The STEM Approach. 2 nd 6 th August 2016

Transcription

1 The STEM Approach 2 nd 6 th August 2016

2 Aims 1. to establish a clear, shared vision of a STEM approach. 2. To develop the teaching of three key STEM skills: a) identifying STEM problems b) deploying suitable approaches to investigation c) analysing and evaluating of evidence. 3. to develop a sound and realistic plan for implementing this approach across schools, including lines of communication.

3 Developing your own STEM projects In school groups, decide on a local context that could inspire a STEM project We will coordinate across the 14 schools to cover different age ranges and subjects

4 Textbook comparison

5 So sánh sách giáo khoa There is good use of real life applications in some places.

6 Textbook comparison There is good use of real life in some places, but not in others. Tend to start a topic with context, but then go into knowledge.

7 Textbook comparison We saw some opportunities for using the local environment:

8 Textbook comparison UK books embed context all the way through, but not so different.

9 Textbook comparison UK and Vietnam technology books look similar.

10 Textbook comparison We saw some areas that fit the activities we did yesterday well: Energy use vs energy efficiency

11 So sánh sách giáo khoa We saw some areas that fit the activities we did yesterday well: Testing household chemicals

12 Some of our textbooks are organised by a topic but include different subjects:

13 Some of our textbooks are organised by a topic but include different subjects:

14 Difference is in the way textbooks are used in UK: Some schools have no textbooks, we can choose which books we use We have other free sources: Royal Society of Chemistry Institute of Physics We use text books to find information whilst we are solving a problem. We still cover everything in the textbook, but we choose what order it is covered.

15 PISA Question

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17 Ways to organise STEM problems in the curriculum 1) Keeping STEM problem in single subject (e.g. water quality) Set problem Design method Gather evidence Draw conclusion

18 Ways to organise STEM problems in the curriculum. 2) Loosely linked (e.g. water quality)

19 Ways to organise STEM problems in the curriculum 3) Cross-curriculum start and end (e.g. water quality)

20 Ways to organise STEM problems in the curriculum. 4) Cross-curriculum sessions in parallel (e.g. water quality)

21 Ways to organise STEM problems in the curriculum. 5) Multiple coordinated subjects (e.g. water quality)

22 Ways to organise STEM problems in the curriculum 6) Immersion all subjects taught by all teachers (e.g. water quality)

23 Mục tiêu 1. Xây dựng tầm nhìn chung và rõ ràng về các phương pháp giáo dục theo định hướng STEM 2. Phát triển 3 kỹ năng giảng dạy cơ bản của STEM: a) Xác định các vấn đề STEM b) Triển khai các cách tiếp cận phù hợp để khảo sát c) Phân tích và đánh giá bằng chứng 3. Xây dựng kế hoạch thực tế và hợp lý cho việc triển khai cách tiếp cận này cho toàn trường, bao gồm các kênh truyền thông

24 Developing STEM projects Begin to plan your STEM project. Consider: Making it interesting and genuine The best teaching Approach Resources Assessment Safety Cross-curricular links Links beyond the school How textbooks might be adapted to support it

25 Aims 1. to establish a clear, shared vision of a STEM approach. 2. To develop the teaching of three key STEM skills: a) identifying STEM problems b) deploying suitable approaches to investigation c) analysing and evaluating of evidence. 3. to develop a sound and realistic plan for implementing this approach across schools, including lines of communication.

26 What do we need to develop as teachers? Strengths Weaknesses teachers Opportunities Threats school / students