mentoring science teachers: examples of in-class scientific support fibonacci european training...
TRANSCRIPT
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Mentoring science teachers:
examples of in-class scientific support
Fibonacci European training session March 2012
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Starting point: teachers needs
WHY DON’T YOU DO SCIENCE? « Science is too difficult, for specialists » (83% don’t have scientific background)
« The curriculum is too dense, it’s discouraging » Not trained enough (or at all) Don’t know what to do Don’t have the material Sometimes we need help
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Planning of scientific activities
PS (3-4) MS (4-5) GS (5-6) CP (6-7) CE1 (7-8) CE2 (8-9) CM1 (9-10) CM2 (10-11)
WATER
How to carry water Snow, ice = water meteorlogy Water change of state
Mixing and solutions
Water quality
FusionVaporisation
HUMAN BODY -ENVIRONMENT
5 sens Teeth and food The wastes Body movmentsNutrition
and digestion
Respiration and circulation
AIR ASTRONOMY
Wind, blowing = air in movment Air is matterSeisms and volcanos
Day/nigthThe seasons
LIVING : PLANTS AND ANIMALS
Seeds and flowersLocomotion et nutrition of
different animals Seeds or not? Study of stick
insectsStudy of the
forest
Plants needs and
reproduction
Study of an ecosystem
TECHNOLOGY
plasticine How to bilud a car magnets Electricity I
Building tehcnical objects
Electricity II Levers Gears and poulleys
JOKERS Food Bread and yeast Light and shadow Classification of the living balance Energies ?
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Support organisation
TrainingKick off meeting in September (1 day)Training session in November (2 days) Assessment meeting in May (1 day)
Material supportMaterial boxes with learning units
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Teachers support
Pedagogical support By peers (18 teachers in 2008-2009) By trainers Coordination team…
Scientific tutoring
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Scientific tutoring
Scientific partners (universities, Ingeneering schools) put their skills at teachers’ disposal
Objectives Create links between scientific community and schools Show that science is accessible to everyone Help teachers to set up scientific activities in their classes Make teachers more confident Generate vocations for scientific careers
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What role?Work with the teachers, not instead of them. Help teachers prepare science lessons
Scientific contents New ideas
Help teachers during science lessons Management of groups during experiments Answer to pupils questions Setting up of scientific approach
Scientific « Expert »
Link between schools and the resource center Comments on learning units and material based on their experience in classes Participation in the rewriting of learning units
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In Saint-Etienne
Who?
students from the Ecole Polytechnique on civil duty phD students from the Ecole des mines ingeneer students from the Ecole des mines Scientific students from the University of Saint-Etienne
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Organisation
For phD students 1 referent student per school Each student do between 15 and 40 interventions per year
For students of the Ecole polytechnique 4 days a week in schools From November to April
For University or engineering school students• by pair• 6 to 8 sessions in the same class
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Training for tutors
Polytechnique and phD students 2 days training session on scientific culture, primary school organisation
and IBSE ½ day of practical activity Tutoring during their first class visits Several meetings to share their practice
University or engineering school students ½ training session on primary school organisation and IBSE Practical activities to help them designing the sequence Tutoring during their first class visits Weekly follow up
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Contents of the training session
IBSERoleRisks
Taking the teacher’s place Giving all the answers Showing that science is inaccessible, for experts Knowing everything and never doubt Become indispensable for the teacher
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How set up scientific support by students
Administrative context (UE, ECTS, volunteer…)What format (how many time, training…)How choose classes (relation with local educational
authorities)How inform teachers (meeting, training, nothing…)Follow up (who can be the trainer and tutor of tutors)Evaluation (no, oral presentation, report…)Material issue (close to a resource center, money…)Transport issue (if schools are rural for example)