1

Watch the activity overview video

This video shows staff facilitating the activity featured in the skill video.
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STEM Structures Paper Table Design Squad

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.
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?

3

Watch the skill video

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Reflecting & Processing STEM

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.
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.