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NAA 2013 STEM and the Learning in Afterschool and Summer principles
NAA 2013 STEM and the Learning in Afterschool and Summer principles
NAA 2013 STEM and the Learning in Afterschool and Summer principles
NAA 2013 STEM and the Learning in Afterschool and Summer principles
NAA 2013 STEM and the Learning in Afterschool and Summer principles
NAA 2013 STEM and the Learning in Afterschool and Summer principles
NAA 2013 STEM and the Learning in Afterschool and Summer principles
NAA 2013 STEM and the Learning in Afterschool and Summer principles
NAA 2013 STEM and the Learning in Afterschool and Summer principles
NAA 2013 STEM and the Learning in Afterschool and Summer principles
NAA 2013 STEM and the Learning in Afterschool and Summer principles
NAA 2013 STEM and the Learning in Afterschool and Summer principles
NAA 2013 STEM and the Learning in Afterschool and Summer principles
NAA 2013 STEM and the Learning in Afterschool and Summer principles
NAA 2013 STEM and the Learning in Afterschool and Summer principles
NAA 2013 STEM and the Learning in Afterschool and Summer principles
NAA 2013 STEM and the Learning in Afterschool and Summer principles
NAA 2013 STEM and the Learning in Afterschool and Summer principles
NAA 2013 STEM and the Learning in Afterschool and Summer principles
NAA 2013 STEM and the Learning in Afterschool and Summer principles
NAA 2013 STEM and the Learning in Afterschool and Summer principles
NAA 2013 STEM and the Learning in Afterschool and Summer principles
NAA 2013 STEM and the Learning in Afterschool and Summer principles
NAA 2013 STEM and the Learning in Afterschool and Summer principles
NAA 2013 STEM and the Learning in Afterschool and Summer principles
NAA 2013 STEM and the Learning in Afterschool and Summer principles
NAA 2013 STEM and the Learning in Afterschool and Summer principles
NAA 2013 STEM and the Learning in Afterschool and Summer principles
NAA 2013 STEM and the Learning in Afterschool and Summer principles
NAA 2013 STEM and the Learning in Afterschool and Summer principles
NAA 2013 STEM and the Learning in Afterschool and Summer principles
NAA 2013 STEM and the Learning in Afterschool and Summer principles
NAA 2013 STEM and the Learning in Afterschool and Summer principles
NAA 2013 STEM and the Learning in Afterschool and Summer principles
NAA 2013 STEM and the Learning in Afterschool and Summer principles
NAA 2013 STEM and the Learning in Afterschool and Summer principles
NAA 2013 STEM and the Learning in Afterschool and Summer principles
NAA 2013 STEM and the Learning in Afterschool and Summer principles
NAA 2013 STEM and the Learning in Afterschool and Summer principles
NAA 2013 STEM and the Learning in Afterschool and Summer principles
NAA 2013 STEM and the Learning in Afterschool and Summer principles
NAA 2013 STEM and the Learning in Afterschool and Summer principles
NAA 2013 STEM and the Learning in Afterschool and Summer principles
NAA 2013 STEM and the Learning in Afterschool and Summer principles
NAA 2013 STEM and the Learning in Afterschool and Summer principles
NAA 2013 STEM and the Learning in Afterschool and Summer principles
NAA 2013 STEM and the Learning in Afterschool and Summer principles
NAA 2013 STEM and the Learning in Afterschool and Summer principles
NAA 2013 STEM and the Learning in Afterschool and Summer principles
NAA 2013 STEM and the Learning in Afterschool and Summer principles
NAA 2013 STEM and the Learning in Afterschool and Summer principles
NAA 2013 STEM and the Learning in Afterschool and Summer principles
NAA 2013 STEM and the Learning in Afterschool and Summer principles
NAA 2013 STEM and the Learning in Afterschool and Summer principles
NAA 2013 STEM and the Learning in Afterschool and Summer principles
NAA 2013 STEM and the Learning in Afterschool and Summer principles
NAA 2013 STEM and the Learning in Afterschool and Summer principles
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NAA 2013 STEM and the Learning in Afterschool and Summer principles

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A two-hour workshop presented at the STEM Preconference workshop at the National Afterschool Association's 2013 conference. Discusses high quality STEM programming using the five principles of the …

A two-hour workshop presented at the STEM Preconference workshop at the National Afterschool Association's 2013 conference. Discusses high quality STEM programming using the five principles of the Learning in Afterschool and Summer project.

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  • Michael, would you care to get it started by saying a few words about the LIAS project and the learning principles?
  • TechbridgeElectrical Engineering,where girls build solar night lights and learn tosolder; Cleantech, where girls build solar cellsand learn about renewable energy; andAppInventor, where students use creativity andtechnology to create their own Android app.
  • Engaging, fun, leaves you with questions, intentional, audience in mind
  • http://assets.inhabitat.com/wp-content/blogs.dir/1/files/2010/10/Max-Lab-1.jpg
  • Transcript

    • 1. +Carol Tang, Ph.D.DirectorScienceAfterschooland the LIASPrinciples
    • 2. • To increase quality and quantity ofscience for all youth inafterschool, summer, and out-of-schoolsettings• To bridge the afterschool, STEMeducation and scientific communitiesCoalition for Science AfterSchoolwww.afterschoolscience.org
    • 3. Magic Trick
    • 4. Was this a great learning activity?goodsomewhat okaynot good
    • 5. This is STEM!This is STEAM!This isSHTEAM!
    • 6. Was this a great learning activity?goodsomewhat okaynot good
    • 7. Let’s get away fromdefinitions of content…and more towardunderstanding qualityof science afterschool.
    • 8. What do we want to achievewith young people?
    • 9. Scientific Thinking and ProcessSkillsObservingCommunicatingComparing/measuringOrderingCategorizingRelatingInferringApplying http://www1.cyfernet.org/prog/schl/science/4h590.htmlScience Guidelines for Nonformal EducationCarlson and Maxa 1997 4H
    • 10. Science Learning Youth DevelopmentCuriosity ExplorationMotivation Shows initiativeResponsibility Self-determinationPersistence PersistenceScience Capable MasteryIdentity Sees ability to succeedAppreciation RelevanceInterest EngagementScience Learning Youth DevelopmentCuriosityMotivationResponsibilityPersistenceScience CapableIdentityAppreciationInterest
    • 11. So if STEM and afterschoolare not so different after all…
    • 12. How do you identify a high-qualityprogram in?(nutrition, conflict resolution, reading, etc.)What do you look for in a high-quality activity in?
    • 13. Was this a great learning activity?goodsomewhat okaynot good
    • 14. Science of Learning
    • 15. Learning that is activeLearning that is collaborativeLearning that is meaningfulLearning that supports masteryLearning that expands horizons
    • 16. For each principle…• Why important?• How relevant to STEM?• What does it look like?
    • 17. Learning that is activeMichael Novak, PortlandMonthlyMag.com, wikipedia
    • 18. Science is active.
    • 19. Learning that is active• Different types oflearning• Physical activity• Hands-on• Multi-sensory
    • 20. Learning that is collaborative
    • 21. Science is collaborative
    • 22. Learning that is collaborative• Expressing ideas• Team work• Socially-centered• Individual talentscontribute towardgroup goals
    • 23. Learning that supports mastery
    • 24. Scientific process supports mastery
    • 25. Learning that supports mastery• Learn skills andpractice them.• Sequenceactivities to addnew skills overtime.• Allow kids to “getreally good atsomething.”
    • 26. Learning that supports mastery
    • 27. Learning that is meaningful.• Youth feel ownership• Fosters leadershipskills• Relevant to their owninterests/experiences• Serves theircommunity
    • 28. STEM is meaningful.
    • 29. Learning that is meaningful.
    • 30. Learning that expands horizons.
    • 31. Science expandshorizons.
    • 32. Learning that expandshorizons.• Access to newexperiences• Global and culturalawareness• Sense of discovery.• Exposure to newopportunities.
    • 33. Learning that expands horizons.
    • 34. Adult mentors and role models
    • 35. Learning that is activeLearning that is collaborativeLearning that is meaningfulLearning that supports masteryLearning that expands horizons
    • 36. Learning that is activeLearning that is collaborativeLearning that is meaningfulLearning that supports masteryLearning that expands horizons
    • 37. Learning that is activeLearning that is collaborativeLearning that is meaningfulLearning that supports masteryLearning that expands horizons
    • 38. What were two things that surprisedyou about this workshop?“That bark is alive, and that we wrote aboutaliens.” – Age 9, 826LA“I didn’t know I would have so much fun! Andthat I had a real scientist for my teacher!” –Dr. Heather, Age 8, 826NYC“That we grew rock candy, and that scienceis so important.” – Age 10, 826NYC“ That a rocket scientist spoke, and we got toread about rockets.” – Age 8, 826LA
    • 39. How would you design a betterSTEM afterschool activity?
    • 40. Your answers
    • 41. One-sided object
    • 42. How improved?• You addressed a question/challenge.• You asked yourselves questions.• You worked hands-on.• You used materials.• You used tools.• You pursued your own ideas.• You worked in groups.– You communicated your ideas.– You listened to others, worked together.
    • 43. Learning that is activeLearning that is collaborativeLearning that is meaningfulLearning that supports masteryLearning that expands horizons
    • 44. Resources• AfterschoolScience.org• LearningInAfterschool.org• @CarolTang1• @SciAfterSchool• Slides atwww.Slideshare.net/ScienceAfterSchool/presentations

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