“Try, fail, learn, repeat” has become a guiding mantra for STEM learning in the classroom of Eli Rosenberg at the Innovation Lab at Main Street Middle School in Montpelier, Vermont.
“There’s layers of iteration, but each time you do a proof of concept, you try, you fail, and you figure out why it doesn’t work,” Rosenberg shared while reflecting on the initial phase of a STEAD project, a mini grant funded by NSF STRIVE. “That mindset is very much an engineering mindset.”
Rosenberg’s project, Design, Build & Code with Physical Computing, was selected in part for its simple interdisciplinary design, strong potential for scaling, and accessible entry point for students of varying ages and abilities to engage with foundational STEM concepts.
Using a simple circuit board called a Funkey Funkey(also known as Makey Makey), students were challenged to bring interactive dioramas to life. Whether creating original designs or building upon projects from other classes, students used Legos, 3D-printed components, and even cardboard to demonstrate their understanding in ways that extended beyond traditional presentations.
The visible elements of each project communicated students’ understanding of the original assignment, while the coding happening behind the scenes revealed a deeper level of learning that would be difficult to capture through a paper or poster presentation alone.
“You touch the banana tree and it explains how the banana tree is part of the flow of energy and its role in the food web,” Rosenberg explained. By pairing Funkey Funkey boards with Scratch, a programming platform developed at MIT, he said the learning process becomes highly accessible regardless of a student’s prior experience with coding.
“It’s a classic low-floor, high-ceiling activity,” Rosenberg added. “It involves an engineering approach where students are trying to imagine, plan, create, and figure out how things work.”
For Rosenberg, the flexibility of the project allows students with different learning styles and abilities to engage in meaningful ways.
“I help make space for kids who need an alternative way of thinking — kids who think with their hands or need a different kind of engagement,” Rosenberg reflected. “But also kids at the top end who want to go deeper and farther. I need to keep throwing things at them so they can iterate again and again and again.”
Beyond creating an engaging learning environment, Rosenberg also recognized the long-term value of the materials themselves. The Makey Makey boards are durable, versatile, and reusable, allowing their impact to extend well beyond a single classroom project.
“I teach every kid in every class in every grade every year,” Rosenberg said. With materials that can be used repeatedly, he looks forward to helping countless more students step into a style of learning designed to prepare them for the challenges they will face beyond the classroom.
“Once you have the right mindset — try, fail, and repeat — you learn what doesn’t work, and eventually, you figure out how to make it work.”
Story by Devan Monette, NSF STRIVE
