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?
Explore More Like This
Organization that Supports Group Management
Management is about supporting learning; control is about making sure youth are doing what you want. Learn how to manage, not control, the experience.
Getting Real
Set your own goal to help youth learn to see themselves as someone who does computer science.
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.