1

Watch the activity overview video

This video shows staff facilitating the activity featured in the skill video.
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Overview Playing a Game without Rules

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:

When preparing computer science learning opportunities what does Dagen think about or plan ahead of time?

How does Dagen adapt the activity to support youth in seeing themselves as computational thinkers?

What positive and negative emotions do you see in the video? Are they learning to manage emotions in this activity?

3

Watch the skill video

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Developing a STEM Identity

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.

How would you help youth develop a STEM identity?
Janet Bailey's picture
Since I work with high school students, I would ask them, how would you like to be identified?  Maybe give them 3 choices:  computational thinker, algorithim analyst, or integer intellectual?   Most of my students will engage in an activity more, if they own it.
What are three ideas you have for ensuring that a computer science activity runs smoothly?
Janet Bailey's picture
For a STEM activity to run smoothly, you have to be sure you have all of your supplies on hand and working properly.  You have to give the student the idea and let them brainstorm how to accomplish the task.  Then review what was learned in the task.
Willie Lampley's picture
Involve all students 
Willie Lampley's picture
Involve all students, work in groups, observing behaviors 
Do you think Dagen was successful in having the youth see themselves as computational thinkers? Why or why not?