Uploaded byCoalition for Science After School
NAA 2013 STEM and the Learning in Afterschool and Summer principles
This document discusses principles for high-quality science learning in afterschool programs. It outlines five key principles: learning that is active, collaborative, meaningful, supports mastery, and expands horizons. Each principle is explained and related to how science learning aligns with it. For example, science is an active endeavor involving hands-on experiences, it is collaborative involving teamwork and sharing ideas, and it allows students to expand their horizons through discovery and new experiences. Additional topics covered include the importance of adult mentors and applying these principles to design improved STEM activities.
NAA 2013 STEM and the Learning in Afterschool and Summer principles
- 1. + Carol Tang, Ph.D. Director Science Afterschool andthe LIAS Principles
- 2. • To increasequality and quantity of science for all youth in afterschool, summer, and out-of-school settings • To bridge the afterschool, STEM education and scientific communities Coalition for Science After School www.afterschoolscience.org
- 3.
- 4. Was this agreat learning activity? good somewhat okay not good
- 5. This is STEM! Thisis STEAM! This is SHTEAM!
- 6. Was this agreat learning activity? good somewhat okay not good
- 7. Let’s get awayfrom definitions of content… and more toward understanding quality of science afterschool.
- 8. What do wewant to achieve with young people?
- 12. Scientific Thinking andProcess Skills Observing Communicating Comparing/measuring Ordering Categorizing Relating Inferring Applying http://www1.cyfernet.org/prog/schl/science/4 h590.html Science Guidelines for Nonformal Education Carlson and Maxa 1997 4H
- 13. Science Learning YouthDevelopment Curiosity Exploration Motivation Shows initiative Responsibility Self-determination Persistence Persistence Science Capable Mastery Identity Sees ability to succeed Appreciation Relevance Interest Engagement Science Learning Youth Development Curiosity Motivation Responsibility Persistence Science Capable Identity Appreciation Interest
- 14. So if STEMand afterschool are not so different after all…
- 15. How do youidentify a high-quality program in ? (nutrition, conflict resolution, reading, etc.) What do you look for in a high- quality activity in ?
- 16. Was this agreat learning activity? good somewhat okay not good
- 18.
- 19. Learning that isactive Learning that is collaborative Learning that is meaningful Learning that supports mastery Learning that expands horizons
- 20. For each principle… •Why important? • How relevant to STEM? • What does it look like?
- 21. Learning that isactive Michael Novak, PortlandMonthlyMag.com, wikipedia
- 22.
- 23. Learning that isactive • Different types of learning • Physical activity • Hands-on • Multi-sensory
- 24. Learning that iscollaborative
- 25.
- 26. Learning that iscollaborative • Expressing ideas • Team work • Socially-centered • Individual talents contribute toward group goals
- 27. Learning that supportsmastery
- 28. Scientific process supportsmastery
- 29. Learning that supportsmastery • Learn skills and practice them. • Sequence activities to add new skills over time. • Allow kids to “get really good at something.”
- 30. Learning that supportsmastery
- 31. Learning that ismeaningful. • Youth feel ownership • Fosters leadership skills • Relevant to their own interests/experiences • Serves their community
- 32.
- 33. Learning that ismeaningful.
- 34. Learning that expandshorizons.
- 35.
- 36. Learning that expands horizons. •Access to new experiences • Global and cultural awareness • Sense of discovery. • Exposure to new opportunities.
- 37. Learning that expandshorizons.
- 38. Adult mentors androle models
- 40. Learning that isactive Learning that is collaborative Learning that is meaningful Learning that supports mastery Learning that expands horizons
- 41. Learning that isactive Learning that is collaborative Learning that is meaningful Learning that supports mastery Learning that expands horizons
- 42. Learning that isactive Learning that is collaborative Learning that is meaningful Learning that supports mastery Learning that expands horizons
- 43. What were twothings that surprised you about this workshop? “That bark is alive, and that we wrote about aliens.” – Age 9, 826LA “I didn’t know I would have so much fun! And that I had a real scientist for my teacher!” – Dr. Heather, Age 8, 826NYC “That we grew rock candy, and that science is so important.” – Age 10, 826NYC “ That a rocket scientist spoke, and we got to read about rockets.” – Age 8, 826LA
- 45. How would youdesign a better STEM afterschool activity?
- 46.
- 50.
- 55. How improved? • Youaddressed 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.
- 56. Learning that isactive Learning that is collaborative Learning that is meaningful Learning that supports mastery Learning that expands horizons
- 57. Resources • AfterschoolScience.org • LearningInAfterschool.org •@CarolTang1 • @SciAfterSchool • Slides at www.Slideshare.net/ScienceAfter School/presentations
Editor's Notes
- #18 Michael, would you care to get it started by saying a few words about the LIAS project and the learning principles?
- #34 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.
- #52 Engaging, fun, leaves you with questions, intentional, audience in mind
- #53 http://assets.inhabitat.com/wp-content/blogs.dir/1/files/2010/10/Max-Lab-1.jpg