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http://www.telegraph.co.uk/education/2017/05/12/time-educated-children-future-rather-limiting-subjects-past/?utm_content=buffer99f12&utm_medium=social&utm_source=facebook.com&utm_campaign=buffer

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The “Education to employment: Getting Europe’s youth into work” report by McKinsey & Company (Mourshed, Patel, & Suder, 2014) points out that there is a “failure of employers, education providers, and young people to understand one another”. Although education providers are confident that students are being adequately prepared for transition to employment, in reality, employers are complaining that they do not find workers with the right skills.

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Fostering responsible use of the internet - The Web We Want

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Integrating eTwinning and Vocational Studies

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Project design for effective integration in European projects

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Hooley, Watts, & Andrews (2015) propose six distinct, but connected, roles that teachers play in delivering Career and Employability Learning (CEL). Although these are proposed for UK schools and some aspects may not be applicable to other countries, we believe this framework provides a good starting point, for us to understand better what the roles and responsibilities of a teacher providing career guidance/CEL to students should be.

1. Tutorial roles;
2. Teaching roles;
3. Leadership roles.

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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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We come back to The Emerging Role of Science Teachers in Facilitating STEM Career Awareness (Cohen & Patterson, 2012) study, to Exhibit 1, where the study presents a series of replicable teacher practices, which can be used with the four strategies we have previously mentioned. Below you will find a summary of these main practices. You can consult Exhibit 1 of the study for full examples.

1. Utilize career materials in science texts/journals/articles: consult these sources and extract/incorporate articles or supplemental readings in your lessons.​​​​​​

2. Integrate experiential activities in the classroom: role-playing or designing research posters.

3. Incorporate authentic research: give students the opportunity to participate in real research projects.​​​​​​​

4. Invite guest speakers: ask speakers from a variety of careers to talk to your students, to present their educational and career pathway. Invite also parents engaged in STEM fields to speak.​​​​​​​#

5. Research science careers / map out career paths: assign homework where students have to research various careers, support students in building resumes or to analyze their skills.​​​​​​​

6. Support inclusion of science careers in school career fairs.​​​​​​​

7. Weave career information informally into lessons: try to frame or open your lessons with career information, or as you work throughout a particular chapter or unit, make sure you point out career aspects where relevant.​​​​​​​

8. Share personal experiences: share your own experience of working in STEM fields, participate in professional development opportunities and share also your own educational and career pathway.​​​​​​​

9. Expose students to worksites and outside opportunities: take students on visits to various STEM centers (companies, research centers, etc.), prepare them before, seek funding and see how you can bridge the education-industry gap for your students.​​​​​​​

10. Be a mentor/advocate.

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How to talk about STEM careers in our classrooms?

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How to talk about STEM careers in our classrooms?

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4.1 STEM career activities: how to use them?

In Module 1, section 1.3, we presented briefly four teaching strategies, which foster STEM Awareness from the The Emerging Role of Science Teachers in Facilitating STEM Career Awareness (Cohen & Patterson, 2012). We will remind them here again:

1. Incorporate both formal and informal approaches: constantly bring career awareness in your activities and do not keep it as a separate unit.

2. Help students see scientists as real people: students may have difficulty imagining themselves as scientists because they cannot see that scientists have a normal life, just like them. They have hobbies, families and various interests.

3. Connect the dots: it is not enough to just expose students to career information, the teacher also has to directly connect career information with whatever the student is learning at that moment. This can refer to making clear connections to the real-life use of subjects, to giving examples of how it connects to jobs of scientists. The student will not be always capable of making these connections themselves, and you will have to do that for him.

4. Embed reflection: To make sure that information sticks with students, embed reflection to drive a deeper understanding. Otherwise, a lot of the information can be lost over time if reflection is not used to “glue” it.

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check your own digital skills

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skills, aptitudes, job roles

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This is what I got as a result of one of the tests

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This is what I got as a result of one of the tests

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dobila kao rešenje drugog kviza o profesijama

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Секција за медије - Основна школа "Сремски фронт", Шид

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Секција за медије - Основна школа "Сремски фронт", Шид. 1.7K likes. Ovu stranicu od 1. septembra 2017. ažuriraju učenici koji pohađaju sekciju za medije sa nastavnicom Natašom Miljanović.

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A well made Pinterest board with a lot of materials

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A well made Pinterest board with a lot of materials

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STEM/STEAM Lessons, Activities and Ideas

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Encourage innovation, invention and creativity with these hands-on ideas for science, technology, engineering and math.

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3rd award for the entry this school year

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Наташа Миљановић

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Posts about Дигитални час (конкурс) written by Наташа Миљановић

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The second post - about my teaching context, school, classroom, technologies...

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The second post - about my teaching context, school, classroom, technologies...

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My school has more than 600 students. I teach in four classes (around 100 students). In the classroom I have a TV and a laptop, with an internet connection. I use eTwinning platform a lot, and with students, I work on a few blogs: www.projekatgeorgija.wordpress.com; www.natasamiljanovic.wordpress.com; and I have an e-portfolio (with other materials) at www.terrageorgica.wordpress.com. My job is to edit the school blog at www.sremskifront.edu.rs and the school fb page at https://www.facebook.com/SremskifrontSid/?ref=page_internal

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Наташа Миљановић

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E-twinning projects which have a European orientation, usually focus on the introduction of each partner's culture, in an attempt to learn more about each other and bridge differences. Triggered by Maslow's ideas on human needs, we thought, that, to build a strong European identity would be a foundation for a stable European Community.

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My name is Natasa Miljanovic. I work as a teacher in an elementary school. I teach serbian language and literature, so I am interested in ICT and media, and in the ways that I can connect my primary subject with STEM subjects.