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IEEE Teacher In-Service Training Program

Region 5

13-14 July 2007Dallas, Texas

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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 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? Cont’d

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 Chattanooga, TN Miami, FL Florida West Coast Santa Clara, CA Philadelphia, PA North Jersey, NJ Republic of South Africa St. Louis, MO Central Indiana Jamaica Atlanta, GA Richmond, VA Central North Carolina Malaysia

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Metrics To Date 54+ presentations to date

More than 1400 pre-university educators have participated

Science, technology and mathematics educators

These educators represent 150,000+ 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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Design and Build a Better Candy Bag

Region 5

Dallas, TX

Brad Snodgrass, Central Indiana Section

Douglas Gorham, 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: a limit of 3 feet of tape per team Calculate the approximate volume of the bag Predict how much weight the bag might hold 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 did the materials provided impact your design?

How might you incorporate this activity into your classroom instruction?