Watch the activity overview video

This video shows staff facilitating the activity featured in the skill video.

Radio Active Golf Balls Activity Overview

This is a video of a real afterschool program. These videos serve as discussion starters around a particular skill and are not examples of perfect practice.

As you watch the skill video below, think about these questions:

What are specific strategies Jennifer uses to build relationships with youth and how does that impact learning? 

How does Jennifer support youth through the task by asking questions to guide their thinking? 

What do you see in the interaction with staff and youth that reflects a positive science classroom community? 

If you were leading this activity with the youth in this program, what would you do differently?


Watch the skill video


33 Managing The Excitement

This is a video of a real afterschool program. These videos serve as discussion starters around a particular skill and are not examples of perfect practice.

Now that you've watched the video, reflect on what you saw and post your responses.

Research on science-inquiry learning states, "One considerable challenge for teachers is to learn new ways of managing the classroom to position students for learning through inquiry." What strategies have you developed in your out-of-school environment to help you manage the group and encourage student inquiry?

lorraine Turner's picture
I learned to give basic details, but specific details and allow the children to figure out hoe to do the task on their own.
Rita Thomas's picture
I've found that there is in some students a natural tendency to learn by inquiry, self-discovery.
And it has been my experience there are others who seem to not learn as well without specitific instructions and structure. 
This is the dilemma for the teacher/instructor. The question is; can a student who does not seem to learn
this way--be taught to? (and vise-versa)

I identify personally with those who are learners by self-inquiry, however--watching them teaches me how I can
be an instrument to each students personal learning experience. Just as we have differing personalities--we
have different ways of learning. It is hard to say which is right, or best! A foot in both doors perhaps?
We know that "engaging in scientific activity provides students with a context for thinking about and using scientific knowledge."  What are the challenges you face as a STEM facilitator in creating and managing youth in this environment? 
lorraine Turner's picture
In trying to do projects in our afterschool facility we have a lot of distractions like answering the door, watching the other children not involved with the experiment and running the project.
Rita Thomas's picture
The big challenge for me is not in the teaching per se'. It is the fact that we go into this
with the assumption that all students will want or even need this "scientific knowledge".
For me it is hard to understand that because I am always learning, and think of everything
around me as a science. But this is not true for all individuals. Some of my students
simply do not like science. In this case I try to find something that is in their interest and
show them how it can apply within science. By mixing it up a little and providing those
minds with what seems to be their talents, I find managing them in a STEM environment
much more pleasing and enjoyable for all of us!