feel comfortable with to ensure participation.

Avoidance of Challenge

A student or group avoids difficult tasks

CHALLENGE

Resistance to Feedback

Students dismiss or react negatively to feedback

A) Provide feedback in a way that doesn’t challenge students’ ideas too much, to avoid resistance.

B) Start each project with a “feedback pact” where everyone commits to giving and receiving feedback constructively.

C) Avoid giving feedback if students react negatively to it, to maintain a positive atmosphere.

3

SOLUTION

A) Reduce the difficulty of tasks to encourage students to take them on.

B) Frame tasks as opportunities, address concerns, set clear milestones.

C) Allow students to work only on tasks they feel comfortable with to ensure participation.

Avoidance of Challenge

A student or group avoids difficult tasks

CHALLENGE

Resistance to Feedback

Students dismiss or react negatively to feedback

A) Provide feedback in a way that doesn’t challenge students’ ideas too much, to avoid resistance.

B) Start each project with a “feedback pact” where everyone commits to giving and receiving feedback constructively.

C) Avoid giving feedback if students react negatively to it, to maintain a positive atmosphere.

3

SOLUTION

Frame tasks as opportunities, address concerns, set clear milestones.

Avoidance of Challenge

A student or group avoids difficult tasks

CHALLENGE

Resistance to Feedback

Students dismiss or react negatively to feedback

Start each project with a “feedback pact” where everyone commits to giving and receiving feedback constructively.

3

SOLUTION

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Over-planning

Students get stuck planning and don’t know how to begin

CHALLENGE

Excessive Free Time

Students finish tasks quickly and appear idle

Lack of Creative Confidence

Students hesitate to share ideas, fearing judgment

4

SOLUTION

Encourage breaking down into smaller tasks, set a "planning deadline", provide project timeline examples.



Over-planning

Students get stuck planning and don’t know how to begin

CHALLENGE

There probably isn’t! Set micro deadlines. If you finish early, add on to the project (e.g. create a marketing campaign about your work)

Excessive Free Time

Students finish tasks quickly and appear idle

Lack of Creative Confidence

Students hesitate to share ideas, fearing judgment

Begin brainstorming sessions with a "bad idea bonanza" where the goal is to generate the silliest ideas possible. This breaks the ice and lowers inhibitions around idea sharing.

4

SOLUTION

Time Constraints

Project scope is too broad, leading to unfinished work

CHALLENGE

Difficulties in Scope Management

Projects become too complex or too simplistic

5

.....................

.....................

SOLUTION

A)Invite other students to be mediators

or

B)Challenge students to devise an alternative solution

Interpersonal Conflicts

Students are fighting or can’t resolve a disagreement

CHALLENGE

A) Introduce a mandatory planning phase with approval checkpoints, in a presentation

B) Have the students create a plan on each day, no need to plan ahead

Action without Planning

Groups dive into execution without a clear plan

Mismatched Team Skills

Group projects suffer from unequal skill distributions

A) Have students list their skills and interests at the start. Form teams ensuring a mix of these skills and interests,

or

B) Allow students to form teams based on complementary skills.

SOLUTION

A)Invite other students to be mediators

or

B)Challenge students to devise an alternative solution

Interpersonal Conflicts

Students are fighting or can’t resolve a disagreement

CHALLENGE

A) Introduce a mandatory planning phase with approval checkpoints, in a presentation

B) Have the students create a plan on each day, no need to plan ahead

Action without Planning

Groups dive into execution without a clear plan

Mismatched Team Skills

Group projects suffer from unequal skill distributions

A) Have students list their skills and interests at the start. Form teams ensuring a mix of these skills and interests,

or

B) Allow students to form teams based on complementary skills.

This guide is additional to the

"Classroom Challenges & Solutions"

 Presentation

It is specific to young kids between 5 and 9

New Students

Students may feel insecure or anxious in new environments.

SCENARIO

RESPONSE

A) Create a welcoming and inclusive classroom environment. Use icebreakers, group activities, and team-building exercises to build camaraderie and trust among students.

B) Assign individual work immediately to help students focus on their tasks alone.

C) Avoid group activities to prevent potential conflicts among students.

D) Only focus on academic content and let students socialize outside of class.

New Students

Students may feel insecure or anxious in new environments.

SCENARIO

RESPONSE

A) Create a welcoming and inclusive classroom environment. Use icebreakers, group activities, and team-building exercises to build camaraderie and trust among students.

B) Assign individual work immediately to help students focus on their tasks alone.

C) Avoid group activities to prevent potential conflicts among students.

D) Only focus on academic content and let students socialize outside of class.

in bold correct answer

Fostering a Sense of Belonging

Create a welcoming and inclusive classroom environment. Use icebreakers, group activities, and team-building exercises to build camaraderie and trust among students.

New Students

Students may feel insecure or anxious in new environments.

SCENARIO

RESPONSE

Establish a consistent schedule and introduce it at the beginning of each class using visual assets like icons and numbers (Present the day's activities along with the estimated time for completion).

Maintain a Routine

Confused students can become disruptive

Students feel safer when they know what to expect next.

SCENARIO

RESPONSE

(A) Use timers

(B)Visual cues to signal transitions.

(C) Classes start with a brief review and ends with a summary or reflection

Managing Time Effectively

Difficulty in transitioning between activities or subjects.

SCENARIO

RESPONSE

(A) Use timers

(B)Visual cues to signal transitions.

(C) Classes start with a brief review and ends with a summary or reflection

Managing Time Effectively

Difficulty in transitioning between activities or subjects.

SCENARIO

RESPONSE

in bold correct answer

Acknowledge their efforts and say, "Great job staying on track with your project work. Keep up the good work!

Notice Positive Things

Positive Behavior

Student consistently completes project tasks on time. 

SCENARIO

RESPONSE

At the beginning of each studio session, convene a meeting with students to establish agreements.

Collaboratively create a set of rules, such as 'Listen when others are speaking' and 'Raise your hand to speak.'

Pose the question to students: 'What can we agree on to make this studio enjoyable and beneficial for everyone?'

Set Ground Rules as a class

Disruptive Students

Creating agreements will give them a sense of responsibility.

SCENARIO

RESPONSE

A) Say “Listen to your friend’s presentation and you can ask questions once he’s done.”

B) Remind students that interrupting is not polite and ask them to raise their hands instead.

C) Say, “Please wait until your friend is done before you ask your question.”

Student Disengagement and Interruptions

Elementary students will take words literally sometimes. 

SCENARIO

RESPONSE

A) Say “Listen to your friend’s presentation and you can ask questions once he’s done.”

B) Remind students that interrupting is not polite and ask them to raise their hands instead.

C) Say, “Please wait until your friend is done before you ask your question.”

Student Disengagement and Interruptions

Elementary students will take words literally sometimes. 

SCENARIO

RESPONSE

in bold correct answer

Instead of saying, “Don’t interrupt your friend” say “Listen to your friend’s presentation and you can ask questions once he’s done.” 

Use Positive Language

Student Disengagement and Interruptions

Elementary students will take words literally sometimes. 

SCENARIO

RESPONSE

Prepare a set of 5–7 minute brain breaks to use during class. Utilize YouTube's variety of videos designed for kids to engage in physical movement and refresh their minds. Additionally, incorporate brief breathing exercises at the start of each elementary school class to help students calm down and focus

Student Restlessness

& Attention

Elementary students need lots of break to refocus and recharge

SCENARIO

RESPONSE

Allow students to take breaks only when they ask for them, to avoid unnecessary interruptions.

OR?

Prepare a set of 5–7 minute brain breaks to use during class. Utilize YouTube's variety of videos designed for kids to engage in physical movement and refresh their minds. Additionally, incorporate brief breathing exercises at the start of each elementary school class to help students calm down and focus

Having Brain Breaks

Student Restlessness

& Attention

Elementary students need lots of break to refocus and recharge

SCENARIO

RESPONSE

Classroom Management

WHAT TO DO

A I Establishing Clear Expectations

Use team contracts or agreements to set clear expectations and responsibilities.

Builds trust and encourages open communication.

Facilitates interaction and collaboration.

Clarifies roles & helps manage team dynamics effectively.

Arrange the physical space to promote teamwork, such as circular seating or team pods.

Actively listen to student ideas and questions, encouraging dialogue.

WHY?

WHAT TO DO

B I Creating a Positive Learning Environment

Integrate activities that foster teamwork and community.

Builds a supportive and positive classroom culture that values every student.

Motivates students and acknowledges their efforts and achievements.

Encourages collaboration and strengthens classroom community.

Celebrate milestones and successes, big or small.

Model and promote respect, inclusivity, and empathy.

WHY?

WHAT TO DO

C I Effective Time Management

Use timers and reminders for transitions and deadlines.

Helps students stay organized and reduces the feeling of being overwhelmed.

Ensures efficient use of class time and supports students in need of help.

Keeps the class on track and maintains a steady pace of work and learning.

Provide structured class time for project work, along with individual guidance.

Break projects into manageable segments with deadlines.

WHY?

WHAT TO DO

D I Adapting to Student Needs

Encourage student-led initiatives and leadership opportunities within projects.

Allows for early identification of challenges and adjustments to support needs.

Ensures all students are engaged and can succeed in their projects.

Empowers students and fosters a sense of responsibility and leadership skills.

Differentiate instruction and project tasks based on student abilities and interests.

Regularly check in with students individually to assess progress and well-being.

WHY?

WHAT TO DO

E I Maintaining Engagement and Motivation

Incorporate gamification elements or competitive aspects judiciously.

Increases student interest and the perceived value of their work.

Enhances student engagement by allowing them to pursue their passions and interests.

Stimulates interest and motivation through friendly competition or game-like challenges.

Offer choices in project topics or components where possible.

Use real-world connections to make projects relevant and engaging.

WHY?

Advancing Student Projects

WHAT TO DO

A I Facilitating Continuous Progress

Introduce mini-challenges or sprints focused on specific project components.

Provides structured checkpoints to ensure projects are progressing as planned.

Encourages ongoing reflection and documentation, aiding in both assessment and planning.

Energizes the project with short, focused bursts of activity to overcome obstacles or stagnation.

Implement a "project journal" for teams to document their progress and reflections.

Schedule regular milestone reviews to assess project advancement.

WHY?

WHAT TO DO

A I Facilitating Continuous Progress

Provide experiential learning opportunities outside the classroom.

Utilize natural and diverse environments for inspiration.

Utilize outdoor spaces for inspiration and alternative learning environments.

Organize field trips to businesses, museums, or other relevant sites for hands-on learning.

WHY?

WHAT TO DO

B I Encouraging Peer Collaboration

Pair teams with complementary skills for specific tasks or workshops.

Facilitates constructive feedback and ideas exchange, broadening perspectives.

Provides motivation through peer recognition and fosters a collaborative learning environment.

Leverages diverse skill sets within the classroom, enhancing learning and project outcomes.

Set up project "exhibitions" where groups share their work-in-progress.

Organize peer review sessions where students give and receive feedback.

WHY?

WHAT TO DO

C I Leveraging Expert Input

Incorporate mentorship programs where students can receive guidance from experts.

Offers students real-world perspectives and valuable insights to refine their projects.

Exposes students to real-world applications and potential future opportunities.

Provides direct support and advice, helping students navigate challenges and make informed decisions.

Arrange virtual or in-person visits to businesses or organizations relevant to projects.

Invite industry professionals to provide feedback on projects.

WHY?

Student Mentorship

WHAT TO DO

A I Encouraging Self-Assessment

Encourage students to set personal goals based on their assessments.

Empowers students to identify their own strengths and areas for improvement, fostering self-awareness and autonomy.

Provides a structured framework for students to evaluate their work against set standards.

Motivates students to take ownership of their learning journey and set achievable targets for growth.

Use rubrics with clear criteria to guide students' self-assessment.

Prompt students to reflect on their own work before offering feedback.

WHY?

WHAT TO DO

A I Encouraging Self-Assessment

Fosters reflective thinking after project completion.

Implement a structured "project debrief" session where each student shares one success and one area for improvement.

WHY?

WHAT TO DO

B I Creating a Feedback-Friendly Environment

Encourage peer-to-peer feedback sessions to build a supportive learning community.

Cultivates an atmosphere where students feel safe to take risks and learn from feedback.

Demonstrates effective feedback techniques and encourages students to apply them in peer reviews.

Facilitates a collaborative learning environment where students learn to give and value feedback from their peers.

Model how to give and receive feedback constructively within the classroom.

Establish a culture where feedback is viewed as a positive and essential part of learning.

WHY?

WHAT TO DO

C I Focusing on Skills and Processes

Offer suggestions for improving specific skills or processes in future projects.

Shifts the focus from the end product to the valuable learning that occurs through the process.

Recognizes and reinforces the importance of these fundamental skills in project-based learning.

Gives students clear, actionable advice on how to enhance their capabilities in a supportive manner.

Provide feedback on collaboration, research, and problem-solving strategies used.

Highlight the skills and processes used during the project, not just the outcome.

WHY?