Getting Real

Staff Development Guide

Training Situation: Coaching (one-on-one)

Length: 15 minutes

Objective: Participants will watch the Emerging STEM Identities video-based learning module to learn why STEM identities matter.

Agenda:

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?
Why would a model like this be important when developing a STEM identity? What are the different parts of this type of model?
When Mariah is talking about her role in the program, what about that is key to her future in STEM?

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?

See how real-world experiences help young people see themselves as someone who can be a contributor to STEM.

Start Learning

An idea walk in order to add more opportunities for youth to connect their prior knowledge to STEM activities.

View Resource

Make the engineering design process less intimidating with DIVEE, an acronym, and chant that is modeled by an out-of-school learning professional.

Start Learning