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
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