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IEEE Teacher In-Service Training Program

Region 9

August 2008Cordoba, Argentina

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Program Background and Scope

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The Immediate Objectives

Train IEEE volunteers to train pre-university teachers, so that the teachers can be more effective in bringing engineering and engineering design into the classroom

Train IEEE volunteers to approach the school system in order to make the teacher training possible

Make this activity sustainable and long-term

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The Long-term Goals Empower Section “champions” to develop or

enhance collaborations with their local pre-university community to promote applied inquiry-based learning

Enhance the level of technological literacy of pre-university educators

Encourage pre-university students to pursue technical careers, including engineering

Increase the general level of technological literacy of pre-university students for many years.

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Just What Is In-Service Training?

“Pre-service education” - Training teachers receive before beginning their teaching careers.

“In-Service education” - Training teachers receive after entering the classroom.

In some countries, teachers must accumulate “in-service points” every few years to renew their teaching certificates.

Similar to the professional development hours some countries/states/provinces require for renewing engineering licenses

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Why Participate in a Teacher In-Service Program?

Enhance the level of technologicalliteracy of:

TeachersStudentsThe local school community

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Why Participate in a Teacher In-Service Program?

Enhance the standing of IEEE and the engineering profession in the eyes of pre-university educators and students

Promote engineering as a program of study and career choice

Encourage IEEE member participation

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Have fun

Why Participate in a Teacher In-Service Program?

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TISP Presentations by Section (a partial list)

Chattanooga, TN Miami, FL Florida West Coast Santa Clara, CA Piura, Peru North Jersey, NJ Republic of South Africa Lima, Peru Central Indiana Jamaica Atlanta, GA Houston, TX Central North Carolina Malaysia

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Metrics To Date 80 presentations to date

More than 1813 pre-university educators have participated

Science, technology and mathematics educators

These educators represent 197,000+ students

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Metrics To Date

Over 90% of the respondents agreed:

They would use the concepts presented in their instruction

Doing so would enhance the level of technological literacy of their students

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$300 (USD) to $500 (USD) per year will sustain a very active teacher in-service program in a Section

Counting the Cost

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Re-useable materials and hardware

Counting the Cost

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Counting the CostExpendables

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Design and Build a Better Candy Bag

Douglas Gorham and Moshe Kam

Region 9 Cordoba, Argentina

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Design Objective

Design and implement a candy bag using the available materials

Limit of 1 meter of tape per group of 2

The bag is to be hand carried

The bag is to be sturdy, functional and aesthetical

A design with unusual shape or “twist” is highly desirable

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Principles & Standards for School Mathematics

Geometry: Use visualization, spatial reasoning, and

geometric modeling to solve problems

Analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships

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Problem Solving: Recognize and apply geometric ideas in areas

outside of the mathematics classroom Apply and adapt a variety of appropriate strategies

Communication: Communicate mathematical thinking coherently

and clearly to peers, teachers, and others

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National Science Education Standards (US)

Standard E: Science and Technology

Abilities to distinguish between natural objects and objects made by humans

Abilities of technological design Understandings about science and technology Communicate the process of technological design

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Standards for Technological Literacy

Students will develop an understanding of… Standard 8. the attributes of design. Standard 10. the role of troubleshooting,

research and development, invention and innovation, and experimentation in problem solving.

Students will develop… Standard 11. the abilities to apply the design

process. Standard 20. an understanding of and be able to

select and use construction technologies.

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Outline and Procedures (1)

Divide into pairs

Brainstorm and create a sketch of a design of a candy bag

Build a model of your design with given materials: a limit of 1 meter of tape per team

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Outline and Procedures (2) Calculate the approximate volume of the

bag

Predict how much weight the bag might hold

Test the strength of your bag Only after all sketches and calculations were

complete

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Outline and Procedures (3) Discuss and agree upon a redesigned bag

Provide a sketch and estimate of weight to be carried

Rebuild your prototype bag

Retest the strength of your bag

Answer reflection questions as a team

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Reflection Questions

What was one thing you liked about your design?

What is one thing you would change about your design based on your experience?

How did the materials provided impact your design?

How might you incorporate this activity into your classroom instruction?