STEM MIXER!!
LAURA FERNÁNDEZ ALONSO
COLEGIO CORAZÓN DE MARÍA, GIJÓN
SPAIN
COLEGIO CORAZÓN DE MARÍA, GIJÓN
SPAIN
@alonlau
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INTRODUCTION ----------------------------------------------------------------------JUSTIFICATION -------------------------------------------------------------------------
GENERAL OBJECTIVE -----------------------------------------------------------------
SPECIFIC OBJECTIVES -----------------------------------------------------------------
METHODOLOGY AND RESOURCES ----------------------------------------------
Worksheets------------------------------------------------------------------------------
Theory-------------------------------------------------------------------------------------
Real-life activities ---------------------------------------------------------------------
Videos ------------------------------------------------------------------------------------
Edpuzzle --------------------------------------------------------------------------------
Simulators ------------------------------------------------------------------------------
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Workshop ------------------------------------------------------------------------------------------10Interactive units and learning landscapes ---------------------------------------------12
Virtual Reality ------------------------------------------------------------------------------------13
QR Codes ---------------------------------------------------------------------------------------13
Coespaces --------------------------------------------------------------------------------------14
Interdisciplinary projects --------------------------------------------------------------------15
3 in 1! ---------------------------------------------------------------------------------------------15
Codema Go ------------------------------------------------------------------------------------17
Plugged into space --------------------------------------------------------------------------18
Gamification -------------------------------------------------------------------------------------19
Escape Room ----------------------------------------------------------------------------------19
Hi Score -----------------------------------------------------------------------------------------20
Metacognition -----------------------------------------------------------------------------------22
Assessment---------------------------------------------------------------------------------------23
THE TEACHER GRADEBOOK -----------------------------------------------------------------24
WHY SUBMIT SCI-FI OR TECHNOLOGY? -------------------------------------------------26
INTRODUCTION
When my headmaster proposed me to teach bilingual technology in 3rd year of ESO, I was wondering ... how to make this subject something attractive and useful for students following the established curriculum?
At first it seemed impossible mission and I triednto find a textbook that would convince me. As a result of an unsuccessful search I put myself in the position of student and I asked myself what they are asking; "teacher, what is this for?"
And what I came up with...was what I tell you in this book!
When my headmaster proposed me to teach bilingual technology in 3rd year of ESO, I was wondering ... how to make this subject something attractive and useful for students following the established curriculum?
At first it seemed impossible mission and I triednto find a textbook that would convince me. As a result of an unsuccessful search I put myself in the position of student and I asked myself what they are asking; "teacher, what is this for?"
And what I came up with...was what I tell you in this book!
JUSTIFICATION
According to the pedagogical development at school (innovation, new methodologies, cooperative learning), taking care of the importance of attention diversity students and keeping in mind the bilingual education rules (CLIL), I started to design a subject which includes: cooperative learning, teaching for understanding (thinking routines, mental maps, visible thinking ...), authentic evaluation (rubrics, targets, ...), gamification (escape room, ...), project-based learning, virtual reality, flipped classroom, learning landscapes, metacognition, interdisciplinarity activities, workshops, student portfolio, ... where the teacher has to carefully prepare clear material for students to develop the different tasks almost by themselves because in this case the teacher is the guide.
Keep reading to discover it!
According to the pedagogical development at school (innovation, new methodologies, cooperative learning), taking care of the importance of attention diversity students and keeping in mind the bilingual education rules (CLIL), I started to design a subject which includes: cooperative learning, teaching for understanding (thinking routines, mental maps, visible thinking ...), authentic evaluation (rubrics, targets, ...), gamification (escape room, ...), project-based learning, virtual reality, flipped classroom, learning landscapes, metacognition, interdisciplinarity activities, workshops, student portfolio, ... where the teacher has to carefully prepare clear material for students to develop the different tasks almost by themselves because in this case the teacher is the guide.
Keep reading to discover it!
GENERAL OBJECTIVE
Bring students the possibility of enriching knowledge of the subject of technology using English as a vehicular language, structuring the subject in a way that makes easier the learning of its contents.
SPECIFIC OBJECTIVES
• Apply contents of the curriculum to situations of daily life
• Awakening in the student the interest in the world around us
• Encourage students to work in a cooperative way
• Create and organize a portfolio
• Facilitate learning through worksheets and graphic organizers.
• Solve with autonomy and creativity, individually and in groups, technological problems.
• Collect and select information from different sources and prepare the relevant documentation
• Work with positive attitudes when problems or technological situations are proposed, developing interest and curiosity towards the activity.
Bring students the possibility of enriching knowledge of the subject of technology using English as a vehicular language, structuring the subject in a way that makes easier the learning of its contents.
SPECIFIC OBJECTIVES
• Apply contents of the curriculum to situations of daily life
• Awakening in the student the interest in the world around us
• Encourage students to work in a cooperative way
• Create and organize a portfolio
• Facilitate learning through worksheets and graphic organizers.
• Solve with autonomy and creativity, individually and in groups, technological problems.
• Collect and select information from different sources and prepare the relevant documentation
• Work with positive attitudes when problems or technological situations are proposed, developing interest and curiosity towards the activity.
METHODOLOGY AND RESOURCES
-WORKSHEETS: as said before, we do not work with textbooks, the subject is based on the development of a portfolio based on worksheets that are handed in to students or following instructions given to them. These worksheets can be classified according to the following criteria:
-WORKSHEETS: as said before, we do not work with textbooks, the subject is based on the development of a portfolio based on worksheets that are handed in to students or following instructions given to them. These worksheets can be classified according to the following criteria:
VENN DIAGRAM: ALTERNATE AND CONTINUOUS CURRENT
*Theory: they contain concepts, usually they include simple activities that the student has to complete based on the explanations. Each day is given only he part that we are going to work during that period of time. That piece of paper will be part of the portfolio. They have to cut and glue it, including titles if necessary. In the following pdf files, the theoretical contents of three teaching units are included as example: electricity, plastics, drawing and scales.
*Real-life activities: one of the objectives of the subject is to awake in the student an interest for the world around us with the aim of knowing deeper common situations , therefore activities such as understanding a clothing label , understanding our own house electrical panel, how to use oogle maps or how to read our electricity bill are carried out.
-VIDEOS: videos are displayed in English with subtitles (sometimes) also in English. During the visualization of the video they have to fill in a worksheet or they have to take notes following the model of CORNELL NOTES.
*Real-life activities: one of the objectives of the subject is to awake in the student an interest for the world around us with the aim of knowing deeper common situations , therefore activities such as understanding a clothing label , understanding our own house electrical panel, how to use oogle maps or how to read our electricity bill are carried out.
-VIDEOS: videos are displayed in English with subtitles (sometimes) also in English. During the visualization of the video they have to fill in a worksheet or they have to take notes following the model of CORNELL NOTES.