"Comprehensive approach to school reform" workshop STEM Education: Nurturing future innovators

Mark Windale

Aims

Through a participative approach develop awareness and understanding of

STEM Education

The needs for STEM Education

Components of school STEM education programmes and how to implement them

Moving towards a Whole School STEM programme

Steps towards implementation

What is STEM Education?

ScienceTechnologyEngineeringMathematics

Engages students in solving real world problems through the application of the knowledge, understanding and skills of one or more STEM subjects

Why are countries moving towards STEM education?

increasing motivation and achievement in STEM subjects

increasing participation in STEM subjects and careers

increasing the numbers of underrepresented groups in STEM subjects

Coordinated and Coherent STEM programme components

Developed by the Centre for Science Education and many adopted by Inspiring Science project, Thailand (OBEC, British Council, IPST, BG Thailand)STEM Learning Experiences in individual subjectsSTEM Learning Experiences coordinated across subjectsSTEM Research briefsSTEM AmbassadorsSTEM Research Placements or Work PlacementsSTEM ClubsSTEM Community ClubsSchool STEM FairsRegional STEM ConferencesNational STEM Conferences

Context-based STEM teaching and learning

Capture students' interest and imagination

Use stimulating contexts to develop an appreciation

of the applications of STEM

that STEM-based jobs are really exciting

that STEM makes an important contribution to society

that STEM professionals use the skills the students are developing

that STEM professionals work in multidisciplinary teams

that there are many different careers and jobs

of the subjects and qualifications required

Single subject exampleIn the unit Rope bridge students act as consultant engineers for a company who have to repair or replace a bridge across a canal in Songkhla province which has fallen into disrepair . They learn about the nature of forces, gravity and how to work with balanced forces to create stable structures. They work in teams to build a complete model bridge which they use, alongside a presentation, to explain to the local people where the bridge will be built and why it will be constructed in that particular way.

Coordinated across subjects

STEM Research Briefs

• based on real STEM research and development contexts

• model range of STEM R&D activities• Science/STEM projects (involving

Scientific Inquiries)• involve inquiry-based learning and

ICT• opportunities to develop STEM

capability• integrate scientific inquiry/STEM

projects with science/STEM curriculum content

• motivate students

Background KnowledgeBackground Knowledge

Scientific Inquiry

Scientific Inquiry

Context SettingContext Setting

CommunicatingCommunicating

Outcomes

• increased student motivation, enthusiasm and achievement

• increased use of ICT • displays and presentations at

School STEM Fairs, Regional and National Conferences

• improved scientific, STEM and key skills

Activity 1• Your group has been given a STEM resource• Read all the components of the resource and then discuss the

following questions in your group:– What is the context?– What aspects of the STEM curriculum are covered by the

resource?– What problem do the students have to solve?– How would they solve the problem?– How would they use ICT in this activity?– How would you use this activity in school?– How would you adapt the activity for use with your students?– When will you use the activity?– What challenges will teachers have in using this type of resource?– What support do they need?Produce an action plan for the implementation of a STEM teaching and learning resource in schoolPrepare to present the outcomes of your discussions

What are STEM Ambassadors?

• volunteers of all ages • working in range of STEM related roles• contribute to their local community • boost their skills and confidence• provide link between world of STEM and workforce of tomorrow

• enthuse and inspire young people in STEM subjects

• open doors to a world of opportunity in STEM• engaging, enthusiastic, dedicated and committed

• change young people’s perceptions about STEM careers

• support teachers in the classroom by explaining current applications of STEM in industry or research

• come from any industry or sector that uses STEM skills and knowledge

• anyone who enjoys volunteering, and wants to share their enjoyment and enthusiasm for their subject with young people

• STEM Ambassadors include: Apprentices, Zoologists, Engineers of all disciplines, Farmers, Designers, Geologists, Nuclear physicists, Architects, Physicists, Chemistry technicians, Pharmacists

• across all ages and backgrounds, from apprentices to company directors, university students to professors

What impact do STEM Ambassadors have?• Support teachers by demonstrating the practical application of the STEM curriculum in the world of work

• Encourage students to consider STEM qualifications and careers – 33% more students want a job in STEM after direct contact with a STEM Ambassador

• Contribute to improved progression in STEM subjects – 75% of pupils who’ve engaged with a STEM Ambassador say they are doing well in Science

• Develop confidence, team-work, presentation skills and creativity in young people – all essential for success in the workplace, whatever the field

• STEM Ambassadors find that volunteering doesn’t just give them a sense of achievement, but it also develops their own self-confidence and communication skills, improving their own motivation and job satisfaction.

What do STEM Ambassadors do?STEM Ambassadors get involved in a huge range of activities, which can all have an impact on young people’s learning and enjoyment of STEM, including:• giving careers talks or helping at STEM fairs• providing technical advice or practical support to STEM projects in the classroom

• talking about cutting edge developments in STEM

• facilitating on STEM camps• supporting projects in after-school STEM Clubs

• judging school STEM competitions• speed networking with pupils, parents and teachers

• devising or delivering practical STEM experiments or demonstrations

• helping students with mock job interviews

Activity 2

• In your group discuss the following questions:

• Which institutions or companies could you develop a partnership with for a STEM Ambassador programme?

• How would you use STEM Ambassadors in your school?

• How often would you like to involve STEM Ambassadors?

• What challenges may teachers face in developing a STEM Ambassador programme?

• What support would they need?

• Action plan a STEM Ambasador programme (When, What, How)

STEM Fairs and Conferences

• bring together young people, teachers, the school and education community and professional scientists, mathematicians, engineers and technologists

• celebrate the STEM achievements of the students, schools and the world of STEM

• create a buzz and excitement for STEM and inspire and motivate the community

• in particular they stimulate young people to participate enthusiastically in their STEM studies

Activity 3• in pairs discuss the following questions:• When would you organise a School STEM Fair?• How would you organise it?• What activities would you include?• Who would you involve?• How long would it last (hours, evening, day(s))?• What challenges would teachers have in organising a School STEM Fairs?

• What support would they need?

Share the outcomes of your discussions with another pair.

National Programme

• School STEM Fairs will feed student projects into Regional STEM Conferences

• student projects from Regional conferences will feed into the National STEM Conference

• STEM community workshops, exhibitions and activities from different School STEM Fairs can also feed into Regional and National STEM Conferences

Outcomes

• Greater motivation of students in STEM

• The raising of achievement of students in STEM

• Greater awareness and interest in STEM

• Students experiencing success and a sense of achievement in STEM

• Enriching the STEM curriculum• Greater student ownership of their STEM work

• Giving students experience in sharing their work with the STEM and wider community, thus raising the importance of STEM work in school

STEM Research Placements• give post-15 students hands-on experience

of a professional research environment• 2 - 4 week placement in their long school

holiday• carry out authentic, hands-on research

projects• students contribute to work of host

organisation• defined project• well supervised• students also expected to work

independently and use own initiative• actively encourage participation from

students without a family history of going to university, as well as those attending schools in disadvantaged or rural areas

• make sure no-one is excluded on a financial basis

Outcomes

By working with STEM professionals on STEM Research or Work Placements students will • gain insight into a wide variety of STEM careers

• be able to make more informed choices about what to do after school

• develop their scientific, STEM and key skills

• be provided with a life-changing opportunity that will help transform them into a future researcher

Activity 4

In your group discuss the following questions:

Would you organise STEM Research Placement or Work Placements?

Which group of students would you involve?

When would you organise them?

How long would they last?

Which institutions. organisations or companies would you work in partnership with?

What challenges would teachers face in developing a STEM Placement programme?

What support would they need?

STEM Clubs

After schoolSupported through Club resourcesStudents work on STEM projects Accredited through CREST Award or STEM Leaders QualificationCompetitionsSupported by STEM AmbassadorsProvide an opportunity for teachers to trial STEM activities

Community Clubs

Bringing parents together with their children and teachers to explore the worlds of STEM through stimulating group activitieswhich enable the parents to find out about and support the ways their children learn while learningthemselves

Activity 5

As an individual think about the following questions and write down your ideas:

What type of STEM Club would you set up?What groups would you involve?When would you run it?Who else would you involve?What types of activity would you run?

Share your ideas with another member of your group. Prepare to present your ideas.

STEM Leaders Qualification (SLQ)Its focus:To support the development of personal skills alongside academic achievements in STEM, by:providing leadership development

greater awareness of the value of STEM and STEM careers

recognising learning within the broader context of STEM activities, within and beyond the curriculum

STEM Leaders Qualification (SLQ)

The 6 units:Developing Personal Skills for LeadershipPractising Leadership Skills with OthersLearning with Colleagues and Other LearnersLearning from More Experienced LearnersCommunicating Solutions to OthersWorking in a Team

STEM Health CheckEight AreasA. Teaching and learning to create greater pupil engagement and progression in STEM subjects and careers, including cross-departmental workB. Development of pupil personal skills and capabilities through STEMC. Teacher awareness of the application of STEM in the workplace and careers pathwaysD. Use of enhancement and enrichment activities to promote greater engagement with STEM, and promotion of awareness of STEM careersE. Effective practice in equality and diversity in STEM to promote widening participationF. Communication about STEM careers and delivery of careers information, advice and guidanceG. Establishment and utilisation of external partnerships to promote STEM subject choices and careersH. Leadership and Management

STEM Health Check

Four level descriptions for each of the 8 areas to enable schools to identify where they are and strategically plan for progressing towards Leading.

EmergingDevelopingExtendingLeading

Progression in implementation of STEM teaching resources

Varied approaches

ClubOne day collapsed time tableSingle subjectSingle classProgressively leading to whole year groups and across two or more subjects

Progression in implementation of STEM components

ClubsTeaching ResourcesSTEM AmbassadorsSLQSTEM PlacementsSTEM FairsRegional STEM ConferencesNational STEM Conference

Plenary Activity

As an individual reflect on the following questions:

What new things you have you learnt?What STEM activities/STEM components will you implement during the next semester? When will you implement them? With which group of students?What outside organisations/people will you involve?How will you share your experiences with colleagues?Produce an action plan.Share this with your partner.

Contact

Mark WindaleCentre for Science EducationSheffield Institute of EducationSheffield Hallam UniversityCity Campus (Owen Building Floor 9)Howard StreetSheffield. S1 1WB. UKTel: +44(0)114 225 4870Fax: +44(0)114 225 4872Mobile: +44(0)7771 906 395Email: m.windale@shu.ac.uk