IEEE Educator In-Administration Program (TISP).


76 views
Uploaded on:
Category: Travel / Places
Description
What and what amount of do designing experts comprehend the running, needs, desires, and constraints of the pre-college training framework? ...
Transcripts
Slide 1

IEEE Teacher In-Service Program (TISP) How to work with the pre-college instruction framework? Speaker: Dr. Bill Chau (Engineer and Teacher) bill.chau@kgv.edu.hk Shenzhen, China 7 – 8 July 2009

Slide 2

What can proficient specialists, building instructors, and designing organizations offer? What do pre-college (K-12) school administration, instructors, understudies, and parent need, need, and anticipate? Overcoming any issues Engineering Professionals Pre-University Educators

Slide 3

What and what amount do building experts comprehend the running, needs, desires, and impediments of the pre-college instruction framework? What and what amount do pre-college (K-12) instructors (who regularly don\'t have a building foundation) comprehend the auspicious, significant and composed contribution of essential (or now and again even propelled) designing ideas and hands on abilities can appropriately improved the showing background of educators and learning knowledge of understudies? Overcoming any issues Engineering Professionals Pre-University Educators

Slide 4

Common Issues (Do not comprehend … ) Engineering experts may not completely comprehend the pre-college instruction framework: Curriculum structure and prerequisite Teaching syllabus and evaluation criteria Differentiation among building, general science, connected science and innovation Timetabling and assets restriction/distribution Teacher aptitude and desires Student premiums and examination/task pertinence Parents desires

Slide 5

Common Issues (Do not comprehend … ) Pre-college instructors may not completely comprehend what and how designing experts can improve the educating and learning with understudies: Engineering content matters inserted into or coordinated with general science/innovation/ICT or as a different subject Extra equipment assets: room, storage room, straightforward machines, hand apparatuses, consumables, worksheet, security preparing and gear Extra programming assets: educator preparing, wellbeing preparing, appraisal, understudy report, and school labor reallocation Logistical and monetary matters

Slide 6

What and How to Do … Engineering experts may wish to consider the accompanying controlling standards in view of the assets and skill that they have.

Slide 7

What and How to Do … System level (school administration): Pitching at the right showing/educational programs level From easy to complex Student accomplishment identification (progressing log) Online rivalry Public mindfulness and acknowledgment National and universal rivalries Scholarship Engineer-/Technologist-in habitation

Slide 8

What and How to Do … System level (school administration): On the occupation/on location visits Mentoring understudy ventures Mobile research facility/Road show Curriculum arranging and learning knowledge (formal, casual and non formal) separate subject versus implanted in science/outline and innovation Articulated designing/innovation/science modules (winding/stack educational programs) Individualized building/innovation/science modules (discrete educational modules)

Slide 9

What and How to Do … Operation level (educating and learning in classroom): Ready to utilize instructional materials (instructor guide, understudy worksheet, lesson plan and plan of work) Clear and important educational modules/syllabus mapping or verbalization Step by step and straightforward No misinterpretation, safe and idiot verification Hands on exercises (least educator/grown-up supervision required) Eye getting (e.g. toon, activity) Simple, speedy and short tests (question bank)

Slide 10

What and How to Do … Pre-college instructors may wish to investigate what building experts can: Enrich and finish the substance matters and give every day life cases and genuine designing applications Enlighten pedagogical methodologies Facilitate understudy ventures specifically extend arranging and administration) Share and utilize assets effectively accessible to educating and learning

Slide 11

No hard feeling and/or confusion in not having the capacity to understand the pre-college educational modules structure, direction, and appraisal Clearly concurred and imparted "points and destinations" No hard feeling and/or misguided judgment connected with fitness in substance matters or hands on aptitudes A type of "spilling" or "pre-professional" preparing (e.g. building pathway in Australia – Year 10 progress into disciple  Certificate I to IV  partner recognition  proficient confirmation  college Year 1 – SENSITIVE!!! Supplementing and/or supplementing the science educational programs? Then again presenting building science? What and How to Do … Engineering Professionals Pre-University Educators

Slide 12

Other Matters! Neighborhood and universal group systems administration and assets (show biotechnology versatile lab, Technology Exploration Association, Robot Institute Hong Kong) Materials effectively accessible from benefit making and non benefit making associations (show lists) Hands on get together units structure – needs instructing and learning materials and educational programs enunciation

Slide 13

Conclusion Bridge the hole and improve a future . This is the thing that we builds dependably accomplish for the advancement of the humankind – Engineers are great!!!!! Much thanks to you

Recommended
View more...