Description: Too often, STEM (science, technology, engineering and mathematics) activities happen with little to no time for youth to think about what they did, what they learned, and why it matters. The ability to reflect and process not only improves the STEM experience, but builds the socioemotional learning (SEL) skill of listening and understanding other people’s viewpoints. In this training, participants will practice leading an engineering activity in a way that incorporates reflection for STEM learning.

Goal: Participants will practice facilitating the Paper Structures activity to incorporate reflection for STEM learning in order to understand how they can use the reflective process in their STEM activity facilitation.

Objectives:

• Participants will examine their STEM facilitation practices particularly focused on reflection and processing during STEM learning
• Participants will practice asking reflective questions throughout a STEM activity
• Participants will discuss the reflective process
• Participants will develop strategies to help youth process their learning.

OCFS area(s) 3

CBK area(s) 4