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Past.
In about 3,000 BC, man invented the wheel. Using the laws of physics, this great invention made people's everyday lives easier, while today it is the base of most machines we use daily.  The first industrial revolution led to an increase in industrial production. The most important STEM invention was the steam engine. Important sources of power came with the discovery of petroleum and electricity sources in the mid-19th century. The second industrial revolution - a period of great progress in science and many discoveries  - bulb, telephone, aircraft, radio, etc. In this period, one of the greatest discoveries in the field of medicine arrived - the discovery of penicillin, an antibiotic that has saved millions of human lives.

The third industrial revolution, which is based on further digitalisation of machines. Great impact on the media, with the arrival of the Internet, new technologies require different skills.
Present
In our everyday lives, we can see, touch and use hundreds or maybe thousands of products, apps, and devices that became real thanks to STEM.

Chemists are  improving and creating new materials for packaging, such as plant-based "plastic" that is more eco-friendly. Furthermore, engineers have managed to produce clean energy using renewable resources. Civil engineers design buildings, roads, bridges, airports, sewerage systems and railways more efficiently, with greater durability in natural disasters like earthquakes or floods, by using STEM.

Also, biologists, doctors, and medical personnel are helping to improve our health and wellbeing. Now, medicine can cure diseases that, not so long ago, were terminal.

We live longer, in better conditions, and with fewer negative effects on the environment thanks to the scientists that have worked in STEM-related fields for decades.
Future

Quoting Bernard Marr (Forbes, issue of 20180813), “We’re on the cusp of the Fourth Industrial Revolution, or Industry 4.0.”

Mankind is on the verge of gaining all the advantages of artificial intelligence (AI) as a commodity, but this also brings up some questions:

Does having AI at our disposal mean that humans will be entirely displaced in factories, and if yes, how does one prepare for future skills?

Will manual work become obsolete and will the skills of manual workers become unnecessary?

Even more to the point, can education endorse all future students with the right skills before the fourth industrial revolution?

Teaching STEM is about using hands-on experiences, providing students with tools to unravel and enhance their potential to impact the future. STEM teaching objectives need to be adapted and updated, in order to advance STEM education and initiate problem-solving through science.

Future STEM students will be guided from an even earlier age into understanding and using technology in a class context. The educator’s challenge in class already entails teaching students that technology is a tool to develop problem-solving capabilities, both in a team and during independent study. Educators, can for example employ project-based learning in order to identify the tasks that will enhance students’ interpersonal skills and abstract thinking.

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We live in a world of accelerating change. New industries are constantly being born and old ones are becoming obsolete. A report by the World Economic Forum reveals that almost 65 percent of children today will end up in careers that don't even exist yet. The research conducted by the World Economic Forum in some of the world's leading companies, regarding what would be seen as the most important job skill in 2020, shows that the number one response is complex problem-solving. Other skills on their top ten list include critical thinking, creativity, collaboration, and emotional intelligence.

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Funny and a bit controversial video. Sir Ken Robinson on changing education paradigms

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Funny and a bit controversial video. Sir Ken Robinson on changing education paradigms

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https://youtu.be/zDZFcDGpL4U

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Essential 21st-century skills for today’s students

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Essential 21st-century skills for today’s students

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It is important to note that there is no clear consensus on what skills should be included in the category of 21st-century skills. The term itself represents a list of skills that students need to acquire for work, life and citizenship. Let’s look at some proposed skills.

For instance, Tony Wagner suggests seven survival skills:

Critical thinking and problem-solving;

Collaboration and leadership;

Effective oral and written communication;

Accessing and analysing information;

Curiosity and imagination;

Initiative and entrepreneurialism;

Agility and adaptability.

Watch this video if you wish to learn more about seven survival skills.

Another list of 21st-century skills was proposed by the non-profit organisation Partnership for the 21st-century learning (P21). They suggest:

Content knowledge and 21st-century themes;

Learning and innovation skills (better known as the 4C’s);

Information, media and technology skills;

Life and career skills.

Even though there are some differences in approaches, some skills are on almost every list, such as critical thinking, digital literacy, and communication.

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How can one accommodate 21st-century skills in the classroom?

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How can one accommodate 21st-century skills in the classroom?

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4 C's  - communication, collaboration, creativity, critical thinking

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I think we cannot name it a skill, but we definitely need to develop students' and teachers emotional intelligence and moral. All the modern technology we have now gives us a lot of advantages, there are tons of good things we can achieve thanks to Internet and so on. But unfortunately doing evil and immoral things became easier, too. That's why emotional intelligence, discussing ethics and moral is crucial for the 21st century

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I think we cannot name it a skill, but we definitely need to develop students' and teachers emotional intelligence and moral. All the modern technology we have now gives us a lot of advantages, there are tons of good things we can achieve thanks to Internet and so on. But unfortunately doing evil and immoral things became easier, too. That's why emotional intelligence, discussing ethics and moral is crucial for the 21st century

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There is no doubt that we are in need of highly specialised STEM individuals, and the challenge is there for teachers to make STEM careers interesting to students. Therefore, we need to ask ourselves how we can make Science, Technology, Engineering, and Mathematics more appealing to students.

The answer is to engage students in real-world STEM problems. For students to fully grasp applications of the knowledge they are acquiring, we need to provide them with problems whose context they can experience and relate to. We should use 21st-century learning models as we discussed in Module 1. In addition, we should engage students by giving them problems they want to solve because both the question and the answer are relevant to them.

STEM is not about making students solve numerous equations for the sake of solving them, instead, they should learn how to think scientifically and critically when observing the world around them.

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2.1 Teaching science: we're doing it wrong | Danny Doucette | TEDxRiga

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2.1 Teaching science: we're doing it wrong | Danny Doucette | TEDxRiga

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https://youtu.be/5duz42kHqPs

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2.5 Licences. Types of Creative Common Licences

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2.5 Licences. Types of Creative Common Licences

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Attribution CC BY

This license lets others distribute, remix, tweak, and build upon your work, even commercially, as long as they credit you for the original creation. This is the most accommodating of licenses offered. Recommended for maximum dissemination and use of licensed materials. View License Deed.

Attribution-ShareAlike CC BY-SA

This license lets others remix, tweak, and build upon your work even for commercial purposes, as long as they credit you and license their new creations under the identical terms. This license is often compared to “copyleft” free and open source software licenses. All new works based on yours will carry the same license, so any derivatives will also allow commercial use. This is the license used by Wikipedia, and is recommended for materials that would benefit from incorporating content from Wikipedia and similarly licensed projects. View License Deed.

Attribution-NoDerivs CC BY-ND

This license allows for redistribution, commercial and non-commercial, as long as it is passed along unchanged and in whole, with credit to you. View License Deed.

Attribution-NonCommercial CC BY-NC

This license lets others remix, tweak, and build upon your work non-commercially, and although their new works must also acknowledge you and be non-commercial, they don’t have to license their derivative works on the same terms. View License Deed.

Attribution-NonCommercial-ShareAlike CC BY-NC-SA

This license lets others remix, tweak, and build upon your work non-commercially, as long as they credit you and license their new creations under the identical terms. View License Deed.

Attribution-NonCommercial-NoDerivs CC BY-NC-ND

This license is the most restrictive of our six main licenses, only allowing others to download your works and share them with others as long as they credit you, without changing them in any way or using them commercially. View License Deed.

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How to use Creative Common Licence in your lesson plan

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How to use Creative Common Licence in your lesson plan

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When including a Creative Commons license in a document, you can use the Creative Commons webpage to find out which license you can apply, depending on your needs: https://creativecommons.org/choose/

In doing so, you should answer these two questions:

1. Allow adaptations of your work to be shared?

2. Allow commercial uses of your work?

In order to get a resource that can be modified, you’ll need to choose a license that allows adaptations - that means answering “Yes” or “Yes, as long as others share alike”. If you need help using this tool, you can click on the question mark under the question on the webpage.

After you answer the questions, you’ll find the “Selected License” below. In order to use it in your document, you can copy and paste the icon and the first sentence that appears under “Have a web page?”

Licenses in Scientix repository and the Scientix Translation on Demand service

Licenses have an important role in Scientix; you will find them under the title of each resource, so you can visualise them easily. Scientix Translation on Demand allows you to request free translations of teaching materials included in the Scientix repository. These resources are under license that allows derivatives.

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3.1 The value of an interdisciplinary approach to STEM

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3.1 The value of an interdisciplinary approach to STEM

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I remember from my own high school that some themes in chemistry were understood better after we discussed the same phenomena in physics lesson. In real world we do not separate math, physics , chemistry etc. For example, if you want to drive a car you should understand the concept of speed (physics), be able to calculate the price of petrol (math), know the safety rules when using different chemicals (chemistry) etc. Interdisciplinary approach helps students manage in real life, not only at the exam.

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There is a need for a streamlined method to simplify the evaluation process and give clear instructions on how each individual student is assessed. That is why rubrics are so useful for evaluation.

Heidi Goodrich Andrade, a rubrics expert, defines a rubric as:

"A scoring tool that lists the criteria for a piece of work or ‘what counts’. "

There are several ways to use rubrics:

For self-evaluation of teachers

For self-evaluation of students

For teachers to evaluate students

Why use rubrics in your teaching?

According to Heidi Goodrich Andrade:

Rubrics guide students and teachers to establish "quality."

By using rubrics regularly, students are able to judge their own work better.

Rubrics reduce the time teachers spend evaluating their students' work and make it easier for teachers to explain to students why they received the mark they did and what they can do to improve.

Parents also tend to find rubrics useful when helping students with their homework.

Rubrics not only help teachers in the process of evaluation but also give feedback to students on their performance. Rubrics specify in writing what is required of the student to get a particular grade on an assignment, and handed out prior to the activity, rubrics can also help students achieve better marks. What is more, they help students evaluate their own work and answer the “Am I done with my assignment?” question.

On the other hand, teachers can use rubrics for self-evaluation. The purpose of rubrics as a self-evaluation tool is to allow teachers to reflect on their own practice, illuminating their professional strengths, gaps, and weaknesses. Here is an example of a comprehensive teacher self-evaluation rubric that you can use to evaluate any aspect of your teaching practice.

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4.1 Rubrics for teacher's self-evaluation

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4.1 Rubrics for teacher's self-evaluation

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http://usny.nysed.gov/rttt/teachers-leaders/practicerubrics/Docs/SilverStrongSelfAssessmentRubric.pdf

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Rubrics and their use in education - my opinion

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Rubrics and their use in education - my opinion

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I think rubrics are important because they give the student the criteria she/he must meet in order to complete the assignment. It also expresses a lot more than a regular mark, because one can see from the rubric what exactly should be improved. I have used rubrics while evaluating the English language exam  (both oral and written), it helped me to be more objective and take into consideration all the areas of the task.

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http://rubistar.4teachers.org/index.php