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:

While the youth facilitator is giving input, what are the youth doing that shows they are engaged in their own learning? How does the youth facilitator react? (Watch at 0:37)

What interactions allow youth to be in control of their learning? (Listen at 1:00; 1:12 - 1:27)

What do you notice the youth and youth facilitator doing here that further enforces youth in control of their learning? (Watch at 1:28 - 1:35)

How would you do this activity differently? What would 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 specific ways did the youth facilitator allow youth to be in control of the activity?
Georgina Whalen's picture
She allowed students to choose how the ecobot was wired, allowed time for them to test it out, and encouraged each member of a group to share their ideas.
 
What would you do differently?
How did this particular activity lend itself to allowing youth in control?
How does this activity make STEM real-world and relevant to youth?  In what other ways could this activity be made relevant to youth?

Professional Development Resources

Giving Youth a Role

Help staff provide youth with a role in determining what is learned and how it is learned.

1 hour, 30 minutes
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Inspiring Youth in STEM

Engage youth in STEM learning by providing opportunities for youth to direct and manage their own learning.
15 minutes
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Developing Goals for Giving Youth Control

Work with your staff one-on-one to develop goals to give youth control during STEM experiences.
15 minutes
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A Class Meeting

Work directly with your team to develop strategies for effectively directing youth to manage their own learning.

30 minutes
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