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      <title>Opening mind to STEM careers by Cristina</title>
      <link>https://padlet.com/cristina_ventur/tyz7qgqafhkk</link>
      <description>Module 5 and 6</description>
      <language>en-us</language>
      <pubDate>2017-04-24 14:48:01 UTC</pubDate>
      <lastBuildDate>2025-10-02 14:55:31 UTC</lastBuildDate>
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         <title>Module 5</title>
         <author>cristina_ventur</author>
         <link>https://padlet.com/cristina_ventur/tyz7qgqafhkk/wish/167852783</link>
         <description><![CDATA[<div>T<strong>he learning objectives of Module 5 are:<br></strong><br></div><ol><li>Understand the concept of the STEM gender gap;</li><li>Learn to analyse data regarding the situation of girls and women in STEM careers;</li><li>Learn strategies to further address gender equality in the classroom, and how to encourage girls into STEM careers;</li><li>Learn about female scientist (of the present and of the past) and of current initiatives promoting girls in STEM.</li></ol>]]></description>
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         <pubDate>2017-04-24 14:49:29 UTC</pubDate>
         <guid>https://padlet.com/cristina_ventur/tyz7qgqafhkk/wish/167852783</guid>
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         <title>A very special girl</title>
         <author>cristina_ventur</author>
         <link>https://padlet.com/cristina_ventur/tyz7qgqafhkk/wish/167866907</link>
         <description><![CDATA[]]></description>
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         <pubDate>2017-04-24 15:24:52 UTC</pubDate>
         <guid>https://padlet.com/cristina_ventur/tyz7qgqafhkk/wish/167866907</guid>
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         <title>Guide to ensure gender equality </title>
         <author>cristina_ventur</author>
         <link>https://padlet.com/cristina_ventur/tyz7qgqafhkk/wish/167872430</link>
         <description><![CDATA[]]></description>
         <enclosure url="http://www.europeanschoolnetacademy.eu/documents/2352026/0/Infosheet+Module+5/99acf56e-73b8-4e9f-a7e8-40b1b9eec186?t=1492075124000" />
         <pubDate>2017-04-24 15:36:57 UTC</pubDate>
         <guid>https://padlet.com/cristina_ventur/tyz7qgqafhkk/wish/167872430</guid>
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         <title>Maria Montessori</title>
         <author>cristina_ventur</author>
         <link>https://padlet.com/cristina_ventur/tyz7qgqafhkk/wish/167875569</link>
         <description><![CDATA[<div>The first doctor woman in Italy</div><div>Italian physician Maria Montessori was a pioneer of theories in early childhood education, which are still implemented in Montessori schools all over the globe.</div><div>“Supposing I said there was a planet without schools or teachers, study was unknown, and yet the inhabitants—doing nothing but living and walking about—came to know all things, to carry in their minds the whole of learning: would you not think I was romancing? Well, just this, which seems so fanciful as to be nothing but the invention of a fertile imagination, is a reality. It is the child's way of learning. This is the path he follows. He learns everything without knowing he is learning it, and in doing so passes little by little from the unconscious to the conscious, treading always in the paths of joy and love.”—Maria Montessori<br><br></div><div><strong>Synopsis</strong></div><div>Maria Montessori was born on August 31, 1870, in Chiaravalle, Italy. In 1907 she was placed in charge of the Casa dei Bambini school. By 1925, more than 1,000 Montessori schools had opened in the United States. By 1940 the Montessori movement had faded, but it was revived in the 1960s. During World War II, Montessori developed Education for Peace in India, and earned two Nobel Peace Prize nominations. She died May 6, 1952, in Noordwijk aan Zee, Netherlands.<br><br></div><div><strong>Early Life</strong></div><div>Maria Montessori was born on August 31, 1870, in the provincial town of Chiaravalle, Italy, to middle-class, well-educated parents. At the time that Montessori was growing up, Italy held conservative values about women's roles. From a young age, she consistently broke out of those proscribed gender limitations. After the family moved to Rome, when she was 14, Montessori attended classes at a boys' technical institute, where she further developed her aptitude for math and her interest in the sciences—particularly biology.<br><br></div><div>Facing her father's resistance but armed with her mother's support, Montessori went on to graduate with high honors from the medical school of the University of Rome in 1896. In so doing, Montessori became the first female doctor in Italy.<br><br></div>]]></description>
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         <pubDate>2017-04-24 15:44:31 UTC</pubDate>
         <guid>https://padlet.com/cristina_ventur/tyz7qgqafhkk/wish/167875569</guid>
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         <title>Hypatia of Alexandria</title>
         <author>cristina_ventur</author>
         <link>https://padlet.com/cristina_ventur/tyz7qgqafhkk/wish/167877771</link>
         <description><![CDATA[<div><strong> </strong>(born <em>c.</em> 355 ce—died March 415, Alexandria), <a href="https://www.britannica.com/topic/mathematics">mathematician</a>, <a href="https://www.britannica.com/science/astronomy">astronomer</a>, and <a href="https://www.britannica.com/topic/philosophy">philosopher</a> who lived in a very turbulent era in <a href="https://www.britannica.com/place/Alexandria-Egypt">Alexandria</a>’s history. She is the earliest female mathematician of whose life and work reasonably detailed knowledge exists.</div>]]></description>
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         <pubDate>2017-04-24 15:49:36 UTC</pubDate>
         <guid>https://padlet.com/cristina_ventur/tyz7qgqafhkk/wish/167877771</guid>
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         <title>Rita Levi Montalcini</title>
         <author>cristina_ventur</author>
         <link>https://padlet.com/cristina_ventur/tyz7qgqafhkk/wish/167881163</link>
         <description><![CDATA[<div>Rita Levi-Montalcini shared the 1986 Nobel Prize for physiology or medicine for her part in the discovery of a protein that stimulates nerve cell growth.</div>]]></description>
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         <pubDate>2017-04-24 15:59:22 UTC</pubDate>
         <guid>https://padlet.com/cristina_ventur/tyz7qgqafhkk/wish/167881163</guid>
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         <title>Samantha Cristoforetti</title>
         <author>cristina_ventur</author>
         <link>https://padlet.com/cristina_ventur/tyz7qgqafhkk/wish/167889333</link>
         <description><![CDATA[<div>Samantha Cristoforetti is a European Space Agency (ESA) astronaut of Italian nationality. Between November 2014 and June 2015 she spent 199 days on board the International Space Station as a Flight Engineer for Expedition 42 and 43. During ASI's Futura Mission, Samantha conducted experiments in the Station's laboratories. Samantha is a Captain in the Italian Air Force.</div>]]></description>
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         <pubDate>2017-04-24 16:23:29 UTC</pubDate>
         <guid>https://padlet.com/cristina_ventur/tyz7qgqafhkk/wish/167889333</guid>
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         <title>Module 6</title>
         <author>cristina_ventur</author>
         <link>https://padlet.com/cristina_ventur/tyz7qgqafhkk/wish/168013243</link>
         <description><![CDATA[<ol><li>Understand the concept of mentorship and how you can integrate it in your schools (with focus on your own role as career counsellors); </li><li>Learn how to integrate STEM professionals in school activities;  </li><li>Learn how to work together with career counsellors for optimum performance;</li><li>Understand and learn how to manage the role of parents in career awareness;</li></ol><div><br></div>]]></description>
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         <pubDate>2017-04-25 06:04:04 UTC</pubDate>
         <guid>https://padlet.com/cristina_ventur/tyz7qgqafhkk/wish/168013243</guid>
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         <title>6.1 Role of teachers in career counselling</title>
         <author>cristina_ventur</author>
         <link>https://padlet.com/cristina_ventur/tyz7qgqafhkk/wish/168013814</link>
         <description><![CDATA[<div>1. Tutorial roles:
<br>a) Career informant: In this role, teachers provide students with a model, an approach of thinking about a career and help students shape their own way to view career choices by using their own experience as an example but without offering it as the only way to do this. The report lists some taks that a teacher in this role might perform: “talking about their decisions and how they made them, talking about their career building (including discussing challenges and regrets”, and many more; 
<br>b) Pastoral support: This refers to the teacher as a first contact point for students who may approach them with conversations they need to have with a trusted adult. These can be related purely to career choices/guidance and sometimes, they may appear as being related to careers, but in reality the issue the student is having may be, for example, health-related. In this role, the teacher helps the student in line with their capabilities, but also direct the student to other professionals who can help. A task the teacher can perform in this role: “acting as facilitator and advocate for students to help them to have career conversations with other staff, parents and employers.” 
<br>2. Teaching roles:
<br>a) Within-subject: In this role, the teacher has two opportunities to provide CEL: within or beside the curriculum. For some subjects it may be more straightforward to discuss careers (e.g., Economics or Politics versus Physiscs, where more direct connections have to be made), and teaching approaches can also vary. If career information has to be provided besides the curriculum (e.g. STEM subjects), then the report proposes a team teaching approach, involving employers and other enrichment activities. Some tasks teachers can perform in this role: “explaining to pupils the progression routes open in continued learning in their subject area, using the curriculum to develop core employability skills”, “arranging visits to relevant workplaces”, “organising a programme of visiting speakers from business”; 
<br>b) Delivering CEL: This role refers to the teacher being involved, where possible and it exists (as it depends on curriculum set-up), in CEL as a separate, standalone subject of the curriculum. A task teachers can perform in this role: “contributing particular CEL inputs related to subject expertise”.  
<br>3. Leadership roles:
<br>a) Leading CEL: A teacher leading CEL will be someone that, either has a teaching background or not, but needs to be familiar with and be able to coordinate various stakeholders involved in providing CEL to the school. Therefore, a teacher in this role would be someone in a middle leader position, and a Career co-ordinator/Careers Leader/Head of Careers. 
<br>b) Senior leadership: This role is taken up, normally, by someone of the school’s senior leadership team. In this role, the person would “connect CEL to the school’s mission and ethos, identify resourcing for CEL programmes, appointing and managing the school career’s leader” and other tasks.  
<br>As mentioned initially, these roles are proposed in the study for UK schools and some aspects may not be applicable to other countries but this should help for a first reflection.
<br><br></div>]]></description>
         <enclosure url="" />
         <pubDate>2017-04-25 06:11:55 UTC</pubDate>
         <guid>https://padlet.com/cristina_ventur/tyz7qgqafhkk/wish/168013814</guid>
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         <title>Role models in Steem careers</title>
         <author>cristina_ventur</author>
         <link>https://padlet.com/cristina_ventur/tyz7qgqafhkk/wish/168035752</link>
         <description><![CDATA[]]></description>
         <enclosure url="https://www.youtube.com/watch?time_continue=431&amp;v=P_q0luYuTrs" />
         <pubDate>2017-04-25 08:39:19 UTC</pubDate>
         <guid>https://padlet.com/cristina_ventur/tyz7qgqafhkk/wish/168035752</guid>
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      <item>
         <title>&quot;What can we do to get our child interested in science?&quot;</title>
         <author>cristina_ventur</author>
         <link>https://padlet.com/cristina_ventur/tyz7qgqafhkk/wish/168037257</link>
         <description><![CDATA[<div>The exploration should be encouraged. Remember  to practice what you preach!!</div>]]></description>
         <enclosure url="https://www.edutopia.org/blog/encouraging-science-at-home-bob-pflugfelder" />
         <pubDate>2017-04-25 08:47:36 UTC</pubDate>
         <guid>https://padlet.com/cristina_ventur/tyz7qgqafhkk/wish/168037257</guid>
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