IEEE Teacher In-Service Training Program

Region 2

7-8 September 2007Baltimore, MD

Program Background and Scope

What are we trying to accomplish?

Train IEEE volunteers to train pre-university teachers

The teachers will use the lesson plans in their classes

Thereby bringing engineering and engineering design into the classroom

What are we trying to accomplish?

Train IEEE volunteers to approach schools and school systems

in order to make the teacher training possible

Make this activity sustainable and long-term

Definition of success: You have trained teachers to use TISP in the

classroom The teachers have adopted TISP in their

regular classes

The Long-term Goals Develop Section and Student Branch “champions”

who will create collaborations with local pre-university community to promote hands-on experimentation related to engineering

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

Why Participate in a Teacher In-Service Program?

Increase the level of technologicalliteracy of:

TeachersStudentsThe local school community

Make all of them see the importance, beauty and human side of engineering

Why Participate in a Teacher In-Service Program?

Improve the image 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

Make students who will not become engineers aware of engineering

Have fun

Why Participate in a Teacher In-Service Program?

Activities To Date More than 57 presentations

More than 1480 pre-university educators have participated

Science, technology and mathematics educators

These educators represent more than 155,000 students

Here is what teachers told us:

They would use the concepts presented by TISP in their teaching

Using TISP would enhance the level of technological literacy of their students

[90% agreement]

What you need to do…

Organize a group of volunteers (3-5) to offer TISP workshops

Prepare a demonstration and a presentation

Approach a school or school system personnel responsible for schools

Present and explain the program and offer to conduct a workshop for teachers of mathematics, science and technology

EAB will financially support Sections attending this training

This support is for the purchase of materials and supplies needed to conduct a TISP session with teachers

This support is for at least one year after this training

How to pay for TISP?

Re-useable materials and hardware.

Counting the Cost

Counting the CostExpendables

Stay in Touch with Us…

IEEE Educational Activities Board

445 Hoes Lane, Piscataway, NJ 08854

rdpainter@tecoenergy.com d.g.gorham@ieee.org m.kam@ieee.org

Questions or Comments?

Build Your Own Robot Arm

Region 2

Ralph Painter, Florida West Coast Section Douglas Gorham, IEEE Educational

Activities

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

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 Interactions of energy and matter Motion and force

Standards for Technological Literacy

Students will develop an understanding of… Standard 7. the influence of technology on history. Standard 8. the attributes of design. Standard 9. engineering 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 19. an understanding of and be able to select

and use manufacturing technologies.

Outline and Procedures Divide into teams of 2 Brainstorm and create a sketch of your

design Build a model of your design with given

materials Test your model Discuss and agree upon a redesign, if

needed Rebuild your robot arm Retest your model Answer reflection questions as a team

Reflection What was one thing you liked about your

design? Are there algebraic principles that can be

applied to this activity? What is one thing you would change about

your design based on your experience? How might you incorporate this activity into

your classroom instruction?

How to Begin?

Two pronged approach:

Build relationships with school districts.

Build interest in members.

How to Begin a TISP activity?

Two pronged approach:

Build relationships with schools and school districts

Teachers, headmasters, principals, superintendents

Build interest in the membership

The IEEE Volunteer and TISP

IEEE Members are very generous with their time

IEEE Members are very willing to share their experiences

Educational Outreach events get enthusiastic volunteer support

Two types of TISP volunteers

TISP Champions - take responsibility to establish and maintain a TISP program in “their” school system

TISP Trainers - energetic supporters of the initiative, willing to interact with teachers and serve as “coaches” during TISP presentations

You need BOTH

TISP Champions

TISP Champions bear the burden of organization, preparation, and logistics of the program

Once energized, champions are self motivated

The reward for the TISP Champion is immediate - they see their reward on the faces of the teachers (and sometimes students)

TISP Trainers

Relatively easy to recruit for an established TISP

Very effective, with minimal training

Genuinely enjoy the experience

Their only responsibility is to "show up and do the work”

Growing Your TISP Champions

Focus on TISP Champions - the TISP lifeline

Invite/Recruit/Draft potential IEEE Champions to established events

Use TISP presentations to train future Champions

Use TISP presentations to cross-train the other TISP Champions

How to Develop Champions

Teaching Approach: See one, Do one, Teach one

Team Approach: Co-Champions support a school or school system, but responsibilities are spread among them

Sections must support the TISP Champions

TISP Champions are rare and precious

Encourage Section to Champion communication Online forum and resources to share information

Encourage Champions to share ideas celebrate success lament failures

Communicate. Communicate. Communicate

Recruiting Volunteers

Articles placed in Section and Student Branch newsletters

Announcements At Section and Student Branch meetings At Chapter meetings At Section Executive Committee meetings

Informal contacts with fellow students

Try to adjust the role of a volunteer to his/her comfort level and time availability

Choose Relevant Topics

Choose topics of interest to members

Adjust topics to the needs of your school system

Ask teachers, curriculum supervisors and curriculum specialists (assistant principals) what topics are needed

Emphasize “hands-on” activities

Be careful about costs to schools

We have Many New Lesson Plans

Give Binary A Try Computer arithmetic and ALU design

Hand Biometrics Technology Biometrics

Sail Away Watercraft design

Simple Kitchen Machines Simple Machines

Dispenser Designs Design: user satisfaction, costs, materials

Engineering Ups and Downs Elevators

Build a Big Wheel Ferris Wheels

If you cannot find what you want consider creating it!

Plan Times and Places Special Events

Teacher conferences Meetings of teacher organizations

Places College Campuses Teacher conference venues

If you need funds for a special event you can almost always get it if you ask well ahead of time

Follow-up Activities/Metrics

Count the number of educators who participated in your teacher in-service program

Be sure that teachers complete the 12 item questionnaire

EAD will tabulate the results

Follow-up with teachers to determine the level of implementation of the concepts and activities

Consider a sign in sheet to include an email address

Consider sending a follow-up postcard/e-mail to attendees

Questions or Comments