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IEEE Teacher In-Service Program (TISP) How to work with the pre-university education system? Speaker: Dr. Bill Chau (Engineer and Teacher)

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Presentation on theme: "IEEE Teacher In-Service Program (TISP) How to work with the pre-university education system? Speaker: Dr. Bill Chau (Engineer and Teacher)"— Presentation transcript:

1 IEEE Teacher In-Service Program (TISP) How to work with the pre-university education system? Speaker: Dr. Bill Chau (Engineer and Teacher) Shenzhen, China 7 – 8 July 2009

2 Bridging the Gap What can professional engineers, engineering educators, and engineering institutions offer? What do pre- university (K-12) school management, teachers, students, and parent need, want, and expect? Engineering Professionals Pre-University Educators

3 Bridging the Gap What and how much do engineering professionals understand the running, needs, expectations, and limitations of the pre-university education system? What and how much do pre-university (K-12) educators (who normally do not have an engineering background) understand the timely, meaningful and organised input of basic (or sometimes even advanced) engineering concepts and hands on skills can duly enhanced the teaching experience of teachers and learning experience of students? Engineering Professionals Pre-University Educators

4 Common Issues (Do not understand …) Engineering professionals may not fully understand the pre-university education system: Curriculum structure and requirement Teaching syllabus and assessment criteria Differentiation among engineering, general science, applied science and technology Timetabling and resources limitation / allocation Teacher expertise and expectations Student interests and examination / assignment relevance Parents expectations

5 Common Issues (Do not understand …) Pre-university educators may not fully understand what and how engineering professionals can enhance the teaching and learning with students: Engineering content matters embedded into or integrated with general science / technology / ICT or as a separate subject Extra hardware resources: room, storage space, simple machines, hand tools, consumables, worksheet, safety training and equipment Extra software resources: teacher training, safety training, assessment, student report, and school manpower reallocation Logistical and financial matters

6 What and How to Do … Engineering professionals may wish to consider the following guiding principles based on the resources and expertise that they have.

7 What and How to Do … System level (school management): Pitching at the right teaching / curriculum level From simple to complex Student achievement passport (ongoing log) Online competition Public awareness and recognition National and international competitions Scholarship Engineer- / Technologist-in residence

8 What and How to Do … System level (school management): On the job / on site visits Mentoring student projects Mobile laboratory / Road show Curriculum planning and learning experience (formal, informal and non formal) separate subject vs. embedded in science / design and technology Articulated engineering / technology / science modules (spiral / stack curriculum) Individualised engineering / technology / science modules (discrete curriculum)

9 What and How to Do … Operation level (teaching and learning in classroom): Ready to use instructional materials (teacher guide, student worksheet, lesson plan and scheme of work) Clear and meaningful curriculum / syllabus mapping or articulation Step by step and easy to understand No misconception, safe and fool proof Hands on activities (minimum teacher / adult supervision required) Eye catching (e.g. cartoon, animation) Simple, quick and short quizzes (question bank)

10 What and How to Do … Pre-university educators may wish to explore what engineering professionals can: Enrich and complete the content matters and provide daily life examples and real engineering applications Enlighten pedagogical strategies Facilitate student projects in particular project planning and management) Share and use resources already available to teaching and learning

11 What and How to Do … No hard feeling and / or misconception in not being able to comprehend the pre- university curriculum structure, instruction, and assessment Clearly agreed and communicated “aims and objectives” No hard feeling and / or misconception associated with competence in content matters or hands on skills A form of “streaming” or “pre- vocational” training (e.g. engineering pathway in Australia – Year 10 progress into apprentice  Certificate I to IV  associate diploma  professional diploma  university Year 1 – SENSITIVE!!! Supplementing and / or complementing the science curriculum? Or introducing engineering science? Engineering Professionals Pre-University Educators

12 Other Matters! Local and international community networking and resources (show biotechnology mobile lab, Technology Exploration Association, Robot Institute Hong Kong) Materials already available from profit-making and non profit-making organisations (show catalogues) Hands on assembly kits form – lacks teaching and learning materials and curriculum articulation

13 Conclusion Bridge the gap and make a better future. This is what we engineers always do for the betterment of the mankind – Engineers are great!!!!! Thank you

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