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Hi, my name is Claudia and I teach Maths in a secondary school, high school; so, I know the importance of Maths and STEM education , and I realize everyday how difficult is to attract  pupils to scientific subjects.
I try to do that using new metodologies, connecting maths with real problems.

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I think that tecnology  changes too fast and that it's hard for me, as, I think,  for the most of people who don't work in this field,  to keep up with it.
What I can do is to explain students the connection between maths and real world, and to update with STEM courses. Students should be informed during counseling activity, organised by school.

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In my opinion, the Fourth Industrial Revolution has already showed its effects: nowadays  marketable skills are very important to find a job, and education has an essential role in this sense; schools should work in that way to prepare students to enter the work field.

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I use Internet,  TV e scientific articles.

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I think that in Italy there is a lack of STEM skills, more than in other European countries. The reasons are many: first of all the teachers' training.
Teachers should use new metodologies based on new tecnologies, but sometimes they can't use them due to technical problems and due to lack of time. New metodologies need much more time to be applied, and it's a challenge when you have only three hours per week and many subjects to deal with. Curricula should be reviewed.

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I think that machines take and will take over a large part of our jobs, and that will be more and more relevant creativity, critical thinking and  social skills, factors that could  never be replaced   with machines.

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3.4 Classroom methodologies to promote STEM skills

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3.4 Classroom methodologies to promote STEM skills

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In my teaching I often use cooperative learning and sometimes flipped classroom.
In this way I can observe students’ social and cognitive skills while working on
collaborative tasks or projects. I generally use a rubric for these purpose.
While they’re working I give them suggestions, encouragements, everything they
need to reach the next stage and build toward the overall learning objective.
I sometimes use Problem Based Learning; with it students can develop critical thinking

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The three soft skills I've chosen are: communication, time management and collaborative working, not because I think they are more important than the others, but because they're perhaps the easiest to achieve in the classroom.
For example with cooperative learning teacher can observe all these aspects in students and be  a guide in their development.
With this metodology students learn to work in team, to plan their work , to manage their time and to explain the result of their work.

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I think that the future jobs will be based on tecnology and on its application in many fields: medicine, genetic, environment, new energy sources, and so on.

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In my opinion  STEM skills,  are the set of knowledge in subjects of science, technology, engineering and maths used to solve problems in many fields not only STEM- fields.
For example the designer could be a non-STEM job that uses STEM  skills.

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2.4 Current STEM industries and professions

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2.4 Current STEM industries and professions

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In my region there is a lack of employment; in Sicily, in fact, there is a high level of unemployment, and many graduated students are forced to go to Northern Italy or abroad to find a job.

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4.1 STEM career activities: how to use them?

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4.1 STEM career activities: how to use them?

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I think that bringing professionals into the classroom is a good idea, because in this way students can realize in which fields they can use their knowledge. I think also that in each school there should be a specialized teacher working as a career counselor and providing information to pupils and parents about possible study paths. Students could use ICT for career orientation using connecting links indicated in module 3.

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5.1 Gender equality and the gender gap in STEM

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5.1 Gender equality and the gender gap in STEM

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In my school  students, male or  female, aren't generally  very interested in STEM areas.
Most of them prefer to  continue   languages or economics studies, specially the girls.
However I think there is in general an inclination in considering STEM careers less suitable for a girl.

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4.3 STEM career activities: teacher practices

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4.3 STEM career activities: teacher practices

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I use career materials, integrate experiential activities in the classroom and incorporate authentic research .
I'd like to implement the other practices and to be a mentor

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3.5 STEM skills and STEM careers. Tools for match-matching

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3.5 STEM skills and STEM careers. Tools for match-matching

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I think that "The entrepreneurial school (TES) " is interesting  because  it can be used as  a self-assessment tool;
but also  "Tech future careers " seems to be  stimulating, because  students can learn about career opportunities in technology paths and discover their own potential.

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3.2 STEM skills of the future. In focus: ICT and digital skills

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3.2 STEM skills of the future. In focus: ICT and digital skills

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Yes, I use technology in my  classrooms, for example Geogegra, Excel, PowerPoint and  Internet,  above all during CLIL lessons. I'd like to use it more, but sometimes it isn't possible due to technical problems, or because there isn't a LIM in each class and the laboratories are occupied.

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I think that Samantha Cristoforetti should be a well-fitting example:she is  the first Italian woman in the European Space Agency's crews. She could be an incentive for all that girls that would like to have a STEM career, and I'd like to integrate her in a lesson with my students.

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I'd like to remember Margherita Hack not only due to her scientific researches but also for her ability and willingness to divulge her knowledge to an  as wide as possible audience.

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I could invite for example some spokespeople of CNR (National Research Council) who could talk about documentation, diagnosis, preservation, enhancement, use and communication of the archaeological and monumental heritage (IBAM).
That could be interesting for the classrooms belonging to the tourist address.
I could also invite spokespeople of
IMATI (Institute of Applied Mathematics and Computer Technologies "Enrico Magenes")
http://www.cnr.it/istituti/PerRegione.html?regione=Sicilia&prov_selez=CT&value=3
http://www.cnr.it/progetti/Progetti.html

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6.1 Role of teachers in career counselling

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6.1 Role of teachers in career counselling

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I've a teaching role and I  use the curriculum to develop core employability skills.
I'd like to have a tutorial role.

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I'm a Maths teacher in a secondary school, high school, and I'm a tutor  for "school-work alternation" (alternanza scuola-lavoro)in two classrooms: one of  the tourist address and one of the address in finance and marketing administration.
In the first classroom we've connected students with a tour operator; they're  experiencing the  building and making of a tour itinerary.
For the second classroom we've organized a stage at the Revenue Agency and some Economic Education meetings.

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7.1 Business and education collaboration

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7.1 Business and education collaboration

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I think that a good part of my students have a medium-high desire for employability; but, on the other hand, they are strugglers and non-believers due to high level of unemployment  and the difficult to find a good employment.
Schools should invest more in outbound orientation, while sometimes they're more interested in incoming orientation.
With the introduction in Italian school of "School-work alternation" something is changing, but I think that curricula should be reviewed and school-work alternation should be really formed and training.

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5.2 Gender equality in the the job market and in the classroom

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5.2 Gender equality in the the job market and in the classroom

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I generally avoid to create stereotypes, and instead implement collaborative mixed-group work.
I surprised when UMI  proposed two different team competition : one for boys and one for girls. Why not a mixed-team competition?

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6.4 Bringing parents into career counseling

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6.4 Bringing parents into career counseling

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I think that the most of my students' families don't know enough about STEM careers and should be informed about them.

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5.4 Projects about gender equality in STEM

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5.4 Projects about gender equality in STEM

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I've found this link www.thl.fi/fi/web/gender-equality/what-s-new/projects
I've also found interesting these  interviews.
http://www.donnenellascienza.it/interviste/professioni-del-futuro-testimonianze.html

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As I said before I'm a tutor for "alternanza scuola-lavoro" in a high school; I think that it is a good opportunity for students but I also think that it might  work better if curricula changed and above all if changed metodologies applied in teaching subjects.

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7.4 Case study: Internship placement in Portugal

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7.4 Case study: Internship placement in Portugal

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Vantages are both for students that can do a concrete experience and for companies that can continue collaboration with students formed.
Disadvantage: companies should be interested only to have free manpower.

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I think that "Student internships",  "Career talks / workshops / seminars " and "STEM career Fair" would be suitable for my students, because they're more motivating and interactive.

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8.5 Case study: The Teen Science Café experience in Malta

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8.5 Case study: The Teen Science Café experience in Malta

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I find it very interesting for students not only because they can connect scientific subjects with the real world, but also because, meeting STEM experts in an informal way, they could be more interested in scientific subjects.

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In my city, Catania, there was the "UniStem Day" in March, an event in which seven European countries  simultaneously involved more than 27,000 students at seminars, discussions, roundtables and lab activities, making them the protagonists of a day devoted entirely to science.
In addition, every year takes place "Minirobot", the robotics competition between high school students in Sicily, organized by the Department of Electrical and Electronic Engineering (Dieei) of the University of Catania, in collaboration with the Autonomous and Robotic Systems Association (Aura).

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8.4 STEM careers fair organization. Strategies for success

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8.4 STEM careers fair organization. Strategies for success

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1- Planning: I think that is essential to identify the target audience, because all the other factors depends on it.
2- Implementation: Conduct regular meetings with team, because I think that  team-work  is very important and that the result of the event depends on it,  on the coordination and collaboration of their components and on attention to details.
3- Post event activites: I think that the most important post-event activities are to collect and analyse feedback to identify any weak points and possible improvements.