So sánh sách giáo khoa

c) analysing and evaluating of evidence. to develop a sound and realistic plan for implementing this approach across schools, including lines of. communication.. Developing your own STE[r]

The STEM

Approach

2nd – 6th August 2016

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

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

Textbook comparison

So sánh sách giáo khoa

There is good use of real life applications in some places

Textbook comparison

We saw some opportunities for using the local environment:

Textbook comparison

UK books embed context all the way

through, but not so different

Textbook comparison

UK and Vietnam technology books look similar

Textbook comparison

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

So sánh sách giáo khoa

We saw some areas that fit the activities we did yesterday well: Testing household chemicals

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

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

PISA Question

Ways to organise STEM problems in the curriculum

Set problem method Design evidence Gather conclusion Draw

1) Keeping STEM problem in single subject

(e.g water quality)

Ways to organise STEM problems in the curriculum

Ways to organise STEM problems in the curriculum

3) Cross-curriculum start and end

(e.g water quality)

Ways to organise STEM problems in the curriculum

4) Cross-curriculum sessions in parallel

(e.g water quality)

Ways to organise STEM problems in the curriculum

5) Multiple coordinated subjects

(e.g water quality)

Ways to organise STEM problems in the curriculum

6) Immersion – all subjects taught by all teachers

(e.g water quality)

Developing STEM projects

 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

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

What do we need to develop as teachers?