Click for next page ( 136


The National Academies | 500 Fifth St. N.W. | Washington, D.C. 20001
Copyright © National Academy of Sciences. All rights reserved.
Terms of Use and Privacy Statement



Below are the first 10 and last 10 pages of uncorrected machine-read text (when available) of this chapter, followed by the top 30 algorithmically extracted key phrases from the chapter as a whole.
Intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text on the opening pages of each chapter. Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages.

Do not use for reproduction, copying, pasting, or reading; exclusively for search engines.

OCR for page 135
YOUTH TRIADS: E MODERATOR’S GUIDE INTRODUCTION • Explain the idea of the group. Go over features of the room, including: • Camera/microphones—This is being taped so that I don’t have to take notes while you are giving your opinions. . . . • One-way mirror—I have colleagues behind the mirror taking notes so that they do not disturb us. . . . • This is not a classroom; and I am not a teacher; there are no wrong answers. • Completely confidential. Your full names will never be used. We just want to hear your opinions. . . . There are no right or wrong answers. • The microphone overhead. Please speak up when you talk so that we can all hear you. • Even though you know each other and are friends, please be sure to let everyone say what he has to say. Please don’t talk over one another. • If you have any questions or additional comments, please go right ahead at any time. . . . 

OCR for page 135
 CHANGING THE CONVERSATION WARM-UP To begin, I’d like to talk about you... • First tell me a little about yourself, your name, where you live, where you go to school, and what your LEAST favorite subject in school is. . . . − PROBE: History/Social Studies, Math, Science, Reading/ English, Foreign Language, Music/Art, Gym? − PROBE: Why don’t you like that subject? • How long have you been friends? How did you meet each other? • You told me what your favorite subject in school is. Tell me why that’s your favorite subject. − What is it that you like about that subject? If you were trying to explain to someone else why they might like that subject, what would you tell them? − How did you end up liking that subject? Was it because of a certain teacher? A certain project? • Have you ever taken a field trip or done a school project that you really enjoyed? Tell me about one good trip you took or project that you did. If it was fun, what made it fun? What did you learn? CAREERS • What do you want to do when you grow up? − Why do you want to do that? Do you think you will be able to do it? • Do you know anyone who has a job now that you would like to have yourself when you are older? − What is that person like? Why did that person succeed in making that career for themselves? What did that person do to get where they are?

OCR for page 135
 Appendix E • Have you ever spoken with your mother or father or another adult about what you want to become when you grow up? Who did you talk to? PROBE: A parent? A teacher? A family friend? − What was this conversation like? Why did you talk to that person? ENGINEERING • Now we’re going to talk about another topic… Engineering and engineers. I want you to write down for me what an engi- neer is and a few things about what an engineer does. What is an engineer? HAVE EACH CHILD WRITE DEFINITION AND DESCRIPTION. − What did you write? Why? − What kind of person is an engineer? PROBE FOR EXAMPLES. • What kind of things do engineers do? Are there things that engineers do that you would like to do? − Are there activities that engineers do that you don’t like or wouldn’t want to do? − What do you think your friends would say if you told them you wanted to become an engineer? • Do you know anyone who is an engineer? What does that per- son do? What is that person like? vISUALS • Now I’m going to show you some pictures of some different activities that engineers do. I’d like you each to pick two that you like or that you would like to do. SPREAD PICTURES OUT ON TABLE.

OCR for page 135
 CHANGING THE CONVERSATION • Why did you pick those two images? PROBE: Have you done that activity before? − Why? What skills would a person need to be able to do those things? What kind of person does those things? • FOLLOW UP TO vISUALS: Have you ever designed anything? Have you ever worked together with a team to solve a problem? Have you ever built anything? Have you ever done a science experiment? Have you ever written a computer program? Have you ever been on a construction site? Done a chemistry experi- ment? Built a model plane? WAyS OF TALKING ABOUT ENGINEERING I’m going to tell you a little about engineers and what they do, and, afterwards, I want you to tell me what you think. . . . • Some people describe engineers as creative problem-solvers. They describe engineers as having a vision for how things should work, and they ask questions like ‘how does it work?’ ‘what will happen if . . . ?’ and they work with other smart people to design and build new things and solve problems. − What do you think? What’s the first thing you think of after hearing that description? Is that what you think engineers are? What is creative problem solving? • Some people describe engineers as being free to explore, and looking for better ideas, constantly learning new things, and they are never bored because there are always problems that need solving. Engineers are always being challenged and inspired to keep exploring. − What do you think? What’s the first thing you think of after hearing that description? Is that what you think engi- neers are? What is exploring? What does it mean to be free to explore?

OCR for page 135
 Appendix E • Some people describe engineers as making a difference because they’re able to help people by creating things that people will use, and have a direct effect on other people’s everyday lives. − What do you think? What’s the first thing you think of after hearing that description? Is that what you think engineers are? What does it mean to have a direct effect on people’s everyday lives? • Does engineering sound like something you would want to do? − Why? Why not? WRAP UP MODERATOR CHECkS BACk IN VIEWING ROOM FOR ANY ADDITIONAL qUESTIONS. I just have a few more questions. . . . Thank and dismiss.

OCR for page 135