Each module consists of 3 two-hour virtual sessions.
Participants are introduced to a skill and spend time experiencing and practicing the skill among peers. Participants then return to their program where they capture a short clip of the strategies in action.
Participants share their clips, reflect on their practice, and share feedback with one another. They then return to their program to record a second round of practice.
Participants gather for another coaching session where they share their second clip, reflect on their practice, and share feedback with one another.
Participation in Asking Purposeful Questions Module is a prerequisite for the rest of the modules.
Questions are the beginning of a path towards discovery, imagination, and STEM exploration. How can we help youth expand and clarify their thinking and develop their reasoning through the questions we ask them? This module is designed for educators who have some experience facilitating STEM learning and would like to grow in their practice within a supportive group of other educators.
ACRES Returners are all educators who have participated in an Asking Purposeful Questions cohort and coaching sessions. Returners may complete the rest of the skills in any order.
Engineering has become a staple of STEM programming for youth. How can we confidently bring engineering into our programming and support youth as they engage in problem solving? In this module, participants gain first-hand experience with engineering by solving a design problem. They examine the components of the engineering design process and discuss ways to model the process with youth.
How can we make sure that our ‘hands on’ science experiences for youth are also ‘minds on?’ In this module, participants learn how to support youth as they engage in science practices to learn science ideas, including planning and conducting investigations around testable questions. They’ll talk about the similarities and differences of questioning in science versus questioning in engineering contexts.
Are you looking for fun ways to help youth build number sense and problem-solving skills? Math can take on new meaning when it is integrated into daily routines in our afterschool programs. In this module, afterschool educators will explore and practice strategies for making math engaging and accessible. *Contact Becky Tapley to join this cohort.
Participants experience several easy-to-implement strategies, including a photo elicitation activity, that can help youth form STEM identities, and then learn how to conduct related activities with youth.
Participants try out strategies for giving youth voice and choice and apply the ideas as they redesign a STEM activity to incorporate a greater variety of youth input.
Participants are introduced to a variety of virtual STEM learning strategies. They engage with virtual tools, reflect on how they could be used in their settings, support one another by sharing ideas, and reflect upon the purpose of using virtual strategies in their programs. *New to ACRES? While we suggest taking Asking Purposeful Questions first, you may take Virtualizing Your Programs and Activities without any prerequisites.
Please contact us at acres@mmsa.org if you have questions or would like more information.
This material is based upon work supported by the National Science Foundation under Grants No. DRL 17131341 and DRL 2115229, as well as the Noyce Foundation, the STEM Next Opportunity Fund, and the Davis Family Foundation.
Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the funders listed above.
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Maine Mathematics and Science Alliance
343 Water Street, Augusta, ME 04330
