This is the first I am learning of your work. I am thrilled. Keep up the good work

Hi Corky!

 

I'm so excited that you checked out our video! We do a lot of very interesting work with PBS KIDS - but it's in small batches, so it's not shared far and wide except through spaces like this one. Thank you for viewing and commenting. (:

Tasha

Hi Roxanne!

Each day we build in reflection time for them to use their journals for drawing out designs and then making notes about what they are noticing and what they would improve upon and change moving forward. You can find the journals they use each day here on PBS LearningMedia: https://florida.pbslearningmedia.org/resource/s....

Throughout the days of camp we definitely see kids asking more intentional questions and relating them back to prior activities and projects! Thanks for watching & asking (: 

- Hannah 

Hi Sara! Tasha and Hannah here -

PBS KIDS always starts with science curriculum for students in their target age range. WGBH in Boston produced the Ruff Ruffman program and developed every episode around those science framework standards. The education teams at WGBH and PBS KIDS Ready To Learn took the series and then selected a few major engineering design questions / concepts that it focuses on... that then evolved into the Ruff Ruffman Sensational Science Camp!  

Ready To Learn stations including WFSU further developed this camp curriculum and adapted it according to the needs of partners, which in our case, was Leon County Schools. We then report back to the creative team at PBS, they tweak the curriculum, we do another round or two of implementation with the updated curriculum, and then share it out with the entire network of stations plus educators via PBS LearningMedia! 

The big ideas each day include chemistry (solutions and mixtures), force and motion (friction and momentum), materials science (properties) and structures (stability and symmetry). Each day the campers collaborate to create or build something based off of those concepts, and built into the day is time to think about their creations, discuss ways to improve upon them in their groups, and then set those improvements to work before showcasing their final projects. Even once the work is done for the day, each session wraps up with a group tour (or gallery walk, or in the video's case, a catwalk!) of all of the projects which culminates in warm and cool feedback from the entire class (a great way to sneak in social emotional tidbits, which is always an undercurrent in PBS programming). 

This approach to each day of camp really engages students in a thoughtful creative process that is totally collaborative and reflective, encouraging meaningful and intentional discussion and design! At the beginning of each day, we ask the group if they thought more about the conversations we had the previous day of camp after leaving the station, and if they thought differently about cooking, about getting dressed for the day according to the weather, etc. 

Let us know if that didn't quite answer your questions...appreciate the thoughtfulness and curiosity!! 

Hi Christine! There is SO much fun & creativity that happens in these camps...

The kids definitely bring their projects back to the video and character dilemmas. Our team consistently reminds the campers of the conflicts / questions that come up in the clips, and the ways the characters approach the challenges. We ask a lot of questions like, "Remember when Ruff... how does this relate to his problem?" and "What did Ruff's friends do when they ran into this problem in the episode?" "How does the play-dough we just made remind you of Ruff's smoothie disaster?" A lot of times this will help the kids answer their own questions, which supports their critical thinking, and boosts confidence in solving their own problems! 

Just to add on to what Hannah shared... our campers do evoke the character throughout the camp! https://youtu.be/W-FW4eLtg-s. One of our interns created this camp video and the first portion shows the plushie and how it's being used. We have found that implementing our PBS KIDS Characters brings a lot of happiness and joy to our kiddos - it's a little piece of being a part of a program that they love. In the discussions that they have with their peers, Ruff is present and real. They think his antics are hilarious and the characters silly willingness to make mistakes gives children the freedom to experiment safely - Ruff's personality makes trying new things a part of the curiosity culture we are creating throughout the camps. Are there any characters or programs from your childhood that you feel influenced you?

Hi Joan-

Diane Kroeger here! Yes, the roles gave each child an official title and a goal for their specific contribution to the group challenge.

Before getting down to the actual engineering challenge, we talked with the kids about the benefits of collaboration and team synergy. Then we used a visual display to highlight the following roles: Project Manager, Materials Manager, Chief Engineer(s) and Spokesperson(s). While we gave examples of the responsibilities needed for each role, we stipulated that each person's input in the design process was to be equally honored and valued throughout. Along with helping the team stay focused on the goal, the Project Manager was responsible for helping to maintain a collaborative culture. The Materials Manager collected and monitored materials and equipment needed from the "warehouse." The Chief Engineer took the lead on design and construction, and solicited input from the group. The Spokesperson presented the product to the entire camp and answered questions from the audience. We let the kids determine who would take on each role (with back-up support from our team if needed). The kids took their roles seriously and we encountered no group dysfunction or hurt feelings. We believe this is because we posted a camp staff member to facilitate at each group and we took the time up front to talk about collaboration, teamwork and the value of each member's ideas.

We definitely will use this role framework again as it conveyed validity to every child's participation and gave us all a lexicon for talking about their individual contributions to the overall process and products--before, during and after the construction!

 

Hi Jonathon! 

We always do two rounds of sharing - one for initial feedback on ways to improve, and to allow students to glean inspiration from their peer groups to take back to their projects. We then give them another 20 or 30 minutes to take those ideas and put them into action! Before we finish for the day, we share the adapted & improved creations in their finality with the full group, asking questions about what they changed or added and why, and providing more warm & cool feedback. (: