It is helpful to develop exercises or models that stretch kids to bring their imaginations to the tool. Then, let them receive comments from each other about what does and doesn't work. My experience is that girls' interests drops off when it comes to the hands-on use of equipment. They don't just jump in and use a tool. By taking this approach, you can inadvertently feed into gender bias.
Girls are more comfortable coming to the tools through the content.
Funders often want to know how programs will measure success. It's also helpful to involve individual teachers and community leaders to better define the expected outcomes. Instead of an emphasis on statistics, she suggested that qualitative measures be established. For example, simple portfolio projects can capture the process of a project. In the Koahnic training program students, teachers and collaborators evaluate the project in addition to an independent review.