Envision Multiple Solutions

Engineers brainstorm, construct, and assess multiple solutions to a problem. They understand that a given problem can be solved in a number of ways and use criteria and constraints to select the optimal solution. 

Display of student-made eco-friendly slippers.

Why is envisioning multiple solutions important for youth?

When students envision multiple solutions, they learn that there is no single “right” answer and that creativity, iteration, and thoughtful decision-making are essential parts of learning. Open-ended problems that allow for many possible solutions encourage flexible thinking and help students consider different approaches and innovative ideas. 

When a diversity of ideas is encouraged, shared, and celebrated, students develop greater agency and ownership over their work. Because each design is unique, students must determine next steps, identify what they need to improve, and justify their choices, leading to greater engagement, deeper thinking, and stronger problem-solving skills. 

How does YES support envisioning multiple solutions?

Create space for brainstorming.

All YES units intentionally build in time for students to engage in the imagine phase of the engineering design process independently. Students generate multiple ideas before sharing, discussing, and selecting one, reinforcing the value of divergent thinking before decision-making. 

Address open-ended problems with many possible solutions.

Challenges are structured so they can be solved in different ways using a variety of materials. In Engineering Nightlights, for example, students design nightlights to support two story characters—one who needs more light and one who needs less. They brainstorm multiple approaches to partially lighting a space and experiment with how different materials impact brightness. 

Support comparing and choosing between ideas.

Students work on problems with many parts and more than one “right” answer. In Engineering Eco-friendly Slippers, they design different parts of a slipper and think about cost, comfort, sustainability, and user needs. They compare several solution paths before choosing one to build, helping them see that there are many possible solutions. 

Videos

View these classroom videos of students envisioning multiple solutions and consider the reflection questions below.

Play Video

Imagine Four Different Pollinators

Play Video

Your Ideas Made the Difference

Play Video

One or Three Sails

Video Reflection Questions

In one video, the teacher asks students to independently imagine four different hand pollinators before working with a partner. This move sets the expectation that there is not just one idea worth pursuing and gives every student space to contribute their own thinking. Generating multiple ideas early helps students feel less stuck if one idea doesn’t work, because they already have other possibilities to draw from. This supports persistence and builds confidence by showing students that their ideas are valuable, and that revision is a normal part of the process.

One teacher makes this idea explicit by pointing out that although students had the same assignment, their designs were all different because of their individual ideas. Naming this difference helps students see that variation is expected and valuable in engineering. Other strategies include asking students to generate multiple initial ideas and providing opportunities to share and compare designs. When teachers highlight differences as strengths, students begin to understand that success is not about finding one correct answer, but about developing and improving ideas in different ways.
EDP graphic with only Imagine phase highlighted.

What does envisioning multiple solutions look like in your classroom?

  • Celebrate diverse thinking. Spotlight the variety of ways students approach the same problem. Create opportunities, such as gallery walks or partner share-outs, for students to examine multiple designs and discuss how each one meets the criteria in a different way. This reinforces that successful engineering solutions do not have to look alike.
  • Use prompts that open possibilities. Ask questions that expand students’ thinking, such as, “What else could work?” or “How might someone with different needs solve this problem?” These prompts encourage students to move beyond their first idea and consider alternative approaches before selecting a final plan.
  • Share examples of engineers envisioning new solutions. Highlight how technologies evolve over time, such as how smartphones developed from flip phones, which grew from earlier portable and rotary phones. Emphasize that engineers are constantly imagining improvements and next-generation possibilities, refining existing ideas into new and better solutions. 

“The lessons walk young students through the steps of the engineering design process and help the students share their ideas with each other. I was amazed by some of the ideas my students came up with, and we plan to try some of the students’ other ideas too.”

- Elementary School Teacher 
 

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Research shows that engineering challenges with multiple possible solutions foster greater student engagement and creativity, and help students build persistence and problem-solving confidence (National Academy of Engineering, 2009).

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