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STEM* and After-School: A Perfect Match
ANYSYB Youth Development Training Conference October 28, 2014
*Science, Technology, Engineering, Math
Welcome
• Questions for participants
– Introduc1ons
– Why did you choose this session?
Why Should Kids Participate in STEM?
• STEM pervades our lives, and knowledge about STEM is essential for understanding the world we live in.
• Participating in STEM develops 21st Century skills such as analytical thinking, problem solving, collaboration, and communication.
• Growth in STEM-related jobs is expected to be nearly double that for non STEM jobs.
• STEM jobs (and even STEM degrees) command higher wages. (US Department of Commerce, 2011)
Why Offer STEM in Afterschool?
• An average student who participates in science outside of school is more likely to end up in the STEM pipeline than a high performing student who only experiences science in school (Tai, 2006).
• Afterschool programs are perfectly placed to develop STEM identity: I like science (engagement), I can do science (capacity), science is important to me (relevance). (Afterschool Alliance, 2014)
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How does STEM relate to program quality?
• Individualized learning experiences
• Project- and inquiry-based learning
• Hands-on learning
• School-linked but distinct from traditional classroom learning
• Prime activities for developing habits of mind
Let’s Try It!
Who’s a Scientist? Afterschool Science Plus • Physical Science • Grades K-8 • http://www.edequity.org/programs/science-and-
math-programs#23
Who is Missing from this Picture? What Assets do Afterschool Programs Have?
Youth from groups underrepresented in STEM fields:
• Girls
• Kids of color
• Kids with disabilities • Kids from low socio-
economic backgrounds
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What Assets do Afterschool Programs Have?
Staff with qualities that make them great STEM facilitators:
Ø Similar in background to the kids
Ø Skilled in youth development Ø Build strong relationships
with kids Ø Open to new ways of
learning and teaching Ø Eager to see their
kids thrive
What Assets do Afterschool Programs Have?
A culture that embraces practices supportive of informal STEM :
• Friendly, casual atmosphere
• Youth-centered
• Connected to families
• Connected to the community & schools
Great STEM in Afterschool
• Has facilitators who foster engagement and act as co-learners rather than experts
• Is youth-centered and inclusive
• Has kids doing science and using the science process skills
• Reaches out to families • Includes the community and
connects to the school day
How Do I Get There?
1. Select quality curricula
2. Provide staff development and support
3. Engage family, community, and school resources
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First: Selecting Quality Curricula
• Activities are hands-on AND minds-on • Activities have kids engaged in one or more
STEM processes • Activities have opportunities for reflection • Activities have clear STEM learning goals • Activities are relevant to youth, possibly via:
Ø Career and role model connections Ø Family connections Ø Real-world connections
A Few Good Curriculum Examples
• After-School Science Plus (K-8)
• Peep and the Big Wide World (preK-1)
• Wonderwise (3-5)
• Engineering Adventures (3-5)
• Afterschool Universe (6-8)
• Techbridge (6-12)
Science After School Consumers Guide
http://www.sedl.org/afterschool/guide/science/
Let’s Try It!
Kitchen Kapers Techbridge • Engineering • Grades 6-8 • http://www.techbridgegirls.org/
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Which STEM Processes Did We Use?
• Observing • Asking questions/ defining problems
• Developing and using models • Planning and investigating
• Analyzing and interpreting data
• Constructing explanations/designing solutions • Obtaining, evaluating, & communicating
information
Engineering
Engineering
Second: Staff Development and Support
• Training must be friendly and low-stakes. • Let participants experience the activities as the
kids will. • Emphasize co-inquiry:
“How can we find out together?”
• Train in teams. • Provide planning time. • Regularly observe and assess staff.
Professional Development Resources
• Afterschool support organizations • Science-rich cultural institutions • K-12 Schools • Colleges and extension services • Curriculum developers • Click2SciencePD: www.click2sciencepd.org • STEM2, the Power of Discovery:
http://powerofdiscovery.org/
Observation & Assessment Resources
• Assessment Tools in Informal
Science: http://www.pearweb.org/atis/
• National Girls Collaborative
Project: http://www.ngcproject.org/
evaluation-assessment
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Third: Engage Family, Community, & School Resources
• Bolster identity by inviting community members to serve as role models.
• Engage families by sending home activities for them to do at home and inviting them to your program for a family science night.
• Develop a strong relationship with your local school or school district.
• Reach out to zoos, science museums, and universities for staff training, programs for youth, and other support.
Family and Community Resources
• A role model guide from Techbridge: http://www.techbridgegirls.org/index.php?id=29
• A guide for engaging families from TASC: http://www.expandedschools.org/tools/increasing-parent-family-engagement-after-school#sthash.tnD4pWkl.dpbs
• An Every Hour Counts video about school partnerships: http://www.expandedschools.org/tools/ten-ways-build-school-community-partnerships#sthash.Qplf7izF.dpbs
Additional Resources
Ø STEM After School Guidebook: http://expandedschools.org/tools/stem-after-school-how-design-and-run-great-program-activities-second-edition#sthash.QNNMXLrh.dpbs
Ø NYSAN: New York State Informal STEM Listserv http://www.nysan.org/join-listserv/
Take-Aways
• Afterschool programs have a vital role in engaging kids in STEM.
• Programs already have the kids, staff, and culture for success.
• Choose the right curricula. • Train, observe, and
support your staff. • Engage families, school,
and the community. • You are not alone.
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Thank you
For further information contact: Lisa Mielke Science Manager, TASC [email protected]
