1. Teachers TryScience

2. Learning Outcomes - Session 2 Value Proposition for Teachers  Understand Teachers TryScience alignment with skills focus  Review models for implementation of Teachers TryScience and effective partner selection

3.  STEM Skills and alignment with Teachers Try Science  Curriculum examples and alignment with Teachers TryScience lessons  Implementation Models – partner selection Agenda - Session 2

4. Deliver programme by working with strategic partners – scale and impact Use TTS to support STEM curriculum and skills agenda Enhance IBM’s engagement and visibility with key stakeholders in education and government. Teachers TryScience Strategy - EMEA

5. STEM Education - Defining the Challenges: 2011 White Paper “The STEM skills gap in European EMEA countries compared to other regions across the globe is widening: in Asian countries STEM students can account for up to 20% of the student population, whereas in Europe, this percentage is around 2%.” Key Finding: A lack of inspiration: widespread low engagement and pursuit of STEM careers among young people is in large part due to a negative experience of STEM at school, where young people often find STEM subjects difficult or boring, science classes fail to inspire…and are not relevant to their everyday lives and future careers. “… the whole field of STEM pedagogy certainly needs attention, moving from text- based, factual recall to more exploratory learning models such as inquiry-based learning, scientific experimentation, scientific debate and collaborative learning.” (Rocard 2007.)

6. STEM Education: Defining the Challenges What skills should a STEM student develop?  Problem Solving – ability to define questions and problems, design investigations … draw conclusions, and then apply understandings to new and novel situations.  Innovation – creatively use science, mathematics and technology concepts and principles by applying them to the engineering design process.  Invention – recognise the needs to the world and creatively design, test, redesign and then implement solutions (engineering process)  Self-reliance – able to use initiative and self-motivation to set agendas, develop and gain self-confidence, and work within specified time frames  Logical Thinking – able to apply rational and logical thought processes of science, mathematics and engineering design to innovation and invention http://www.ingenious-science.eu/web/guest/second-white-paper-on-stem-education

7. Teachers TryScience – STEM Skills  Design-based learning with a focus on environmental science and engineering  Integration of a number of STEM disciplines – opportunity to apply aspects across disciplines to one project  Real-world problems and challenges that provide students with opportunities to explore their own environments  Supports development of students ’21 st century’ skills – questioning, problem solving, creativity, exploration, inquiry, analysis, reflection

8. United Kingdom: Science Lessons should provide students opportunities to  Research, experiment, discuss and develop arguments  Use real-life examples as a basis for finding out about science  Use creativity and innovation in science, and appreciate their importance in enterprise  Recognise the importance of sustainability in scientific and technological developments  Make links between science and other subjects and areas of the curriculum

9. United Kingdom: Curriculum Topics and TTS Materials  Energy, electricity and forces  Blowing in the Wind – Wind at Work  Where there’s light – there’s hot food  Chemical and material behaviour  Biofuels  You are what you Drink  Organisms, behaviour and health  Food Challenge – The Ideal Meal  Backyard Ecosystem  The environment, Earth and universe  Got Dirty Air? For Your Eyes Only  Confronting Climate Change

10. South Africa: Natural Science - Processes and Design Skills  Raising questions – being able to think of, and articulate relevant questions about problems and issues  Predicting – stating, before an investigation, what you think the results will be  Planning/undertaking investigations – thinking through method for an activity or investigation  Interpreting information – explaining what the results of an activity or investigation mean  Designing – showing how something is to be made taking into account the design brief, specifications and constraints  Making/constructing – building or assembling an object  Evaluating and improving products – using criteria to assess a constructed object and then stating or carrying out ways to refine that object

11. South Africa - Natural Science Strands  Life and Living  Darling Darkling Beetle Pupae – Cycle Me Your Life  From Cradle to Grave – Product Life Cycles  Matter and Materials  Solar Car  Temperature Reader – Carbon Dioxide Emissions from Household Materials  Energy and Change  Wind Generator  Passive Solar Design – Zero Energy Housing  Planet Earth and Beyond  Universe, Earth and Environment  Movements of the Earth, Sun and Moon.

12. Teachers TryScience: Korea  Strong culture in educational Achievement. Korea ranked:  2 nd in reading  4 th in math  6 th in science among OECD countries in 2009 PISA assessments, but there is strong competition and a lot of time and money spent on tutoring after school hours  Since 2001, there has been a drop in the number of students taking up Natural Sciences or Engineering at university. Students are opting to do Law or Medicine instead.  Students in secondary school generally spend quite a lot of time studying concepts and principles rather than learning by doing and are therefore not engaged  IBM Smart Science camps to engage students in hands-on learning activities to get them interested in science; broaden teachers’ understanding of STEM careers so that they could provide guidance to students  Introduce Teachers TryScience resources to teachers to develop their skills in teaching STEM in a more interactive and engaging way, moving away from traditional methods such as rote learning  Now adapting select Teachers TryScience content for a Korean audience through translation and linking the resources to the curriculum IssuesStrategic PartnersSolutions KOFAC MOE IBM Students SNUE Teachers 1. Researched what the Ministry of Education was doing and approached them to be part of it 2. Partnered with an affiliate of the MOE, the Korea Foundation for the Advancement of Science and Creativity (KOFAC) to gain access to students and schools 3. Partnered with Seoul National University of Education to harness their expertise in teacher professional development and to reach teachers Built an Education Hub of influential partners who have access to teachers and responsibility for their professional development

13. Teachers TryScience Implementation Model - Vietnam  Project - May 2012 with Center for Support Development of Education and Culture  Core team of trainers  24 lesson plans developed and contributed  Evaluation: 77% teachers using methods daily, 80% students lesson satisfaction and engagement Expansion 2013/14 Objectives:  Focus efforts in promotion of physics and biology lessons among 10 secondary schools in Cau Giay District  Enablement of teachers at participating secondary schools to develop lesson plans for teachers TryScience

14. Teachers TryScience Implementation Model - Vietnam Activities  IBM & E&C full day workshop on curriculum study to develop a strategy for lesson development and agree areas of focus.  E&C will localise 4 lesson plans in Biology and Physics as reference material for teacher training sessions.  IBM & E&C to hold full-day seminar with board directors form participating schools and educations at district level to mobilise understanding and support for project.  E&C will hold two ‘train the trainer’ courses on Physics and Biology for teachers from Cau Giay district.  Evaluation conducted to measure impact of TTS IBM Commitments & Responsibilities Appoint project manager to act as single point of contact and execute kick-off meeting. Provide materials and technical support to assist lesson plan development Facilitate workshop and seminar E&C Commitments and Responsibilities Provide single point of contact. Localise four lesson plans. Identify 10 schools in Cau Giay District. Organise workshop and seminar. Provide ‘train the trainer’ sessions. Select and refine 30 lesson plans developed by teachers to be shared on TTS portal. Assign resource to provide ongoing support.

15. Sharing resources on already established sites Smart Futures – Exploring Careers: Ireland

16. Sharing resources on already established sites Science Week: Ireland

17. Sharing resources on already established sites National STEM Centre: United Kingdom

18. Teachers TryScience Partnerships in EMEA  Italy – National Association of Teachers of Science, Chemistry & Mathematics  Portugal – The Ministry of Education  Sweden – NTA Programme – to stimulate pupils’ curiosity, interests, knowledge in science and technology  South Africa – South African Association of Science and Technology Educators  Austria –5 Lessons translated in to German. Centre for Innovation and Technology

19. Partner Selection  Organisations working at national, regional level  Understanding of national agenda around STEM  Understanding of curriculum structure and content  Influence with teacher networks  Experience in providing/supporting teacher training and professional development  Willing to commit to project: provide time and resource

20. Learning Outcomes - Session 2 Value Proposition for Teachers  Understand Teachers TryScience alignment with skills focus  Review models for implementation of Teachers TryScience and effective partner selection

21. Actions from this Session  Familiarise yourself with the secondary school science curriculum - key topics and skill focus  Identify appropriate partner organisations and set meetings to introduce Teachers TryScience