Providing youth with learning spaces and activities that represent them and their experiences is critical in supporting their engineering learning. How do we engage and nurture youth’s interest in engineering, particularly those who have had limited opportunities thus far: learners in poverty, learners of color, learners in rural areas, and learners who identify as girls.
The facilitator adapts an activity to include strategies that support the unique needs of his audience which includes English language learners.
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.
Lemond uses an acronym, DIVEE, and rhythm to make the engineering design process more accessible to youth.
Notice how the facilitators change the room they are using to create a computer science Learning Environment.
Watch and listen as Jean discusses the importance of understanding the needs of both your staff and youth when evaluating materials and resources for STEM learning. Pay close to attention to strategies she uses to set everyone up for success.
Participants will view the DIVEE Video-Based Learning Module and identify strategies for facilitating inclusive learning experiences.
Participants will take a Project Implicit test in order to reflect on the needs of nondominant youth in their program.
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