"SM as a professional Development Tool" Workshop w Latinas In STEM
Professional Development in STEM Education Making a Difference
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Transcript of Professional Development in STEM Education Making a Difference
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Professional Development in STEM Education
Making a Difference
https://www.sciencelearningcentres.org.uk/
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ForcesJulia throws the
beach ball up into the air. It is still on the way UP.
• Draw in any forces acting on the ball
• Fully label each force you have drawn
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Certainty Meter
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Independent research by Leeds University
Teachers’ understanding improves dramatically after an intensive course
In physics and in chemistry
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Improvement in pupils’ achievements
In classes taught by non-specialists following the ‘science for non-specialists’ courses, pupils’ understanding showed significant improvement .
And understanding was consistently better than pupils taught by other teachers.
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The national network of 10 Science Learning Centres provides high-quality subject specific professional development programmes for teachers of science, including technicians and teaching assistants, in all phases of education.
We work with science educators to build the capacity of schools and colleges to innovate and bring about change and improvement.
.
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North East University of Durham
National Centre University of York
Yorkshire and Humber Sheffield Hallam University
East Midlands University of Leicester
East of EnglandUniversity of Hertfordshire
London Institute of Education
South EastUniversity of Southampton
North WestManchester Metropolitan University
West Midlands Keele University
South West At-Bristol
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The Network programme
Underpinned by the following principles
• Pedagogical content knowledge
• Contemporary science
• Innovation and creativity
• Leadership
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Flexible Delivery
Whole days
Extended twilights
In school
Weekend /holidays
E-CPD
Action Research
Extended Residential
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Satellite Venues
view on multimap
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Securing Impact
Intended Learning Outcomes
Action planning
Impact evaluation
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Nature of impact
Both external studies and internal evaluation show impact on:
• participants’ knowledge and skills
• participants’ teaching and leadership
• colleagues and the wider school
• pupils
Impact is significant and long-lasting
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Date 00.00.00Running header of the presentation
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Date 00.00.00Running header of the presentation
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Date 00.00.00Running header of the presentation
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Date 00.00.00Running header of the presentation
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STEM Programmes
• STEM careers
• STEM subjects working together
• Collaborative Learning in Science and D & T
• CPD for D &T teachers
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Key Facts 2009-10
• 98% of all secondary schools and colleges in England have used the network of Science Learning Centres since they launched in 2004
• 43% of all secondary schools and colleges in England have used the National Science Learning Centre since it opened in 2005
• 68% of all secondary schools and colleges in England used the network in 2009 - 10
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Tim Stirrup Director for Communications
Supporting teaching & learning through subject-specific professional development
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Headteacher 1
To raise attainment levels, engage pupils so that they love maths and have enthusiasm for the subject.
To get rid of the ‘maths is too hard’ attitude.
To change the way maths teachers teach so that they rely less on the text book.
To use ICT effectively – e.g. Bowland.
To work more with teachers in assessing pupils’ progress.
To develop programmes to help teachers engage pupils.
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Headteacher 2
In five years we will be looking for a different sort of maths teacher because of the importance of technology.
The personalisation agenda is key, as is virtual and mobile learning
A changing society necessitates awareness around language, narrowing the learning gap and educating families.
A dynamic curriculum will mean changing what we teach, including internationalism and creativity.
Dynamic working practices will highlight collaboration, networking, new models of CPD and coaching and training.
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Headteacher 3
We learn best when we learn from each other.
We need to recognise different pockets of need in different area – local solutions to local problems.
We need to emphasis the pedagogy behind CPD resources.
We must address the engagement issue – how do we motivate in the maths department? Why are you teaching maths? How do we reach disengaged teachers? If we allow them to be more creative they’ll get the enjoyment back.
We have to look at how we bring maths into real life situations.
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Subject knowledge
Self evaluation tools
Department workshops
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Subject and Strategic Leadership
Excellence in Mathematics Leadership
Recruiting and retaining teachers of mathematics
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The ‘reflective practitioner’
Personal learning
Opportunities to reflect
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Evaluating impact
Teachers as researchers:
Ongoing, reflective professional development
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Tim Stirrup Director for Communications
Supporting teaching & learning through subject-specific professional development