Reuben's Learning Diary 4 the MOOC course. by REUBEN

INTRODUCTION

RUBS — 2017-04-09 08:40:34 UTC

Hello everyone.
My name is Reuben, I come from the field of engineering and this is my first year teaching in a secondary school in the north of Spain, therefore any comments or suggestions from other teachers with more experience will be more than welcome.

Greetings
Reuben

MY TEACHING CONTEST

RUBS — 2017-04-09 08:54:32 UTC

At the moment I teach economics in a rural secondary school, children come to the school center from different villages nearby, groups are small (less than twenty students per class) and generally are not very motivated with their studies.

Module 1: STEM careers in schools and in the job market

RUBS — 2017-04-09 09:06:39 UTC

1.1 The World of STEM

_{Through the padlet below, describe why (and if) for you, as a teacher, STEM education is essential in our current society.}

The world has already changed. Disconnection from science and new technologies is something that schools, companies, factories, markets… just cannot afford anymore. Society needs skilled STEM professionals to face the new challenges ahead and to take us further. As an engineer and as a teacher, I see that it is crucial to encourage and inspire the new generation of scientists and engineers to achieve this goals keeping a critic eye on sustainable growth.

1.2 STEM Careers in the job market

_{Use the padlet below to answer the following questions: 1) Do you think there is a lack of STEM skills in Europe? 2) If so, which is the main reason for that? 3) If not, why are employers finding difficulties to employ workers?}

Statistics don’t lie. There Statistics don’t lie. There are many countries within the EU where employers have many difficulties trying to find suitable STEM skilled employees, so the lack of STEM skills exists. At the same time countries like Spain, where the crisis devastated the industrial fabric, cannot absorb their own fresh university STEM graduates who can only go abroad to start their careers. The reason for this lack of STEM skills within the EU is just a matter of preferences when the students pick up their own future and we –as teachers- should inspire them so choose STEM studies in order to get this situation balanced.

1.3 STEM career guidance in schools

_{Read Section 3 “Challenges and solutions to infusing career information into the science classroom” from the report presented in this section (1.3), and, in the Padlet below, name which of those challenges are most present in your daily professional activities and how do you overcome them.}

I'd love to be able to integrate pillars of career development and teaching strategies for successfully raising science career awareness in my daily teaching work. I find it difficult and challenging, and this is why we are here, isn't it?
To my opinion, curriculums are so extends that I still don’t see how to merge all those strategies to my teaching. Nowadays what I try is to teach science and math’s in an interesting way, trying to make the subjects attractive for students but I not always easy to make it seem fun.

Module 2: STEM Careers pathways I

RUBS — 2017-04-12 11:22:26 UTC

2.1 The Fourth Industrial Revolution

_{Watch The Fourth Industrial Revolution video: Artificial intelligence, integrated energy supply chains, neuro-technological brain enhancements, genome modification… Can you name other advancements you think this revolution will entail? How do you think it will affect your everyday life?}

The Fourth Industrial Revolution is here, doesn’t matter if we are ready for it or not so, as STEM teachers, we must focus on inspire and prepare kids to confront what this revolution brings along with it. We need to success on encouraging our students to get ready for the tsunami of out coming changes along with a demanding new labor market.

2.2 Evolution of STEM professions

_{If machines will continue to take over a large part of our jobs, what do you think are the skills and activities that humans need to focus on in order to continue having relevant and fulfilling careers?}

TED, brilliant as always!
If we cannot get rid of this…

we’ll get a lot of "Bills"… and this is not the kind of future they deserve. Let’s move on! Let’s start motivating and preparing kids to what’s coming. Fourth industrial revolution brings new jobs and mostly will be technologically related, if we don't get STEM skilled pupils their lives will not be very promising.

2.3 Jobs of the future

_{What do you think are some of the future STEM jobs we should start preparing for? Share your thoughts here.}

For what we have seen in this section, we definitely should forget about phone support operators, data entry operators and document translating jobs as localization engineers. Robotics, nanotechnology, AI, biotechnology… those are the fields we should be focusing on if we want to get students prepared for jobs of the future.

2.4 Current STEM industries and professions

_{The demand for STEM careers in specific fields can vary between geographical regions. Use the padlet to let us know:  What do you think are the most highly looked after career paths in your regions? Reflect: what qualifications would the applicants need to secure those jobs?}

It's very sad to say this, but in my region there is an overflowing quantity of STEM university graduates -and many other disciplines- who can hardly live on their jobs or who cannot find a job at all. Most of these new graduates end working in jobs they are overqualified for, and others have to go abroad in order to work in their respective fields.
Provide the right environment in order to sort out these local problems is something than can only get solved by politics, and they seem to be interested in some other matters.

2.5 STEM career pathways

_{What are other sources do you use to document yourself about STEM jobs? Share your answers here.}

Everything is in the internet. I use a number a sources like TED talks experiences, job networks as LinkedIn, Science Education networks as eTwinning.

Module 3: STEM Careers pathways II

RUBS — 2017-04-13 04:52:23 UTC

3.1 STEM skills

_{Use this padlet to answer the following questions: 
1) In your opinion, which is the best definition of STEM skills and why?}

The understanding and scope of STEM skills varies widely from country to country, so definitions of STEM subjects and skills might vary. I’ll stick to the EU SKILLS PANORAMA 2014 report's definition, “all those skills expected to be held by people with a tertiary-education level degree in the subjects of science, technology, engineering and math’s”.

_{2) Provide at least one example of non-STEM professions that use STEM skills.}

STEM skills are used in non-STEM professions like fashion designers.
Nowadays, a fashion designer must master a multitude of disciplines, from computer design, mathematical calculation to optimizing the fabric of his patterns, and so on.

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

_{Answer the following questions through this padlet.
1) Are you using technology in the classroom?}

Yes, I am using technology in my classroom. What I use the most are digital textbook on screen, digital board when available and computers room. I also allow the students to use their own devices when I consider they could be useful.

_{2) How would you develop digital skills in the classroom?}

I try to firmly encourage my students to use the tech they have available to get done things faster and to make look their job nicer. They are generally reluctant to learn how to use new tools, so I have to show them how easy is to make use of tech, how good looking result their job and how fast their job can be done by properly using tech.

3.3 Soft skills

_{Share which 3 soft skills do you think are the most important within STEM fields and explain, in your own words, how you would address them in the classroom.}

The three soft skills of my choice are: project management skills, collaborative working and communication aptitudes.

The way I’d address them in the classroom is by promoting project working. Students would have to split up into different rolls. Everybody involved within the design of tasks and setting deadlines. All of them focused on the end product as well as on the final presentation and communication of results.

3.4 Classroom methodologies to promote STEM skills

_{Share your thoughts on pedagogical approaches or classroom tools you can use in the classroom to promote STEM or soft skills. Which one is the best one? What tools are you using? Share your experiences, success stories and challenges!}

I confess that I did know about KAHOOT, but I'd never used it before. I’ve read through the padlets and I found out how students enjoy this tool so I’ll try it as soon as I get the chance, as well as MOODLE.
What I try to promote is the use of regular tools like Office 365 and end product oriented work. I also got to know that most of young students think e-mail is some kind obsolete mean of communication overtaken by WHATSAPP long ago. And as e-mail still is a global communication means in working environment I try to keep it as a way of delivering required documents.

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

_{Explain which of the matchmaking tools presented is most interesting and the reasons for it. Do you have any such tools in your country? Post your links in the padlet!}

I never used the matchmaking tools shown in this module before and I’m willing to try them out with the students. After take a look at them I’d say that “The Dream Job Game” could be the most attractive for students, so I’ll give it a try.

Module 4: Career induction activities, materials and guidelines

RUBS — 2017-04-13 09:54:02 UTC

4.1 STEM career activities: how to use them?

_{1. Choose a strategy from above}

Strategy or my chosen: "Embed reflection".

_{2. Choose a career material/activity/tool}

Activity: "Project orientated classroom work".

_{3. Write in the Padlet below how you would combine these two in a lesson (add also any relevant links, information, etc.)}

I am a secondary school teacher. I teach, among other subjects, economics. Many of the contents and skills that I have to teach are better consolidated in my student minds when we work on multidisciplinary projects.

4.2 STEM career activities: types and uses

"Your response has been recorded"

4.3 STEM career activities: teacher practices

_{Based on the 10 practices presented above, post in the Padlet below 3 practices you already use and 3 practices which you are NOT currently using but would like to implement in your classroom/school.}

Practices I already use:

Expose students to worksites and outside opportunities
Integrate experiential activities in the classroom
Share personal experiences

Practices I would like to use

Visit STEM centers with the students
Weave career information informally into lessons
Invite guest STEM speakers

Module 5: Gender stereotypes in STEM education

RUBS — 2017-04-17 11:59:05 UTC

5.1 Gender equality and the gender gap in STEM

_{Discuss about “the gender gap in STEM” in your country. Are your female students interested in STEM areas? Are there many women in research careers? Share your insight!}

I still remember when at my last year of secondary education I chose the STEM oriented class, we were 28 in all, and there was only one girl. Nowadays, when I ask my students about their future careers the majority of girls don't think about anything related with maths, science or engineering, even if those girls are really skilled at maths they see themselves performing some other jobs. The gender gap in STEM exists, but of course has nothing to do with natural talent or capacity; it is something cultural that we, as teachers, have to start changing.

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

_{Pick one of the tips mentioned in the info sheet “Your guide to ensure gender equality in the (STEM) classroom”. Apply it with your students and (afterwards) tell us your experience.}

My chosen tip: "TRY NOT TO DIVIDE STUDENTS BY GENDER".

Teamwork is something that I promote in my classes and, to my relief, I have to say that students do expontaneouslly mix up themselves in terms of gender, so what I do is just try to encourage weak leaderships.

5.3 Women in STEM

_{Share who is your favorite female scientist of all time and tell us why.}

Lise Meitner 1878–1968

The process of nuclear fission was a huge discovery for the scientific world and nowadays seems to be energy means that can bring us sustainability. As Lise Meitner was the first to hypothesize it, I consider her my favourite female scientist of all time.

5.4 Projects about gender equality in STEM

_{Share information about any project, awareness campaign or initiative related to STEM and gender equality.}

There you go a good one:
http://mujeresconciencia.com/2017/01/14/shescience-ciencia-con-perspectiva-de-genero/

Module 6: Balancing the roles of teachers, mentors, and parents

RUBS — 2017-04-20 07:45:13 UTC

6.1 Role of teachers in career counselling

_{Which roles do you use actively, which do you use less and why? Are there any roles you are not doing but want to do? Name at least one you would like to exercise more}

I teach in a Secondary School in Spain. Career Counselling role is played in my country by a specific Counselling Department so we, as teachers, mostly give pastoral support to students and in my case I don’t miss the opportunity to discuss career building challenges and regrets.

6.2 Role models

_{Can you identify a national STEM role model of your country who could be suited to discuss with your students about STEM careers?
Write how this person fits with what you’ve learned in this activity and share with us at least one idea about how you will integrate him/her in a lesson with your students.}Pedro Duque Duque is a Spanish astronaut and a veteran of two space missions who earned a degree in Aeronautical Engineering.

He worked for the European Space Agency during six years before being selected as an astronaut candidate in 1992. He is a national icon for space and astronomy lovers as well as a success and hard working icon.

6.3 STEM professionals
_{Reflect on your upcoming lessons and plans for your students – which professional of your town/country could you bring to supplement your teaching activity? What would they talk about? How would you integrate their lecture/talk/activity in your lessons?}

At the school where we work we are trying to organize a visit to an automobile factory, and we would like some engineers to come beforehand to give some talk to the students explaining to them some operations that they will later see in the factory. It is not easy because the waiting list for schools is long and we still do not know if this course will be possible. The content of these talks would be integrated in the subjects of economics and technology.

6.4 Bringing parents into career counseling

_{Think about your discussions with the parents of your students: are they encouraging their children toward STEM careers? What is their general attitude towards STEM careers? Reflect on this section and share in the Padlet below. Additionally, share some ideas you will keep in mind from now on, in your work with parents}.

I cannot say that the parents of my students try to influence them so that in the future they choose a career related to STEM, this decision leave it in the hands of their own children, but in general I think it can be said that most the parents do not see their own children in this type of work because they consider it very difficult, this type of bias is something that we as teachers have to face.

Module 7: Benefits of external school to work programs

RUBS — 2017-04-25 11:12:03 UTC

7.1 Business and education collaboration

_{Where do you think your students are placed?
What is their level of access and desire for employability?}

I would say my students are strugglers. They try, but we have a situation in my country. It is really hard to find a job in Spain, even if we think we have provided them with the right skills.

_{What are some actions you can take to improve the situation?}We, as teachers, should cross check with the companies which ones are the most important and more demanded skills for work.

Education providers should focus more on what happens to students after they leave school.

7.2 Connect with the community

_{Share with us what are some ways in which you can connect with the business community in your town or city: what professionals can you bring to your school and how can you involve them?}

I consider that involving the parents to get in contact with local business is the best way to get learning partners related with the area we are working in. Parents are always willing to look for interesting characters from the business world.

7.3 School-to-work transition

_{Are there any training opportunities or companies providing programs in your country, from which your students can benefit?}

In Spain only very big firms based in the most important cities of the country provide the society with such training programs. As my school is a rural one, we cannot count on training opportunities programs, which is heart-breaking.

7.4 Case study: Internship placement in Portugal

_{Which do you think is one benefit and one disadvantage of such an internship?}

I can only see the benefits that Internship placement programs bring to the curriculum of properly motivated students. In terms of theoretical and practical learning this programs should be just great.

Module 8: Career orientation events on STEM education

RUBS — 2017-04-26 05:21:55 UTC

8.1 What is a career event?

_{Share any science fairs that are currently taking place in your country.}

In Spain we have massive job fair events. I put down a few links for whoever might be interested:

http://www.feriaempleouniversitaria.com/
https://www.jobarcelona.com/
http://feriadelempleo.es/contacto-feria-del-empleo-en-la-era-digital/

_{Have you participated? What did you liked the most?}

I never had the opportunity to attend any of these events as a student, but I would like to attend with my students. The most interesting events for my high school students would be:
https://www.jobarcelona.com/
http://feriadelempleo.es/contacto-feria-del-empleo-en-la-era-digital/

8.3 Types of STEM Career Events (II)

_{Which of the activities among the STEM Career Events seen in this module is more suited to your students and why do you think so?}

If I have to pick only one option out of these bunch:

_{1. Student internships / job shadowing
2. STEM career fairs
3. Virtual job fairs
4. Career talks / workshops / seminars
5. Career exhibitions}

...
Taking into account my specific group of students I'd pick number one, "student internships / job shadowing". I cannot see my pupils attending to a seminar, talk, job fair or exhibition. Most of them are not mature enough jet.

8.4 STEM careers fair organization. Strategies for success

Pick ONE main task for each of the phases (Planning - Implementation – Post event activities) and tell us why you think it is important)
Main tasks for:

1. PLANNING:

Targeting the right professionals for the right audience.

2. IMPLEMENTATION:

3. POST EVENT ACTIVITIES

Making a good evaluation of the results is the key in order to improve the upcoming events.

8.5 Case study: The Teen Science Café experience in Malta

In my country, the Orientation Departments of each school would be responsible for organizing these types of events
In a greater scale, big companies or universities also organize events like the ones you can find within the following links:
Job Lab CEU-Santander
Orientación Vocacional

8.6 Final P2P Activity: Organize a STEM careers event or activity

FINAL

RUBS — 2017-04-26 15:59:44 UTC