Step
1

Watch the activity overview video

This video shows staff facilitating the activity featured in the skill video.
Step
2

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

How does Katie, the facilitator, set the stage for the goal of the STEM activity? How does that help them make sense of what is happening? (Listen at 0:16)

"How are we going to make the legs stronger?" (Listen at 0:50) What expectation does this question set for the learner?

What did the child observe here? (Watch at 1:05)

What does the facilitator do here that encourages reflection and processing? (Listen at 1:08)

How does Katie "push" the learners thinking? What does she say/do specifically that encourages youth to develop deeper understanding? (Listen and watch at 1:18, 1:38)

In what way does this help youth learn about STEM processes? (Watch at 1:54)

How could you encourage reflecting and processing differently when leading this activity? What could you do the same?

Step
3

Watch the skill video

Step
4

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

What are the different roles you see demonstrated in these videos? What is the learner's role?  What is the Facilitator's role?


Ashley Parent's picture
The children have different roles in their groups, and then the facilitators role is trying to push the learners roles to new limitst see what they can so and see to make their structures better. By asking questions, showing pictures, and asking what each individual thinks even if they didn't volunteer. 
Did reflecting and processing help the whole group? How?


Ashley Parent's picture
Yes, absolutely because it gave them a chance to think about what they did the first time and what didn't work. Then giving them pictures and looking at real structures and forms gave them ideas of how to build their own in a way that would hold up. 
What did the facilitator do that encouraged reflecting and processing?  What would you do differently to encourage youth to reflect and process what is happening?


Ashley Parent's picture
She said "maybe this time build the legs of the tables stronger" which told them the solution to their problem. But instead maybe before telling them that I would have done her other steps first and talked about the other structures and worked through things and let them discussed it on their own about what didn't work and what they needed to do without saying those words. Just because then they knew right away that they needed to build up more underneith. 
What did the facilitator have to do ahead of time, during and after the activity in order for the students to process what is happening?
Ashley Parent's picture
She needed to make sure she understood building structures and possibly in some way even architecture so that when the children struggled with it and placing the books on top she was able to answer questions as to why this was happening and why it may not have help or why it did hold.

Professional Development Resources

Discovering Skills - Level 2

In this training, particpants go deeper as a team to discover strategies and develop a plan to implement

1 hour, 30 minutes
Log in or register to download the resource

Discovering Skills - Level 1

Participants will work on an action plan to focus on facilitating opportunities for reflecting and processing STEM activiites.

1 hour, 30 minutes
Log in or register to download the resource

Developing a Plan 1

Participants will develop a plan to implement effective strategies.
15 minutes
Log in or register to download the resource

Reflecting and Processing STEM

In a one-on-one session, participants will work on their focus area for reflecing and processing STEM.

15 minutes
Log in or register to download the resource

Going Deeper 1

Staff will set goals for incorporating reflection and processing strategies into their STEM activities. 

30 minutes
Log in or register to download the resource

Developing Strategies as a Team 1

In this virtual meeting, participants collaborate together to identify focus areas for reflecting and processing.

30 minutes
Log in or register to download the resource Log in or register to download the resource

Program Considerations 1

Participants identify barriers and develop strategies for reflecting and processing during STEM activities.

30 minutes
Log in or register to download the resource Log in or register to download the resource

Looking Back

Particiants evalutate their own reflecting and processing styles

15 minutes
Log in or register to download the resource