La nivel avansat, profesorii par să dețină cunoștințe, abilități și atitudini avansate de predare a echilibrului de gen. La acest nivel, profesorii urmează practici excelente și consecvente, echilibrate între genuri, în predare. Ele pot fi recunoscute ca „o persoană de consultat” atunci când apar întrebări dificile. Chiar și cu un nivel avansat, progresul este întotdeauna posibil.
La nivel avansat, profesorii par să dețină cunoștințe, abilități și atitudini avansate de predare a echilibrului de gen. La acest nivel, profesorii urmează practici excelente și consecvente, echilibrate între genuri, în predare. Ele pot fi recunoscute ca „o persoană de consultat” atunci când apar întrebări dificile. Chiar și cu un nivel avansat, progresul este întotdeauna posibil.
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legătură cu rezultatul dvs. din test:
This OER is a worksheet that can be given to students when learning about I.T/ Artificial Intelligence. The worksheet consists of 10 questions which students could answer.
The aim of this OER is to introduce AI to students and have them design what they think AI looks like.
This OER is a worksheet that can be given to students when learning about I.T/ Artificial Intelligence. The worksheet consists of 10 questions which students could answer.
By completing this OER students should
⦁ Have a better understanding to what AI is.
⦁ Understand that AI among other things has no gender and should not be biased towards one gender.
⦁ Print out the worksheet, each student will need one.
⦁ Hand out the worksheet to each student and have them fill in each question.
⦁ Once they fill in each question ask them to then colour in the diagram.
⦁ Once everyone has completed the worksheet, you could then have a discussion of everyone’s results writing them up on a whiteboard or flipchart.
⦁ Are there similarities between among the student group? Ask the students why they believe AI is male/female?
The aim of this OER is to understand the three laws of motion that were developed by Sir Isaac Newton to outline the fundamentals of rocket technology. Students can comprehend how rockets work thanks to a simplified explanation of Newton’s third rule of motion.
The aim of this OER is to understand the three laws of motion that were developed by Sir Isaac Newton to outline the fundamentals of rocket technology. Students can comprehend how rockets work thanks to a simplified explanation of Newton’s third rule of motion.
When fuel or a propellant is ejected from a rocket’s engine, the rocket moves in the opposite direction. The rocket in this exercise is a balloon that is propelled by air.
Students demonstrate Newton’s third rule of motion by performing a simple scientific experiment to learn how a rocket works. Students will anticipate the motion of a rocket, conduct an experiment to check their predictions, and then repeat the experiment to confirm their findings.
⦁ Firstly prior to the class you may want to have the experiment set up before the class arrives.
⦁ When the class come show them the video on the link provided and ask them: do they know how rockets work? Explain that you will be carrying out an experiment to show how rocket fuel moves rockets.
⦁ Follow the procedure in conducting the experiment, asking students to guess what will happen and asking them how they could get the rocket to go further.
⦁ You may ask the class to record all their results and draw pictures of the experiment in their journals.
This OER is an article but the article explains why we have gender equality issues in STEAM and how we can address these issues. It looks at previous studies and highlights the main findings while giving solutions to these problems.
This OER provides some theory to teachers about why there is a gender issue in how STEAM is taught and offers some solutions that may fit the classroom when tackling the issue of gender equality in STEAM.
This OER is an article but the article explains why we have gender equality issues in STEAM and how we can address these issues. It looks at previous studies and highlights the main findings while giving solutions to these problems.
⦁ Open the article and start reading. The article consists of three ‘barriers’ and it gives an insight to what these barriers are and provides some solutions as to how they might be resolved.
⦁ As well as highlighting barriers it also highlights previous studies and their key results.
⦁ By finishing the article, you should be able to have an idea how you can make changes around your classroom that ensures its gender inclusive in all subject areas.
⦁ As a follow-up activity from this article, you should take what you have learned through this article and apply it to your teaching practice. To action this, you can develop a lesson plan that will address the motivation of girls in STEAM subjects.
This OER is a worksheet that can be given to students when learning about I.T/ Artificial Intelligence. The worksheet consists of 10 questions which students could answer.
The aim of this OER is to introduce AI to students and have them design what they think AI looks like.
This OER is a worksheet that can be given to students when learning about I.T/ Artificial Intelligence. The worksheet consists of 10 questions which students could answer.
By completing this OER students should
⦁ Have a better understanding to what AI is.
⦁ Understand that AI among other things has no gender and should not be biased towards one gender.
⦁ Print out the worksheet, each student will need one.
⦁ Hand out the worksheet to each student and have them fill in each question.
⦁ Once they fill in each question ask them to then colour in the diagram.
⦁ Once everyone has completed the worksheet, you could then have a discussion of everyone’s results writing them up on a whiteboard or flipchart.
⦁ Are there similarities between among the student group? Ask the students why they believe AI is male/female?
The aim of this OER is to understand the three laws of motion that were developed by Sir Isaac Newton to outline the fundamentals of rocket technology. Students can comprehend how rockets work thanks to a simplified explanation of Newton’s third rule of motion.
The aim of this OER is to understand the three laws of motion that were developed by Sir Isaac Newton to outline the fundamentals of rocket technology. Students can comprehend how rockets work thanks to a simplified explanation of Newton’s third rule of motion.
When fuel or a propellant is ejected from a rocket’s engine, the rocket moves in the opposite direction. The rocket in this exercise is a balloon that is propelled by air.
Students demonstrate Newton’s third rule of motion by performing a simple scientific experiment to learn how a rocket works. Students will anticipate the motion of a rocket, conduct an experiment to check their predictions, and then repeat the experiment to confirm their findings.
⦁ Firstly prior to the class you may want to have the experiment set up before the class arrives.
⦁ When the class come show them the video on the link provided and ask them: do they know how rockets work? Explain that you will be carrying out an experiment to show how rocket fuel moves rockets.
⦁ Follow the procedure in conducting the experiment, asking students to guess what will happen and asking them how they could get the rocket to go further.
⦁ You may ask the class to record all their results and draw pictures of the experiment in their journals.
This OER is an article but the article explains why we have gender equality issues in STEAM and how we can address these issues. It looks at previous studies and highlights the main findings while giving solutions to these problems.
This OER provides some theory to teachers about why there is a gender issue in how STEAM is taught and offers some solutions that may fit the classroom when tackling the issue of gender equality in STEAM.
This OER is an article but the article explains why we have gender equality issues in STEAM and how we can address these issues. It looks at previous studies and highlights the main findings while giving solutions to these problems.
⦁ Open the article and start reading. The article consists of three ‘barriers’ and it gives an insight to what these barriers are and provides some solutions as to how they might be resolved.
⦁ As well as highlighting barriers it also highlights previous studies and their key results.
⦁ By finishing the article, you should be able to have an idea how you can make changes around your classroom that ensures its gender inclusive in all subject areas.
⦁ As a follow-up activity from this article, you should take what you have learned through this article and apply it to your teaching practice. To action this, you can develop a lesson plan that will address the motivation of girls in STEAM subjects.
Close your eyes and picture and engineer. You probably weren’t envisioning Debbie Sterling. Debbie Sterling is an engineer and founder of GoldieBlox, a toy company out to inspire the next generation of female engineers. She has made it her mission in life to tackle…
Close your eyes and picture and engineer. You probably weren’t envisioning Debbie Sterling. Debbie Sterling is an engineer and founder of GoldieBlox, a toy company out to inspire the next generation of female engineers. She has made it her mission in life to tackle the gender gap in science, technology, engineering and math. GoldieBlox is a book series+construction set that engages kids to build through the story of Goldie, the girl inventor who solves problems by building simple machines. Debbie writes and illustrates Goldie’s stories, taking inspiration from her grandmother, one of the first female cartoonists and creator of “”Mr. Magoo.”” Her company, launched in 2012, raised over $285,000 in 30 days through Kickstarter, and has been featured in numerous publications such as The Atlantic and Forbes. Prior to founding GoldieBlox, Debbie served as the Marketing Director of Lori Bonn, a national jewelry company. For the past 7 years, she has also served as a brand strategy consultant for a wide variety of organizations including Microsoft, T-Mobile, Organic Valley and the New York Knicks. Debbie’s inspiration to create a mission-driven company came in 2008, when she spent 6 months volunteering at a grassroots nonprofit in rural India. She created a viral fundraising campaign called “”I Want a Goat,”” raising over $30,000 for economic and educational development in the region. This experience helped pave the way to finding her true passion: inspiring the next generation of female engineers. Debbie completed her degree in engineering at Stanford (Product Design, ’05) and currently lives with her husband in San Francisco. In the spirit of ideas worth spreading, TEDx is a program of local, self-organized events that bring people together to share a TED-like experience. At a TEDx event, TEDTalks video and live speakers combine to spark deep discussion and connection in a small group. These local, self-organized events are branded TEDx, where x = independently organized TED event. The TED Conference provides general guidance for the TEDx program, but individual TEDx events are self-organized.* (*Subject to certain rules and regulations)
When PBL is personal to students, it can provide more than just content knowledge—it can also foster important connections.
Understanding and implementing the histories, cultures, worldviews, and experiences of our students, can be the impetus for powerful PBL.
When PBL is personal to students, it can provide more than just content knowledge—it can also foster important connections.
Understanding and implementing the histories, cultures, worldviews, and experiences of our students, can be the impetus for powerful PBL.
It all started because of an email. In August 2020, I received a message from a parent in my seventh-grade humanities class, explaining that her husband was a genocide survivor; he had escaped the Khmer Rouge in Cambodia and then lived in a Thai refugee camp before coming to California. I was intrigued, and like any good educator, I started asking questions. What I uncovered became the catalyst for a unique project-based learning (PBL) experience.
What I discovered was that my students came from very diverse backgrounds. More than 40 percent of them had parents who came to the United States as immigrants or refugees. What’s more, my students and their parents represented 23 foreign countries of origin: Australia, Austria, Bosnia, Cambodia, Chile, China, Côte d’Ivoire, England, Germany, Guatemala, Holland, India, Iran, Ireland, Jamaica, Laos, Mexico, the Philippines, Portugal, Russia, South Africa, Spain, and Vietnam. I kept asking questions, and my curiosity quickly turned to inspiration. Their stories needed to be told, and my students needed to be the ones to tell them. Project HOPE was born.
The above mentioned project can be transferred by investigating students’ background and creating interesting stories using PBL
REFLECTING ON THE LIFE OF PROJECT HOPE
Project HOPE began as a grassroots effort inspired by my students and their families. It became a multi tiered PBL experience that my students shared with our community via a powerful public display. In the end, Project HOPE wasn’t just something they did; it was something that changed them and gave them a greater appreciation for the plight of immigrants and refugees.
There are many avenues to powerful PBL experiences. They often require the wisdom of educators, coupled with the innovation and energy of students. When we teach truth, seek justice, and stick together, we bring hope to our communities and the world.
To raise teachers awareness of their tole in a class nowadays
To raise teachers awareness of their tole in a class nowadays
Kay Livingstone professor of Educational Research Policy and practice
Individual studying
Close your eyes and picture and engineer. You probably weren’t envisioning Debbie Sterling. Debbie Sterling is an engineer and founder of GoldieBlox, a toy company out to inspire the next generation of female engineers. She has made it her mission in life to tackle…
Close your eyes and picture and engineer. You probably weren’t envisioning Debbie Sterling. Debbie Sterling is an engineer and founder of GoldieBlox, a toy company out to inspire the next generation of female engineers. She has made it her mission in life to tackle the gender gap in science, technology, engineering and math. GoldieBlox is a book series+construction set that engages kids to build through the story of Goldie, the girl inventor who solves problems by building simple machines. Debbie writes and illustrates Goldie’s stories, taking inspiration from her grandmother, one of the first female cartoonists and creator of “”Mr. Magoo.”” Her company, launched in 2012, raised over $285,000 in 30 days through Kickstarter, and has been featured in numerous publications such as The Atlantic and Forbes. Prior to founding GoldieBlox, Debbie served as the Marketing Director of Lori Bonn, a national jewelry company. For the past 7 years, she has also served as a brand strategy consultant for a wide variety of organizations including Microsoft, T-Mobile, Organic Valley and the New York Knicks. Debbie’s inspiration to create a mission-driven company came in 2008, when she spent 6 months volunteering at a grassroots nonprofit in rural India. She created a viral fundraising campaign called “”I Want a Goat,”” raising over $30,000 for economic and educational development in the region. This experience helped pave the way to finding her true passion: inspiring the next generation of female engineers. Debbie completed her degree in engineering at Stanford (Product Design, ’05) and currently lives with her husband in San Francisco. In the spirit of ideas worth spreading, TEDx is a program of local, self-organized events that bring people together to share a TED-like experience. At a TEDx event, TEDTalks video and live speakers combine to spark deep discussion and connection in a small group. These local, self-organized events are branded TEDx, where x = independently organized TED event. The TED Conference provides general guidance for the TEDx program, but individual TEDx events are self-organized.* (*Subject to certain rules and regulations)
When PBL is personal to students, it can provide more than just content knowledge—it can also foster important connections.
Understanding and implementing the histories, cultures, worldviews, and experiences of our students, can be the impetus for powerful PBL.
When PBL is personal to students, it can provide more than just content knowledge—it can also foster important connections.
Understanding and implementing the histories, cultures, worldviews, and experiences of our students, can be the impetus for powerful PBL.
It all started because of an email. In August 2020, I received a message from a parent in my seventh-grade humanities class, explaining that her husband was a genocide survivor; he had escaped the Khmer Rouge in Cambodia and then lived in a Thai refugee camp before coming to California. I was intrigued, and like any good educator, I started asking questions. What I uncovered became the catalyst for a unique project-based learning (PBL) experience.
What I discovered was that my students came from very diverse backgrounds. More than 40 percent of them had parents who came to the United States as immigrants or refugees. What’s more, my students and their parents represented 23 foreign countries of origin: Australia, Austria, Bosnia, Cambodia, Chile, China, Côte d’Ivoire, England, Germany, Guatemala, Holland, India, Iran, Ireland, Jamaica, Laos, Mexico, the Philippines, Portugal, Russia, South Africa, Spain, and Vietnam. I kept asking questions, and my curiosity quickly turned to inspiration. Their stories needed to be told, and my students needed to be the ones to tell them. Project HOPE was born.
The above mentioned project can be transferred by investigating students’ background and creating interesting stories using PBL
REFLECTING ON THE LIFE OF PROJECT HOPE
Project HOPE began as a grassroots effort inspired by my students and their families. It became a multi tiered PBL experience that my students shared with our community via a powerful public display. In the end, Project HOPE wasn’t just something they did; it was something that changed them and gave them a greater appreciation for the plight of immigrants and refugees.
There are many avenues to powerful PBL experiences. They often require the wisdom of educators, coupled with the innovation and energy of students. When we teach truth, seek justice, and stick together, we bring hope to our communities and the world.
To raise teachers awareness of their tole in a class nowadays
To raise teachers awareness of their tole in a class nowadays
Kay Livingstone professor of Educational Research Policy and practice
Individual studying
NASA commemorated the many contributions of retired mathematician Katherine Johnson to America’s space program during a building dedication ceremony on May 5, at the agency’s Langley Research Center in Hampton, Virginia. Langley’s new Katherine G. Johnson Computational Research Facility was formally dedicated to the venerated mathematician and Presidential Medal of Freedom recipient.
Use this video to raise pupils awareness of women dedication for science and the respect and recognition of their accomplishments by the society.
NASA commemorated the many contributions of retired mathematician Katherine Johnson to America’s space program during a building dedication ceremony on May 5, at the agency’s Langley Research Center in Hampton, Virginia. Langley’s new Katherine G. Johnson Computational Research Facility was formally dedicated to the venerated mathematician and Presidential Medal of Freedom recipient. Johnson worked at Langley from 1953 until her retirement in 1986, beginning as a research mathematician — part of a pool of women hired to perform mathematical equations and calculations by hand for engineers. She quickly distinguished herself and was permanently assigned to the branch that would later calculate the launch windows for NASA’s first Project Mercury flights.
Following a naming dedication ceremony May 5, 2016 – the 55th anniversary of Alan Shepard’s historic rocket launch – NASA Langley Research Center’s newest building is known as the Katherine G. Johnson Computational Research Facility, honoring the “human computer” who successfully calculated the trajectories for America’s first space flights.
Sept. 14, 2017: An interview with Katherine Johnson discussing her career and her reaction to the dedication of the Katherine G. Johnson Computational Research Facility at NASA’s Langley Research Center in Hampton, Va., She is one of the characters in the movie ‘Hidden Figures’.
Notable accomplishments include her computation, by hand, of the launch window and trajectory for Alan Shepard’s maiden space voyage aboard Freedom 7 in 1961, and verification, also by hand, of calculations made by the first computers for John Glenn’s history-making orbit around the Earth in 1962. She also calculated the trajectory for the historic Apollo 11 first moon landing flight in 1969.
(Standard YouTube Licence)
Use this video for introductory visuals for phases of inquiry-based learning. Bring the “Hidden Figure”s film in the classroom and discuss equal rights in terms of gender, race, age etc.
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