IEEE Teacher

1
IEEE Teacher In-Service Training Program Region
5 13-14 July 2007 Dallas, Texas


2
Program Background and Scope
3
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.

4
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.

5
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 (PDHs) many
  states require for renewing PE licenses.

6
Why Participate in a Teacher In-Service Program?

• Enhance the level of technological literacy of
• Teachers
• Students
• The local school community

7
Why Participate in a Teacher In-Service Program?
Contd

• Enhance the standing of IEEE and the engineering
  profession in the eyes of pre-university
  educators and students.
• Promote engineering as a program of study and
  career choice.
• Encourage IEEE member participation.

8
Why Participate in a Teacher In-Service Program?

• Have fun.

9
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
• Malaysia

10
Metrics To Date

• 54 presentations to date
• More than 1400 pre-university educators have
  participated
• Science, technology and mathematics educators
• These educators represent 150,000 students

11
Metrics To Date Contd

• 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

12
Counting the Cost

• 500 to 1,000 per year will sustain a very
  active teacher in-service program.

13
Counting the Cost

• Re-useable materials and hardware.

14
Counting the CostExpendables
15
Design and Build a Better Candy Bag

• Region 5
• Dallas, TX
• Brad Snodgrass, Central Indiana Section
• Douglas Gorham, Educational Activities

16
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

17
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

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Standards for Technological Literacy

• Students will develop an understanding of
• Standard 8. the attributes of 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 20. an understanding of and be able to
  select and use construction technologies.

19
Outline and Procedures

• Divide into pairs
• Brainstorm and create a sketch of your design
• Build a model of your design with given
  materials a limit of 3 feet of tape per team
• Calculate the approximate volume of the bag
• Predict how much weight the bag might hold
• Test the strength of your bag
• Discuss and agree upon a redesigned bag
• Rebuild your prototype bag
• Retest the strength of your bag
• Answer reflection questions as a team

20
Reflection

• What was one thing you liked about your design?
• What is one thing you would change about your
  design based on your experience?
• How did the materials provided impact your
  design?
• How might you incorporate this activity into your
  classroom instruction?