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IEEE EAB Teacher In-Service Program Presentation

Region 4Indianapolis, Indiana

17 June 2006

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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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Objectives of the Teacher Training Sessions

Promote an awareness of the need for technological literacy

Provide a hands-on demonstration of mathematics, engineering, and technology for classroom use

Promote awareness of the connections between mathematics, science, and technology standards.

Provide information about resources available to support mathematics, science, and technology instruction

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Short-Term Benefits Participating teachers will acquire additional

knowledge and materials necessary to enhance their science, math and technology curricula

Participating teachers will be able to add practical, applicable content to their curricula

Engineers and educators will be able to meet and learn about each other

Participating teachers will have a greater understanding of technical careers such as engineering, which they can impart to their students

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Long-Term Benefits

The overall level of technological literacy of educators and their students will be positively impacted for many years

There will be the potential for future enhancements in school curricula

Engineers and educators will be given opportunities to meet and develop future collaborative relationships

Minority and female students will be exposed to engineering and other technical professions

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“Technically Speaking” Report

“As a society, we are not even fully aware of or conversant with the technologies we use every day. In short, we are not ‘technologically literate.’ “

Source: NAE. (2002). Technically Speaking: Why All Americans Need to Know More About Technology. p. 1. Washington, DC: National Academy Press.

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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?

Enhance the standing of IEEE and the engineering profession in the eyes of pre-university educators and students.

Promote engineering as a 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

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Metrics To Date Thirty-five+ presentations to date

More than 775 pre-university educators have participated

Science, technology and mathematics educators

These educators represent 82,000+ 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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Counting the Cost

Reproduction costs Often donated in kind.

Refreshments.

Build Your Own Robot Arm

Region 4Indianapolis, Indiana

Brad Snodgrass, Central Indiana SectionDouglas Gorham, Educational Activities

17 June 2006

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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 Interactions of energy and matter Motion and force

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Standards for Technological Literacy

Students will develop an understanding of… Standard 7. the influence of technology on history. Standard 8. the attributes of design. Standard 9. engineering 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 19. an understanding of and be able to select and

use manufacturing technologies.

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Outline and Procedures Divide into teams of 2 Brainstorm and create a sketch of your

design Build a model of your design with given

materials Test your model Discuss and agree upon a redesign, if

needed Rebuild your robot arm Retest your model Answer reflection questions as a team

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Reflection What was one thing you liked about your

design? Are there algebraic principles that can be

applied to this activity? What is one thing you would change

about your design based on your experience?

How might you incorporate this activity into your classroom instruction?

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Tying topics to state standards.

State Standards Exercise

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How to Begin?

Two pronged approach:

Build relationships with school districts.

Build interest in members.

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Recruiting Volunteers

Articles placed in Section newsletters

Announcements At chapter meetings At section executive committee meetings

Informal contacts with members

Members can choose to be presenters or coaches

Life members are good candidates

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Qualities Needed

Tactful communicator. Willing to play the role of classroom assistant.

New methods of teaching - with less telling and more doing.

Enjoy immediate gratification.

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Choose Topics

Tie to state education standards.

Choose topics of interest to section members.

Emphasize “hands-on” activities.

Think low cost - under $100 to replicate for a class.

Simply ask teachers, curriculum supervisors and curriculum specialists (assistant principals) what topics are needed.

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“Rocket Cars and Newton’s Laws”

“Build Working Models With Household Items”

“The Orbit of Planet Gamma” “Learn to Program and Test Robots For

Classroom Use” “Everything You Wanted To Know About

Electric Motors But Were Afraid To Ask”,

Sample Teacher In-service Presentation Topics

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Sample Teacher In-service Presentation Topics Cont’d

“How Do We Communicate Using Radio Waves”

“Get Connected With Ohm’s Law” “Effective Lighting” “Build Your Own Robot Arm” “Simple Machines” “Light Waves and Spectroscopes”

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Plan Times and Places Special Events

USF Engineering EXPO, all day, February, prelude to Engineer’s Week

Teacher Conferences, e.g. Florida Association of Science Teachers or Florida Technology Educators Association

National teacher organizations that happen to meet nearby

Places College Campuses, hotel meeting rooms

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Follow-up Activities/Metrics Count the number of educators who participated in

your teacher in-service program Be sure that teachers complete the 12 item

questionnaire EAD will tabulate the results Follow-up with teachers to determine the level of

implementation of the concepts and activities Consider a sign in sheet to include an email

address Consider sending a follow-up postcard to

attendees

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Lessons Learned

Contact the school principal directly to let him know that your section is planning an event at his school.

Have telephone or cell phone numbers for at least two contacts at the school.

If possible, visit the school several days before the presentation.

Use a cart for moving materials from volunteers’ cars to classrooms.

If your presentation requires electric power, bring several extension cords and multi-outlet power strips.

Exchange cellular telephone or pager numbers among all the section member volunteers.

Provide each section member volunteer with good directions to the school.

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Teacher In-service Presentations

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Panel Discussion

Expense Reports

Send expense report to:Chris Salicco, Allison Ickowicz or Doug GorhamIEEE—Educational Activities445 Hoes LanePiscataway, NJ 08854-1331c.salicco@ieee.org, a.m.ickowicz@ieee.org, d.g.gorham@ieee.org732 562 5492 (Chris)

Include receipt even if you direct billed your flight

Questions? Comments?