1. Select a Whole Class, Small Group, or Individual BOUNCE...

2. Select a Bounce Style:

​Bounce Back
Between two participants (class, group or individual) #BounceBack

• Design a challenge and BOUNCE it to another participant. They will complete the challenge, document their learning, and share those results with you. They will then create a new challenge to BOUNCE BACK to you!

OR

Continuous Bounce
A participant (class, group or individual) starts a chain of challenges #TrackTheBounce

• Design a challenge and BOUNCE it to another participant. They will complete the challenge, document their learning and share those results with you. They will then adjust or modify the challenge or create a new challenge and then BOUNCE it to a new participant. You can choose to document and #TrackTheBounce on social media!

Below, there is an outline of what a collaboration could look like for two participating STEMBounce groups:

Example 1

​These junior level teachers selected to use small groups and participate in a #BounceBack challenge exchange.

Initially, the teachers created STEM challenges for the students within their classrooms. Students were organized into small groups. These groups were their STEM teams for the school year. Each team included 3-5 students of mixed abilities. After the students had completed some teacher led STEM challenges (e.g., create a structure with set materials in a set time that can hold a textbook), students were introduced to another class in another school via “Google Meet”.

Next, working in their teams, students created a challenge. Those STEM challenges were “bounced” to the new school and those students completed the tasks, recorded their results through video, data collection or pictures.

Then, the groups from each school used “Google Meet” to discuss the challenges: what worked, what didn’t work, what was difficult and what was successful. The partner school then created challenges for the first set of students and bounced them back; the cycle continued with the original group of students completing their challenges.

Later in the cycle, students had the opportunity to seek out support from community experts that assisted them in challenge design.

Example 2

These primary level teachers selected to participate in a CONTINUOUS BOUNCE challenge with their whole class.

Initially, the teachers created STEM challenges within their classrooms for their whole class to complete. After the students had completed some teacher led STEM challenges (e.g., helping a stuffed animal cross a river using the supplies provided), students were introduced to another class in another school via “Google Meet”.

Next, as a class, the teacher led the students as they created a challenge. This STEM challenge was “bounced” to the new school and those students completed the task as a class, recorded their results through video, data collection or pictures.

Then, the classes used “Google Meet” to discuss the challenge: what worked, what didn’t work, what was difficult and what was successful. The partner school then created a challenge to "bounce" to a new class in another school. They documented their journey using the #TrackTheBounce hashtag.
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Later in the cycle, classes had the opportunity to seek out support from community experts that assisted them in challenge design for future "bounces".