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1. QUEEN MARY AND WESTFIELD COLLEGE, UNIVERSITY OF LONDON . QMUL . United Kingdom

2. UNIVERSITA DEGLI STUDI DI MILANO . UMIL . Italy

3. UNIVERSITAET BREMEN . UniHB . Germany

4. UNIVERSITY OF LIMERICK . UL . Ireland

5. SHEFFIELD HALLAM UNIVERSITY . SHU . United Kingdom

6. HOGSKOLEN I VESTFOLD . HiVe . Norway

7. UNIVERSITAET WIEN . UniVie . Austria

8. WEIZMANN INSTITUTE OF SCIENCE . WEIZMANN . Israel

9. UNIVERSITEIT LEIDEN . Leiden University . Netherlands

10. UNIVERZITA KARLOVA V PRAZE . CUNI . Czech Republic

11. OLIVOTTO CRISTINA . STERRENLAB . Netherlands

12. ASSOCIATION TRACES THEORIES ET REFLEXIONS SUR L'APPRENDRE LA COMMUNICATION ET L EDUCATION SCIENTIFIQUES . TRACES . France

13. CNOTINFOR - CENTRO DE NOVAS TECNOLOGIAS DA INFORMACAO, LIMITADA . CNOTINFOR . Portugal

Empowering teachers

TEMI offer to teachers

  • CPD workshops enhancing their skills to engage their students ;
  • Lesson plans and ideas for productive mysteries in line with local curricula ;
  • Extended support to effectively introduce new teaching paradigms.
  • Local communities of practice
  • An app, videos...

TEMI innovations

Gradual release of responsibility

Productive

mysteries

What

is a science mystery

A science phenomenon that

  • we don’t understand
  • surprises us
  • raises questions
  • stimulates reasoning
  • helps develop our inquiry skills

Showmanship

5E cycle

-

Evaluation

Phase 3: roll-out

Phase 1: strategy

Phase 2: piloting

visits & focus groups

Focus:

- materials

- "transferring ownership"

paper questionnaires

Focus: methodology

Learning objectives (for teachers)

Partners desires vs. Teachers feedback

50% feel they mostly gained a better understanding of IBSE

67% overall feel confident in applying 5Es but it varies in different countries

63% feel they gained new tools

52% useful practical examples

77% said they applied the method

38% were happy with the resources they were taking home

1st: Understanding the approach of mystery based IBSE

2nd: Providing enquiry skills – 5Es

3rd: Providing applicable tools, materials and methods

in April 2014: 200 teachers trained > 76 questionnaires filled, for 6 countries out of 9

Missing data

> all on same page

TEMI: an overview

and a few comments

about evaluation

Who is TEMI

Impact on students

Benefits for students

Do any of these sentences correspond to your observations about using the TEMI approach in your classroom?

HOGSKOLEN I VESTFOLD

“I liked figuring things out for myself”,

a student from Ireland

"They all could do something at the end that they couldn’t do at first",

a teacher from UK

After using the TEMI approach in your classroom, how confident would you say your students are in these areas?

SHEFFIELD HALLAM UNIVERSITY

UNIVERSITAET BREMEN

UNIVERSITY OF LIMERICK

UNIVERSITEIT LEIDEN

STERRENLAB

QUEEN MARY AND WESTFIELD COLLEGE,

UNIVERSITY OF LONDON

UNIVERZITA KARLOVA V PRAZE

TRACES

UNIVERSITAET WIEN

UNIVERSITA DEGLI STUDI DI MILANO

CNOTINFOR

WEIZMANN INSTITUTE OF SCIENCE

A teacher training project across Europe

FP7-Science-in-Society-2012-1, Grant Agreement N. 321403

temi@qmul.ac.uk

www.teachingmysteries.eu

What is TEMI

Teaching Enquiry with Mysteries Incorporated (TEMI)

is a 3-year, € 3.5m EU-funded initiative started in 2013 helping to transform how STEM subjects

are taught in classrooms. 

Topic SiS.2012.2.2.1-1: Supporting actions on Innovation in the classroom: teacher training on inquiry based teaching methods on a large scale in Europe.

Co-funded by the Seventh Framework Programme of the European Union

FP7-Science-in-Society-2012-1, Grant Agreement N. 321403

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