Video-Based Learning Module
As you watch the skill video below, think about these questions:
- What are Mariah and the students doing and saying that is real world, relevant learning that would help them view themselves as a STEM contributor? (Watch and listen 1:40 – 2:21)
- Why would a model like this be important when developing a STEM identity? What are the different parts of this type of model? (Listen at 2:40 – 3:17)
- When Mariah is talking about her role in the program, what about that is key to her future in STEM? (Listen at 4:04 – 4:45)
Now that you’ve watched the video, reflect on what you saw.
- What can you take away from this video about developing a STEM identity in your youth at your program?
- What was Mariah’s attitude about science? How did her attitude influence those around her?
- For you, what is the most challenging part about giving youth control in STEM learning?
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Building Relationships with STEM-Rich Partners
Frontline staff and volunteers will seek out community partners and utilize their strengths in STEM to enhance programs. They will identify shared goals and develop partnerships with STEM-rich local business/industry.
Identify Connections to Prior Knowledge
Participants will watch the Presenting a Challenge Video-Based Learning Module and complete the Bridges worksheet to better connect everyday experiences to STEM.
Developing Skills Needed for Active STEM Learning
Bring STEM possibilities to life by showing youth the skills they need (and already have) to be successful at STEM learning.