ieee region 3 teacher in-service training program 23 july 2005 atlanta, ga ralph painter, florida...
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IEEE Region 3 Teacher In-Service Training Program
23 July 2005Atlanta, GA
Ralph Painter, Florida West Coast SectionDouglas Gorham, IEEE Educational Activities
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Workshop 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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ITEA/Gallup Poll Many Americans view technology narrowly as
mostly being computers and the Internet The American public is virtually unanimous in
regarding the development of technological literacy as an important goal for people at all levels
There is near total consensus in the public sampled that schools should include the study of technology in the curriculum
61% believe students should be evaluated for technological literacy as part of high school graduation
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Percentage of Science Degrees Awarded
41.8
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32.4
18.4
15.6
39.5
31.5
24.2
15.9 15
38.4
31
25.9
15.7
14.9
05
101520253035404550
1999 2001 2002
South Korea
Germany
Czech Rep.
USA
Norway
Science degrees include life sciences, physical sciences, mathematics, statistics, computer sciences, engineering, manufacturing, and building
Source: Organization of Economic Cooperation and Development
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Short-Term Benefits Participating teachers will acquire additional
knowledge and materials necessary to enhance their science, math and technology curricula
Participating teachers will be able to add practical, applicable content to their curricula
Engineers and educators will be able to meet and learn about each other
Participating teachers will have a greater understanding of technical careers such as engineering, which they can impart to their students
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Long-Term Benefits
The overall level of technological literacy of educators and their students will be positively impacted for many years
There will be the potential for future enhancements in school curricula
Engineers and educators will be given opportunities to meet and develop future collaborative relationships
Minority and female students will be exposed to engineering and other technical professions
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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 Florida, teachers must accumulate 120 in-service points every five years to renew their teaching certificates.
An in-service point is similar to the professional development hours (PDH’s) many states require for renewing PE 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-college educators and students.
Promote engineering as a career choice.
Encourage IEEE member participation.
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Have fun.
Why Participate in a Teacher In-Service Program?
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Participating Sections
Chattanooga, TN* Miami, FL* Florida West Coast* Toronto, Canada Santa Clara, CA* Fort Worth, TX Twin Cities, MN Philadelphia, PA*
*= presentation held
North Jersey, NJ* Republic of South Africa* Oakland-East Bay, CA Worcester, MA St. Louis, MO* San Diego, CA Baltimore, MD Indianapolis, IN*
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Metrics To Date Thirty-one presentations to date
619 pre-university educators have participated
Science, technology and mathematics educators
These educators represent 63,000+ students
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Metrics To Date Cont’d
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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$500 to $1,000 per year will sustain a very active teacher in-service program.
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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Counting the Cost
Reproduction costs Often donated in kind.
Refreshments.
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How to Begin?
Two pronged approach:
Build relationships with school districts.
Build interest in members.
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Recruiting Volunteers
Articles placed in Section newsletters
Announcements At chapter meetings At section executive committee meetings
Informal contacts with members
Members can choose to be presenters or coaches
Life members are good candidates
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Qualities Needed
Tactful communicator. Willing to play the role of classroom assistant.
New methods of teaching - with less telling and more doing.
Enjoy immediate gratification.
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Choose Topics
Tie to state education standards.
Choose topics of interest to section members.
Emphasize “hands-on” activities.
Think low cost - under $100 to replicate for a class.
Simply ask teachers, curriculum supervisors and curriculum specialists (assistant principals) what topics are needed.
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“Rocket Cars and Newton’s Laws”
“Build Working Models With Household Items”
“The Orbit of Planet Gamma” “Learn to Program and Test Robots For
Classroom Use” “Everything You Wanted To Know About
Electric Motors But Were Afraid To Ask”,
Sample Teacher In-service Presentation Topics
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Sample Teacher In-service Presentation Topics Cont’d
“How Do We Communicate Using Radio Waves”
“Get Connected With Ohm’s Law” “Effective Lighting” “Build Your Own Robot Arm” “Simple Machines” “Light Waves and Spectroscopes”
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Design and Build a Better Candy Bag
IEEE Region 3
Teacher In-Service Program Training
July 2005
Ralph Painter, Florida West Coast Section
Douglas Gorham, IEEE Educational Activities
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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
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
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 Divide into pairs Brainstorm and create a sketch of your design Build a model of your design with given materials Calculate the approximate volume of the bag Predict how much weight the bag might hold
Note: one 8 ounce bottle of water weighs 9.7 ounces Test the strength of your bag Discuss and agree upon a redesigned bag Rebuild your prototype bag Retest the strength of your bag Answer reflection questions as a team
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Reflection
What was one thing you liked about your design?
What is one thing you would change about your design based on your experience?
How might you incorporate this activity into your classroom instruction?
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Tying topics to state standards.
State Standards Exercise
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Plan Times and Places Special Events
USF Engineering EXPO, all day, February, prelude to Engineer’s Week
Teacher Conferences, e.g. Florida Association of Science Teachers or Florida Technology Educators Association
National teacher organizations that happen to meet nearby
Places College Campuses, hotel meeting rooms
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Follow-up Activities/Metrics
Count the number of educators who participated in your teacher in-service program
Be sure that teachers complete the 12 item questionnaire
EAD will tabulate the results Follow-up with teachers to determine the level
of implementation of the concepts and activities
Consider a sign in sheet to include an email address
Consider sending a follow-up postcard to attendees
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Lessons Learned
Contact the school principal directly to let him know that your section is planning an event at his school.
Have telephone or cell phone numbers for at least two contacts at the school.
If possible, visit the school several days before the presentation.
Use a cart for moving materials from volunteers’ cars to classrooms.
If your presentation requires electric power, bring several extension cords and multi-outlet power strips.
Exchange cellular telephone or pager numbers among all the section member volunteers.
Provide each section member volunteer with good directions to the school.
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“Simply Spectroscopes”
Teacher In-service Presentations
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Teacher In-service Presentations
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Teacher In-service Presentations
