Watch the activity overview video

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

28 Simple Circuits

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:

How do Jean and Alex use prompts, such as "I notice" and purposeful questions to guide youth when they are struggling? How do the youth respond?

How do staff encourage youth to process their thinking during the activity? 

How do staff use questions to guide youth when they encounter challenges? 

What other strategies can you use when youth struggle with a particular concept or activity?


Watch the skill video


Asking Questions When Youth are Struggling - APQ

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.

A learning process called instructional scaffolding involves supporting students when learning a new or challenging concept, sometimes by using key questions.  How did you see this modeled in this video?
Juan Pazmino's picture
Instructor posed questions in a manner that allows students come up with solutions as they work thru challenges in a constructive dialoge.
Julia Golden's picture
In this video, the teacher saw the problem (or potential problems) with the circuit, but rather than telling the student how to fix it or even taking it to fix it herself, she asked questions like, "One reason this might not be working is because the light is broken, but we checked that and the light works. What's another reason it might not be working?" 

​I thought the teacher also had a good concept of how long she could ask leading questions before the students became frustrated or hopeless about their project. 
Margaret Holloway's picture
The teacher asked questions that helped the students think and as the lesson continued the teacher asked questions to build on what the students already knew. 
As you look at the body language of the staff in the skill video, what do you notice about eye contact, proximity, listening, etc.?  
Juan Pazmino's picture
Staff menber maintains eye level with student who is strugling, posing purposeful questions and pausing long enough to allow the student to come up with ideas and using cross reference of statements already made by other students.
Jola West's picture
I noticed that children are involved in this project, asking questions. 
Julia Golden's picture
The staff members leaned in close and got down to eye-level when working with individual students. They made eye-contact when students were talking and often rephrased what the student said to make sure they understoon their question correctly. 
Margaret Holloway's picture
Eye contact was kept and the teacher helped the student who was struggling. 
I used this with a fifth grade teacher to create a STEM checklist.  As an instruction coach this has been a valuable resource to teach the elements of successful STEM activities.  We were able to use this to guide our discussion to create a tool for the teacher to use when we co-teach STEM activities.