STEM Middle School Conference - SASTA · STEM Middle School Conference Friday 27 November 2015...
Transcript of STEM Middle School Conference - SASTA · STEM Middle School Conference Friday 27 November 2015...
STEM Middle School Conference
Friday 27 November 2015 Nazareth Catholic College - 1 Hartley Rd, Flinders Park
Mathematics, Science, ICT and Design & Technology (6-10)
8:30 am Registration -‐ Tea & Coffee – Foyer/Café 8:45 am – 9:00 am Welcome & Housekeeping -‐ Gym 9:00 am – 10:00 am Keynote – Associate Professor Paul Newhouse -‐ Gym 10:10 am – 10:40 am Morning Tea & Trade displays – Trinity Rooms & Performing Arts 10:40 am – 11:40 am Workshop Session 1 – North Building 1st Floor. Wet labs Sth.Bld 1st Flr 11:45 am – 12:45 pm Workshop Session 2 – North Building 1st Floor. Wet labs Sth.Bld 1st Flr 12:45 pm – 1.30 pm Lunch & Trade displays – Trinity Rooms & Performing Arts 1:35 pm – 2:35 pm Workshop Session 3 – North Building 1st Floor. Wet labs Sth.Bld 1st Flr 2:40 pm – 3:40 pm Workshop Session 4 – North Building 1st Floor. Wet labs Sth.Bld 1st Flr 3:45 pm – 4:45 pm Happy Hour – Foyer/Café
9:00 am – 10:00 am
Keynote Presentation by: Associate Professor Paul Newhouse, Director of CSaLT, Edith Cowan University
I have always considered myself to be both an educator and learner. For nine years this was largely realised in an innovative state secondary school in Western Australia where I had the opportunity to put into practice a range of philosophically based programmes and strategies in teaching across the curriculum. Since then I have had the privilege of conducting research in schools and sharing my experiences with pre-‐service and practicing teachers for over 25 years in two universities. Currently I am an associate professor with the School of Education at Edith Cowan University and director of the Centre for Schooling and Learning Technologies (CSaLT). My focus is on implementation strategies for using computers to support learning in schools, particularly as applied to portable computing across the curriculum, assessment and curriculum development in technology education.
Keynote Presentation: STEM is boring? Using ICT to engage students with STEM STEM knowledge and skills are critical for the wellbeing of our society and economy but overwhelmingly by the end of schooling the majority of our students are not interested, and have no plans to continue study or work, in these areas. We need to build their interest and engage their minds, particularly during the middle years of schooling. There is no doubt that ICT can be used to achieve this but it needs to support appropriate pedagogy and particularly approaches to assessment. I will draw on research from my research centre to illustrate how this can be realised in typical school contexts. In addition to his keynote presentation, Paul will present the following workshops. Workshop 1 (Session 4.3): Planning and evaluating ICT support for learning In this workshop participants will use a tool to evaluate the use of ICT in their teaching, and then be guided through a problem-‐based approach to planning to build on this use. Workshop 2 (Session 2.2): STEM learning activities supported by ICT? In this workshop participants will be guided through some examples of using ICT tools to support STEM learning activities.
STEM MIDDLE SCHOOL (6-‐10) CONFERENCE PROGRAM
10:40 am – 11:40 am – Workshop Session 1 Session Title Room Presenter/s
1.1 Design thinking meets the technologies curriculum
NB201 Mandi Dimitriadis & Anthony Chhoy Makers Empire
1.2 Transforming Science Tasks NB214 Katrina Elliott DECD
1.3 Approaches to Learning -‐ diagnostic through summative assessment
NB204 Dr Paula Mills Prince Alfred College
1.4 Endeavour College – Science and Mathematics in D&T
NB205 Thomas Keller & Darren Willsmore Endeavour College
1.5 Some Call it a Robot, We Call it a Motivator LEGO Education Mindstorms EV3 robotics NB206 Libby Moore
Moore Educational
1.6 Introducing computer programming to your classroom (Double Session Part1)
NB209 Chris Heddles Australian Science and Mathematics School
1.7 STEM Resources -‐ Renewable energy STELR (Double Session Part1)
SB203 Pennie Stoyles Australian Academy of Technological Sciences and Engineering
1.8 STEM connections: integrating learning across the Australian Curriculum: Science, Technologies & Mathematics (Double Session Part1)
NB215&
NB216
Julie King Australian Curriculum, Assessment and Reporting Authority
1.9 21st Century Online Maths Learning: Adaptive, Gamify, Socialise and Personalise
NB213 Michelle Kueh mangahigh.com
1.10 Filling in the gaps with fraction and decimal concepts
NB207 Maryanne Rischmueller DECD
1.11 Crack the Code NB208 Rebecca Garret Trinity College Gawler
1.12 Do Buildings Have to Have Straight Walls? NB218 Vanessa Fay Australian Science and Mathematics School
10:10 am – 10:40 am – MORNING TEA & TRADE DISPLAYS
11:45 am – 12:45 pm – Workshop Session 2 Session Title Room Presenter/s
2.1 Living the dream: Girls in STEM NB201 Maja Williams Australian Science and Mathematics School
2.2 STEM learning activities supported by ICT NB218 Associate Professor Paul Newhouse Edith Cowan University
2.3 What is science? NB204 Penny Collins Australian Science and Mathematics School
2.4 Working collaboratively for excellence in Earth and Space education
NB205 Len Altman Marden Senior College
2.5 Building Bridges NB206 Andrew Hudson Roxby Downs Area School
2.6 Introducing computer programming to your classroom (Double Session Part2)
NB209 Chris Heddles Australian Science and Mathematics School
2.7 STEM Resources -‐ Renewable energy STELR (Double Session Part2)
SB203 Pennie Stoyles Australian Academy of Technological Sciences and Engineering
2.8 STEM connections: integrating learning across the Australian Curriculum: Science, Technologies & Mathematics (Double Session Part2)
NB215 &
NB216
Julie King Australian Curriculum, Assessment and Reporting Authority
2.9 Classroom proven lessons with linear functions STEMs to night sky analysis
NB213 Brian Lannen Victory Lutheran College
2.10 Capturing data: exploring, engaging and understanding mathematics and science
NB207 Peter Fox Texas Instruments
2.11 Mathematics and the “flat earth theory” NB214 Marion Gaertner MASA
2.12 CSIRO – Scientists in the Classroom NB208 Julie McClements CSIRO Education
12:45 pm – 1.30 pm – LUNCH & TRADE DISPLAYS
1:35 pm – 2:35 pm – Workshop Session 3 Session Title Room Presenter/s
3.1 Making science misconceptions work for us NB209 Katrina Elliott & Ann Pillman DECD
3.2 Geology Rocks! Mining and the Environment SB203 Bruce Baker
3.3 Great Snell, what a brilliant photo opportunity NB218 Brian Lannen Victory Lutheran College
3.4 Visual programming in the primary classroom NB208 Associate Professor Katrina Falkner & Dr Rebecca Vivian The University of Adelaide
3.5 Project Igloo SB211 Dr Sam Moyle Brighton Secondary School
3.6 SPE Workshop – Petroleum Mathematics NB204 Jessica Wrigley The Society of Petroleum Engineers
3.7 Flipping the classroom – a “how-‐to” guide NB213 Cat Stone Australian Science and Mathematics School
3.8 Scaffolding experimental enquiry in the middle years (Double Session Part1)
NB205 Dr Harry Kanasa Griffith University
3.9 Personalised learning & informal assessment using Google Apps for Education (Double Session Part1)
NB206 Casper Buisman Glenunga International High School
3.10 A hands on approach to Science and Mathematics.
NB207 Peter Sawley Energy Education Australia
3.11 Have some fun with NRich NB214 Vanessa Gorman St Peter’s College
2:40 pm – 3:40 pm – Workshop Session 4 Session Title Room Presenter/s
4.1 Branching out with Google forms NB218 Dr Caroline Dean Australian Science and Mathematics School
4.2 Model solar construction NB201 Andrew Costi St Patrick’s Technical College
4.3 Planning and evaluating ICT support for learning
NB213 Associate Professor Paul Newhouse Edith Cowan University
4.4 Data Smarter – using data and information about your students to improve learning
NB204 Glenys Thompson & Matt Verdon Australian Science and Mathematics School
4.5 Trebuchet NB207 Jules Potiki Australian Science and Mathematics School
4.6 ASELL: Science inquiry skills through student experience
NB215 &
NB216 Rachel Crees Science 21
4.7 Collecting data with microcontrollers NB214 Joel Phillips Rostrevor College
4.8 Scaffolding experimental enquiry in the middle years (Double Session Part2) NB205 Dr Harry Kanasa
Griffith University
4.9 Personalised learning & informal assessment using Google Apps for Education (Double Session Part2)
NB206 Casper Buisman Glenunga International High School
4.10 Problem solving, the factors that count NB208 Peter Fox Texas Instruments
4.11 Some basic teaching ideas that “travel” NB209 Carol Moule MASA
3:45 pm – 4:45 pm – Credit Union SA Happy Hour
WORKSHOPS
COMPUTER LABS
KEYNOTE
MORNING TEA & LUNCH
TRADE DISPLAY
WORKSHOPS
SCIENCE LABS
REGISTRATION & HAPPY HOUR
10:40 am – 11:40 am – Workshop Session 1
COMPUTER LAB
COMPUTER LAB
1.1 Mandi Dimitriadis and Anthony Chhoy, Makers Empire The Australian Curriculum: technologies, now being introduced in all South Australian schools, challenges students to use design thinking to generate and produce designed solutions for authentic needs. Mandi Dimitriadis and Anthony Chhoy from Makers Empire will introduce strategies and resources teachers can use in their everyday classroom environments to get their middle school students started with engaging, challenging design based learning that meets the demands of the Australian Curriculum. 1.2 Katrina Elliott, DECD "Not all tasks are created equal, and different tasks will provoke different levels and kinds of student thinking" Stein, Smith, Henningsen, Silver, 2000 In this workshop, we will clarify why identifying and increasing the intellectual challenge of tasks is important and explore some effective strategies to build onto our current practice. We will share a tool on the Leading Learning resource that explores how we can transform our tasks for intellectual stretch using the achievement standards. 1.3 Dr Paula Mills, Prince Alfred College Based around the MYP framework of approaches to learning and the Next Chapter criteria for science (knowledge & understanding, inquiring & designing, processing & evaluating, and reflecting on the impacts of science) this workshop will look at diagnostic, formative and summative tasks -‐ please bring along your own examples too. Will look at identifying critical & creative thinking skills and research skills. The criteria are new to all educators this year -‐ share your experience. 1.4 Thomas Keller & Darren Willsmore, Endeavour College Thomas and Darren teach D&T at Endeavour College. They will talk about how they embed Science and Maths into their subject area and how you can embed D&T into yours. 1.5 Libby Moore, Moore Educational Ignite student engagement and energise learning through the use of LEGO Mindstorms EV3. Your students will exercise creative problem solving and team working skills while deepening their understanding of digital technologies, design and technologies, processes and understanding. The software provides an integrated digital learning experience where students can add text, images and video to create, present projects and more... 1.6 Chris Heddles, Australian Science and Mathematics School Double Session Part 1 For teachers in any STEM area interested in having students use programming in your classroom. No experience required and you will learn some programming in this workshop. Example content will be from the ACARA year 8 Mathematics curriculum. You will be encouraged to consider how this approach could be applied to your own subject and year level. You will need to bring a wifi-‐capable laptop with the Processing programming language installed (free at processing.org) along with the latest Java updates for participation in this workshop.
ABSTRACTS FOR PRESENTATIONS
1.7 Pennie Stoyles, Australian Academy of Technological Sciences and Engineering Double Session Part 1 The STELR project is a national STEM education program, aligned with the Australian Curriculum. Participants will undertake inquiry-‐based investigations into solar and wind energy using the STELR Renewable Energy module. The theme of renewable energy harnesses students' interest in and concern about climate change. Participants will also be able to experience delivery of the program through iSTELR using a web-‐based, online delivery and classroom management platform. 1.8 Julie King, Australian Curriculum, Assessment and Reporting Authority Double Session Part 1 Australian Curriculum connections, a new feature being developed for the Australian Curriculum website, will allow teachers to identify rich connections for integrated learning. Julie King, Curriculum Lead Technologies (ACARA) will explore how content from across the Australian Curriculum can be taught and assessed through rich contexts to deepen STEM understandings. In this workshop participants will explore strategies to identify connections between the Australian Curriculum for Science, Technologies and Mathematics and how to develop rich integrated assessment tasks. 1.9 Michelle Kueh, mangahigh.com Getting online is almost a norm in our classrooms. Let's take this opportunity to truly change the way we teach and engage our students. Let's look a little closer at the research on brain-‐based learning and how Mangahigh incorporates these known strategies to impact your students learning. Automatically creating a personalised learning pathway for each student, adapt as a response to student answers, and gamify to truly engage students based on neuroscience of learning. 1.10 Maryanne Rischmueller, DECD How do we identify misconceptions in students’ understanding of fractions and decimals concepts? What are these misconceptions? Hands-‐on activities I have used successfully to correct misconceptions. Using feedback from students to help with planning. 1.11 Rebecca Garrett, Trinity College Gawler Teachers will get the opportunity to be students again and solve mathematical problems to crack the safe. 1.12 Vanessa Fay, Australian Science and Mathematics School The developments in free-‐form architecture and geometric computing software are changing the types of buildings being designed. sWhat general uses can this give to a student in the mathematics classroom?
2.1 Maja Williams, Australian Science and Mathematics School There is a plethora of research supporting that girls are not keen to even start and let alone further their education within IT. We shall explore a case study at ASMS of girls in IT as well as share ideas and have a few hands-‐on activities on how YOU can introduce more female students to IT in your school. 2.2 Associate Professor Paul Newhouse, Edith Cowan University In this workshop you will be guided through some examples of using ICT tools to support STEM learning activities. 2.3 Penny Collins, Australian Science and Mathematics School With some easy to implement activities demonstrate that there is no certainty in science, only models that change over time. Assist students to understand the rules of science and what constitutes a fair test. 2.4 Len Altman, Marden Senior College This workshop features an overview of recent activities of our award winning Geoscience Pathways Project. Membership is free. Our partner schools access fully funded field and laboratory investigations, either with a visiting teacher-‐geologist, or in a well-‐equipped Earth Science school laboratory, or in laboratories at our partner Universities. Bus subsidies are available. Our work is sponsored by the Geological Society of Australia, AusIMM and the SA Department of State Development. 2.5 Andrew Hudson, Roxby Downs Area School Using easy to source materials to design, construct and test bridges. Bridges are made from cardboard tubes and balsa wood. Size limits to the materials is also part of the challenge. 2.6 Chris Heddles, Australian Science and Mathematics School Double Session Part 2 For teachers in any STEM area interested in having students use programming in your classroom. No experience required and you will learn some programming in this workshop. Example content will be from the ACARA year 8 Mathematics curriculum. You will be encouraged to consider how this approach could be applied to your own subject and year level. You will need to bring a wifi-‐capable laptop with the Processing programming language installed (free at processing.org) along with the latest Java updates for participation in this workshop. 2.7 Pennie Stoyles, Australian Academy of Technological Sciences and Engineering Double Session Part 2 The STELR project is a national STEM education program, aligned with the Australian Curriculum. Participants will undertake inquiry-‐based investigations into solar and wind energy using the STELR Renewable Energy module. The theme of renewable energy harnesses students' interest in and concern about climate change. Participants will also be able to experience delivery of the program through iSTELR using a web-‐based, online delivery and classroom management platform.
11:45am – 12:45pm – Workshop Session 2
2.8 Julie King, Australian Curriculum, Assessment and Reporting Authority Double Session Part 2 Australian Curriculum connections, a new feature being developed for the Australian Curriculum website, will allow teachers to identify rich connections for integrated learning. Julie King, Curriculum Lead Technologies (ACARA) will explore how content from across the Australian Curriculum can be taught and assessed through rich contexts to deepen STEM understandings. In this workshop participants will explore strategies to identify connections between the Australian Curriculum for Science, Technologies and Mathematics and how to develop rich integrated assessment tasks. 2.9 Brian Lannen, Victory Lutheran College The notion of mathematical functions is at the heart of much of the Australian Curriculum secondary Mathematics and Science courses, but the foundation for learning this is really set in the Middle Years. Do you regularly draw a “function machine” on your whiteboard? I do and I also have my students actually work with such machines to help them make the important connections between algebraic functions, data and graphs. Analysis of a time-‐lapse photo of the South Celestial Pole provides an interesting and accessible STEM application. BYO device/calculator for making the “function machines” or use a computing calculator or iPad that will be provided. 2.10 Peter Fox, Texas Instruments A range of technologies, including FREE options, will be used to collect, explore and use data that help explain accessible high school level mathematics and science content. The focus of this session is on data collection opportunities and sources. Data sources and creation used will include pictures, video, websites, google docs, software, calculators and probes. Examples used will also highlight how important these skills are for students progressing on to senior level mathematics and science courses. A single high quality activity is significantly more memorable and applicable than a collection of textbook exercises and recipe based science experiments. 2.11 Marion Gaertner, MASA There are many mathematical "proofs" that the earth is flat! In this session we will investigate the mathematics of several of these. 2.12 Julie McClements, CSIRO Education CSIRO is Australia's national science agency and one of Australia's largest informal science education providers offering a range of education resources to assist teachers to engage students in science, technology, engineering and mathematics! In this fun, interactive session you will hear more about our three most popular national programs for schools; Scientists in Schools, Sustainable Futures (formerly CarbonKids) and CREST. Explore the ways in which these programs align with and support the implementation of the Australian Curriculum in your classroom, while engaging your students in STEM education.
3.1 Katrina Elliott & Ann Pillman, DECD Student's misconceptions and their resistant to change can be an ongoing frustration for teachers. We will explore how knowing the possible misconceptions before teaching students plays a critical role in student's science learning and transfer of learning. We will share a tool on the Leading Learning resource that explores ways of working with students misconceptions (alternative conceptions and prior knowledge) of science concepts; and connects with inquiry and Science as a Human Endeavour. 3.2 Bruce Baker Mining is essential but gets some bad press regarding the environment. What are the issues? What can be done to minimise environmental impact? How can we present this to MS students in an engaging way? 3.3 Brian Lannen, Victory Lutheran College Function-‐fitting to photos isn't a particularly new idea, but hey, it's what you do with it! Something my students liked doing was fitting linear functions to a refraction photo and using Snell's law to determine the refractive index of the mystery medium. Armed with a suitable function graphing machine, Google Images (or your own camera) and a sense of enquiry of your global environment, the action can all happen locally on a handheld device. BYO device / calculator or use a computing calculator or iPad that will be provided. 3.4 Associate Professor Katrina Falkner & Dr Rebecca Vivian, The University of Adelaide The new Australian Digital Technologies learning area, positions us as one of the leading countries in addressing the urgent need to include computational thinking and computer science skills into schooling curricula as early as the foundational years. Understanding that many of our Australian teachers are pressed for time and that implementation begins shortly, urgent action is required to provide teachers with the support they need so that they can deliver the best learning outcomes for our students and meet the new learning objectives. The CSER group at the University of Adelaide has been building a free, open, online course that aligns specifically with the new Digital Technologies curriculum, addressing Foundation-‐6. We will introduce different examples of visual programming systems, and explore example activities that show how visual programming can be incorporated at the Primary level, and integrated with other learning areas. You will be required to bring your own laptop for this workshop. 3.5 Dr Sam Moyle, Brighton Secondary School Project Igloo is a STEM-‐based unit of work engaging students towards assimilated learning. Students utilise technology to ideate & block-‐base code, learn the importance of maths calculations in the design & planning process & the steps required to go from prototyping through to manufacture. The workshop will discuss the opportunities Project Igloo affords & allow participants to explore Sketchbook express, Sphero & Parrot mini-‐drone through to prototyping the Igloo with sugar & milk bottles.
1:35 pm – 2:35 pm – Workshop Session 3
3.6 Jessica Wrigley, The Society of Petroleum Engineers Petroleum is one of the most valuable natural resources in the world today, and with greater energy demands, more efficient and unconventional methods are required to extract oil and gas supplies. Petroleum engineers are responsible for designing and developing these evolving methods for extracting oil and natural gas deposits from deep underground. Explore some of the lesser-‐known mathematical wonders behind the oil field. 3.7 Cat Stone, Australian Science and Mathematics School Everyone's talking about 'flipping the classroom'! But how do you actually make that happen? This workshop will focus on practical tips for making this methodology work for you and your students. 3.8 Dr Harry Kanasa, Griffith University Double Session Part 1 Teaching students to identify variables as part of experimental design can be quite challenging. This workshop presents a method to easily scaffold the process of identifying independent, dependent and controlled variables using a causes and effects table. Participants will gain practice at using a causes and effects table, to plan, conduct and report on an experiment during the workshop, as well as explore the appearance of these variables in various parts of a scientific report. 3.9 Casper Buisman, Glenunga International High School Double Session Part 1 Create a Virtual Learning Environment that provides for flipped and blended learning. Incorporate informative assessment for your students anytime anywhere and obtain student data and learning analytics. This workshop uses Google Apps for Education (apps, sites, drive etc.) Attendees should be familiar with using Google drive and apps. 3.10 Peter Sawley, Energy Education Australia A hands on approach to Science and Mathematics. You will be able to experience the combination of Maths and Science being introduced during a construction session. From building a rat trap car to launching a water rocket, the concepts of friction, energy, time and pressure will all be illustrated. This hands on session will also show the link between Science, Maths and Technology as outlined in the Australian Curriculum. 3.11 Vanessa Gorman, St Peter’s College NAPLAN is a reasoning and understanding test for students. To prepare students for this assessment we need to provide opportunities for students to ‘think outside the square’. In this workshop there will be opportunity to collaborate with others on a selection of problem solving activities from the website NRich. The aim is for participants to leave with a repository of familiar tasks which can be used with their students.
4.1 Dr Caroline Dean, Australian Science and Mathematics School Come explore the power Google Forms and Add-‐ons such as Flubaroo. Learn how to create and administer a Google Form to others. Forms are easy to use tools for collecting information and providing timely feedback to students and allow you to working smarter not harder in the classroom. From examples of data collecting, quizzes and polls, to formative assessment, you will leave this workshop with ideas to use in your classroom or with your staff immediately. 4.2 Andrew Costi, St Patrick’s Technical College Project based learning on converting solar energy to electrical energy to power a small vehicle. Conferees will build a small solar car suitable for students in Years 7-‐8. 4.3 Associate Professor Paul Newhouse, Edith Cowan University In this workshop you will use a tool to evaluate the use of ICT in your teaching, and then be guided through a problem-‐based approach to planning to build on this use. 4.4 Glenys Thompson & Matt Verdon, Australian Science and Mathematics School Everybody is talking about using data and evidence to drive our pedagogical practice. In fact, the wealth of data can be completely overwhelming! In this workshop, you will learn how to effectively use data at different times and stages to best meet the learning and other needs of your students. Come along and expect to be challenged and to think really hard! 4.5 Jules Potiki, Australian Science and Mathematics School Trebuchets have been used for centuries to breach castle walls. Now you can use them to breach the minds of your students! Focusing on the Year 7 and 8 Achievement Standards, this workshop will see you engineering, constructing and firing a tabletop trebuchet. The forces involved and the transfer of energy through the system will be analysed as a means of deepening student understanding of these important concepts Opportunities for making links to both literacy and numeracy will be explored. 4.6 Rachel Crees, Flinders Centre for Science Education in the 21st Century Despite the fact that hands-‐on learning should lend itself to fostering inquiry skills, it is often not easy to incorporate inquiry within standard educational scaffolds. This presentation investigates some key aspects of practicals that prioritise inquiry skills via a tool developed at Sydney University. It introduces the scheme being developed in SA to deliver hands-‐on workshops, for teachers and students, designed to support educators in enhancing practical work and outcomes for students. 4.7 Joel Phillips, Rostrevor College This will be a hands on workshop introducing teachers to the use of Microcontrollers. We will likely use the Arduino system and breadboard a simple analogue to digital sensor circuit. We will record some data from your circuit and present it as a graph to analyse the information. We will brainstorm some activities that you could integrate this technology into your classroom and share some more advanced ideas. You will need to bring a laptop with the free Arduino software pre installed to this workshop.
2:40 pm – 3:40 pm – Workshop Session 4
4.8 Dr Harry Kanasa, Griffith University Double Session Part 2 Teaching students to identify variables as part of experimental design can be quite challenging. This workshop presents a method to easily scaffold the process of identifying independent, dependent and controlled variables using a causes and effects table. Participants will gain practice at using a causes and effects table, to plan, conduct and report on an experiment during the workshop, as well as explore the appearance of these variables in various parts of a scientific report. 4.9 Casper Buisman, Glenunga International High School Double Session Part 2 Create a Virtual Learning Environment that provides for flipped and blended learning. Incorporate informative assessment for your students anytime anywhere and obtain student data and learning analytics. This workshop uses Google Apps for Education (apps, sites, drive etc.) Attendees should be familiar with using Google drive and apps. 4.10 Peter Fox, Texas Instruments Can you find two consecutive whole numbers between 1 and 100 that contain at least 6 factors each? How many solutions are there? How did you solve this problem? This is one example of the problems that will be explored in this workshop that will help illustrate an approach to teaching mathematics that incorporates the philosophies underpinning STEM education. Science lessons should not focus on recipe based practical experiments; equally mathematics should not rely on rote learnt algorithms. Technology should be naturally integrated and Engineering is about how Mathematics and science can be used to solve problems. 4.11 Carol Moule, MASA Over many years I have refined the way I approach various topics so that when teaching younger students I use a method which carries through to be useful in later years -‐ that is, it TRAVELS, as Keith Hamann would say. Another way that I have often described this is "creating hooks in young brains" on which other concepts will build in later years.
THANK YOU TO OUR GENEROUS SPONSORS
Please take some time to visit our sponsors and trade displays.
Please acknowledge support also received from:
Britannica Digital Learning ~ The University of Adelaide