1

Watch the activity overview video

This video shows staff facilitating the activity featured in the skill video.
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Overview 1: Make Your Own Water Filter

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 help the girls explain their thinking about how the materials will affect the success of their filter? (Listen at 0:33)

How does Katie encourage the girls to explain their observations about the materials they chose and their predictions about how each material will affect their filter? (Watch at 0:50, 1:00)

How does Katie encourage the girls to share and discuss? How do the girls react? (Watch at 1:10)

What would you do differently if you were facilitating this activity? What would you do the same?

3

Watch the skill video

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Skill 1: Using Questions

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 did you see Katie doing in the video to encourage youth to explain their thinking, make predictions, observe or reflect?

Jean Johnson's picture
During the video, I noticed Katie's body language was very relaxed, she bend down so that she was on their level, walked around the room,  smiled, gave them eye to eye contact, asked them questions related to their experiment and/or expanded on what they were saying.  Katie made me feel she was very engaged in what the students were saying.
 
Jean Johnson's picture
Katie was very clear with her directions and she used visuals to explain the process.

How did Katie encourage the girls to predict and observe through questioning?

Jean Johnson's picture
Katie was able to encourage the girls to predict and observe through asking open ended questions. Once the girls answered then she
would ask another question related to their reply.  Katie would redirect the girls with her questions back to the Engineering process discussed at the beginning of class.  She also asked questions that were directly affected by the end result of the process.  This caused the girls to think beyond the surface of the actual observation.

How did Katie’s non-verbal communication support her interaction with youth?

Jean Johnson's picture
Katie portrayed a lot of positive affirmations to the girls.  She smiled, postioned herself to be on their level, and gave eye to eye contact.  She never made the girls feel that their answers to her questions were incorrect.  Her tone of voice was very encouraging and engaging.

How would you facilitate this activity differently?

Jean Johnson's picture
After viewing the video several times to answer this question, the only thing I would do differently is require the students to put in writing their observations, the corrections or changes to be made and the final summary.
Perhaps a second change I would make is to have teams that consist of only 2 students rather than 3.

How can you take what you saw and apply it to your own work with children and youth?

Kathleen Lodl's picture

I can use these kinds of questions, not only for STEM activities but for all of my work with youth!

Jean Johnson's picture
I would use the concept of working as a team with the students to conduct STEM experiments.  The strategy of using open ended questions  is  excellent to use when encouraging the students to explain the outcome of their experiments.