Are there ways that work to interest more girls in STEM, and keep them interested? How can K-12 schools and informal learning organizations address a gender disparity problem that impacts not just schools, but colleges, jobs, and every walk of life? This session will explore research, resources, and best practices to involve girls of all ages in STEM. Participants will learn about the potential to bring new tools and technology to learning spaces to support handson learning across all grades and curriculum plus areas that are of particular interest to girls, such as inventions that help people, sewable electronics, etextiles, bio-materials, citizen science, and community projects. Hands-on projects and tools can engage girls (and all learners) in STEM activities that matter. We will explore how the collaborative, tinkering nature of global revolutions like the maker movement, open source, and project-based learning dovetails with girls ability to work collaboratively and in a connected way. Creating a culture of inclusion and equity goes well beyond the lessons in a classroom or buying the right tools and technology. Culture, both in schools and organizations, must be co-created and supported in multiple ways and over the long term. It is not just a once a year training, or one-time special opportunities for girls. Why did I choose this event? Well it was at science works , as a science teacher I still get excited going to science-works, it was a great opportunity for me to find some methods of getting girls interested in making and participating practically and improving their creative thinking skills in STEM into STEAM. How does it support my growth as a teacher? It opened up a positive avenue for new ways of applying circuitry and programming to makeable and wearable items, and positive engaging practice for use of new technologies in the classroom or makerspace. What AITSL standards for graduate teachers does it address and how? 3.1 Establish challenging learning goals,-Set learning goals that provide achievable challenges for students of varying abilities and characteristics. In this way students have the ability to get very creative in the task yet simple in design, or creative in design yet simple in the task and still achieve the learning outcomes.
TEACHING METACOGNITIVE THINKING SKILLS
Why did I choose this event? This was a fantastic module to complete and I loved having the ability to complete it online. To be able to review and revisit, stop and re-listen when I needed to has been great. The variety of media made it engaging too and it was
great to be able to engage in the research behind metacognition and particularly
the SRSD model at my own pace. The reflective questioning at the end of each lesson was appropriate and allowed me to really focus on what I had learnt or needed to review. I have pages of notes to assist me in assisting my students to develop not only metacognitive knowledge, but also metacognitive control! The ideas for implementation/activities have already started! How does it support my growth as a teacher? Giving me tools to be able to improve my practice in the area of teaching students logical thinking process and using critical thinking skills Which AITSL standards does it address and why? 6.4 Apply professional learning and improve student learning Applying my professional knowledge to improve students metacognition and critical and creative thinking strategies Motivation Australian institute of sport Why did I choose this event? I think what motivates us as learners is an important part of education and our everyday lives. How does it support my growth as a teacher? I can now identify social , individual and community aspects motivation in students and myself as a teacher and learner. Which AITSL Standards does this apply to and why ? 1.2 Understand how students learn-Demonstrate knowledge and understanding of research into how students learn and the implications for teaching. Strategies for effectively teaching ESL-in your classroom Why did I choose this event? I had no idea on how to engage students with little to no English in the educational setting, and I really wanted to learn how so I could asses their learning. How does it support my growth as a teacher ? I know have tools such as google translate and a keyring with cards with pictures and words on it to be able to communicate with ESL students more effectively. Which AITSL standards does this address? 1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds.
3.5 Use effective classroom communication
Demonstrate a range of verbal and non-verbal communication strategies to support student engagement.