Road Tested / We're Throwing a STEM PARTY and All Are Invited

Provide an introduction. In order for students to create simple machines, they need to know what simple machines are. At the beginning of the unit, introduce STEM-specific vocabulary and concepts behind the appropriate STEM disciplines. Show several examples of simple machines and schedule a Q&A session to address any confusion. This introduction can serve as "supported inquiry," based on the needs of your students. In this technique, teachers guide students through the learning process by providing educational supports, such as multimodal representation, mnemonic strategies, text adaptations, and graphic organizers.

Assign manageable tasks. After you introduce simple machines, it's time to break out the work. Building the machines will take several class periods to accomplish, so chunk the unit into manageable, yet challenging lessons and activities that lead to a final product. Such activities include brainstorming ideas, creating shopping lists for materials, and drafting blueprints accompanied by lessons explaining each chunk.

Reinforcement. This was the first time some of my students were involved in such an intricate lesson, so I provided continuous reinforcement. You can use behavior-specific praise to motivate your struggling students. Instead of saying "good job," tell your students explicitly what they are doing well: "Jim, you are doing a great job sharing your ideas during the planning phase of this project. You are really contributing to the group!" You can also provide incentives, such as five minutes of free time at the end of a lesson, snacks, homework passes, or access to preferred items like cell phones or computers.

Try again. As my students built their simple machines, we all (me included) encountered a few mishaps and struggles. Encourage resiliency by relating struggles—your own or others'—that have turned into successes after perseverance. I have recounted the stories of professional athletes who barely made the sports team in high school and technology moguls who floundered repeatedly before landing upon a great discovery. One particular quote I use to highlight resiliency is by Thomas Edison: "I have not failed. I have just found 10,000 ways that won't work." With my encouragement, when students run into roadblocks, we work together to overcome them and continue on with the projects.

You did it! When your students achieve their goals, applaud those successes. I celebrated my students' accomplishments by inviting their peers, teachers, and principal to see their simple machines in action during an end-of-unit party.

According to the Bureau of Labor Statistics, there were 8.6 million STEM jobs representing 6.5 percent of U.S. employment in 2015. Unfortunately, students with disabilities are less likely to succeed in STEM subject areas than their typically developing peers. This is why we must expose them to STEM instruction early on. Throwing a STEM PARTY can pique their interest in this growing field and open the door to future careers.

In my former school, students with disabilities now have wide access to STEM instruction. Through the coordinated efforts of administrators, paraprofessionals, and general and special education teachers, these students are encouraged to participate in STEM courses like robotics, coding, and engineering—and of course, compete in bridge-breaking activities.