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Keeping the Group Focused
Watch as Denise and Jaimie use affirming statements with youth to reinforce positive behavior during the STEM activity. You will hear staff using attention-grabbing call-response phrases that require youth interaction, in order to keep the group working together.
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Including All Learners
The facilitator adapts an activity to include strategies that support the unique needs of his audience which includes English language learners.
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Using Questions for Many Purposes
Watch an experienced frontline staff member, Katie, use purposeful questions to encourage youth to think deeply about their STEM learning experience.
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Testing Explanations of Cause and Effect
Staff use purposeful questions to help youth build on what they know and dig deeper to develop their own understanding of cause and effect.
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Learning from Failure
Lemond uses questions to help youth learn from failure during an engineering design challenge.
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Design a Grape Smasher
Staff support active learning as learners devise a plan to smash a grape using simple machines and explore the different materials available.
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Making Meaning from STEM Learning
To make STEM experiences meaningful, youth need to make the STEM learning personal. Staff use “provocations” and “plussing” to challenge youth to think of new ideas based on what they have discovered while creating an object that can fly out of a wind tunnel.
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Teens Lead in 4-H Computer Science
4-H experiences help teens develop a wide variety of interests and skills, including leadership. These teen leaders use their skills to lead computer science experiences and build meaningful relationships and help young people see themselves as computer scientists.
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Explaining a Variety of STEM Careers
Dagen discusses the many careers that connect to the Incredible Wearables Challenge to expose youth to potential careers.