Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.


Raising the Bar 2012: International PISA STEM Framework

- PISA international assessment, framework, resources, communication and collaboration

tony houghton

on 24 December 2014

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Raising the Bar 2012: International PISA STEM Framework


We DON'T re-invent. Here is our 20-20 STEM framework. Here are our resources - show us yours!!

Here is our communication and collaboration model for learning - you may wish to develop (or you may have) your own.

Or you may wish to work with us to Raise the STEM bar!
Nuffield KS3 cross-curricular STEM focusses on well-being:
Community Engagement
TES is another rich site with a maths STEM section:
Nuffield Foundation Games
Teachers TV provides an excellent worked example of our approach entitled Bath Bombs and Rockets which can be found on both the National STEM and TES sites:
National STEM Centre
Texas Instruments STEM booklets written for TI-Nspire provide resources more generally useful, for example capturing data, modeling and interpretation:
Teachers TV
The British Science Association provides 300 activity packs: http://www.britishscienceassociation.org/national-science-engineering-week/download-activities-competitions-and-quizzes/activity-packs
British Science Association
Bowland Maths
Bowland Football
In one of our projects 'FC Jean Te Le', we are using football as a catalyst for school and community engagement including STEM. The Architecture Centre offers 'Engaging Communities' :
Bowland also offers the 'Bowland Player'which offers very attractive video experiences:
Bowland KS3 maths provides a rich resource applying maths to the real world:
The national STEM NRICH project provides useful STEM mapping:
The Cambridge Mathematics Education Project (CMEP) has the goal of helping to make sixth-form mathematics a rich, coherent and stimulating experience for students and teachers. CMEP is a collaboration between the Cambridge University Mathematics Faculty and the NRICH mathematics project:
The National STEM Centre (Gatsby funded) houses the UK's biggest collection of STEM resources. Typing 'Flight' in the powerful search brings up the above:
Cambridge Mathematics Education Project

* 20 multi-disciplinary projects each for UK key stage 2 and 3

* 5+ Projects per year, each 10 curricular + 10 extra-curricular hours

* Problem solving, rich curriculum, expert teacher engagement, people skills and perception

* Groups of 4-5 pupils teamworking and presentation

* Using new and existing resources inc schools' own projects
20-20 STEM Framework
Dr Tony Houghton
tony.houghton@ccite.org www.ccite.org

Our UK

'Over the past century the UK has stopped nurturing its polymaths. There’s been a drift to the humanities - engineering and science aren’t championed. . To change that you need to start at the beginning with education. We need to reignite children’s
for STEM: science, technology, engineering and maths.' Dr E Schmidt (Google)
'The UK’s schools are not producing enough technologists. Evidence from sources such as the CBI, DBIS and NESTA reveals that many sectors of UK business and employment are experiencing severe skills shortages* which threaten our international competitiveness.' Prof A Oldknow (CCITE)
Program for International Student Assessment
The PISA site shows international educational attainment in reading, maths and science (at 15):
Shanghai and Finland are '
: What's their secret?
Why do Shanghai and Finland perform so well?
High perception of the value of education and teachers
Most observers have come to believe that, if there is a key to the success of the Finnish system, it is the quality of their teachers and the trust that the Finnish people have vested in them.

In Shanghai, the whole family got behind the student in his effort to succeed on the exams, and the whole family suffered if the student failed. Little wonder that, in this society, teachers were highly valued and students were willing to put in a lot of both time and effort into their education, and teaching became an occupation with high status in the society.
The Shanghai core curriculum is the same for all students, an enriched curriculum permits students to choose their own electives and an inquiry-based curriculum is implemented mainly in extra-curricular activities. Learn to solve real-world problems, on cross-disciplinary studies and on the ability to solve problems of a kind that one has not seen before

Over time, mathematics, science and technology all took on greater importance in Finnish curricula, as did higher-order thinking skills like problem-solving, teamwork, creativity and interdisciplinary studies.
In addition to reading, maths and science assessment, for 2012 PISA are now introducing Problem Solving calling on personal, learning and thinking skills, teamwork and communication
They're not perfect - but moving forward
Notwithstanding Shanghai’s outstanding performance on the PISA assessments, many in Shanghai still see its education system as too rigid and its students as not sufficiently independent and creative to meet the challenges ahead.

Finish priorities are reducing class sizes, enhancing remediation and special needs teaching, improving teachers’ working conditions, establishing new opportunities for teachers to develop their professional skills
Problem solving - rich curriculum
So are PISA
PISA 2012 draft frameworks - mathematics, problem solving and financial literacy
Problem solving, rich curriculum, people skills and perception
UK STEM Crisis
International Student

CCITE 20-20
STEM Framework

International Best

This pupil is presenting a Zero Cost Energy Bike in Stoke High School, Ipswich UK - intended to provide laptop power in India
This pupil is presenting a Zero Cost Energy Bike in Stoke High School, Ipswich UK - intended to provide laptop power in India
Dr Tony Houghton 07802 765575 tony.houghton@ccite.org
Educational Development Director CCITE
(Cambridge Centre for Innovation in Technological Education)
Raising the Bar: International PISA STEM Framework
Raising the Bar: International PISA STEM Framework
& Collaboration

Raspberry Pi
STEM Team East
Cambridge Schools Teaching Network
GeoGebra is free mathematics software, the STEM equivalent of Office. It has 15 million users in more than 100 countries and growing. It also has a global on-line COMMUNITY with whom we can communicate and collaborate:

Our latest engagement is to develop a GeoGebra STEM 20-20 Framework:
The Faculty of Education, University of Cambridge provides both initial teacher education and continuous professional development. For this purpose, it has also developed the extensive and growing ORBIT database:

This gives us a great delivery route for our work and to develop resources as in our GeoGebra competition for primary schools:
Comberton Village College is part of the Cambridge Teaching Schools Network. It has links with very many schools locally and further afield, including partner schools in Peterborough and Cambourne. Its role as a teaching school allows it to disseminate good practice. Working with Comberton and the CTSN gives an ideal delivery route and two-way learning opportunity with a wide range of schools:
STEMNET and STEM Team East provide STEM days, activities and STEM AMBASSADOR volunteers from business working with schools:

STEM Team East organised the GeoGebra STEM Challenge described next.
Graham Hastings is a class teacher who works with both primary and secondary pupils. He leads the CCITE Raspberry Pi activity working with RPi on a pilot project to embed RPi in schools at KS2/3 for programming, data-capture, modelling and control technology. He was also a member of the DfE Working Group that drew up the draft program of study for ICT to be applied from September 2014:
& Collaboration - Organsational Learning
To develop the 20-20 framework, our CORE Team individuals work FOR the following organisations:
The CCITE site provides links to all in this presentation. Its Founder is Professor Adrian Oldknow MA, MTech, CEng, CITP, CMath, CSci, FBCS, FIMA, FRSA. He provides an unmatched STEM expertise including:

Convenor, the School and Subject Associations’ Working Group (SSAWG = the Association of School and College Leaders ASCL, the Association for Science Education ASE, the Computing At Schools group CAS, the Design & Technology Association DATA, the Mathematical Association MA, the National Society for Education in Art & Design NSEAD and Primary/Secondary Engineer)
CCITE is a new educational charity founded by Professor Adrian Oldknow bringing together leading thinkers in education, industry, business, research, academia, technology and entrepreneurship.

Meeting global best practice, the major design task for CCITE is to produce a set of 20 cross-curricular problem-solving activities for each of Key Stage 2 and 3 calling on both technology and people skills.
From the Centre on International Educational Benchmarking site:

..but there IS a danger of Resource Fatigue ...so we need a framework for communication and collaboration...
for organisations to develop and deliver together:
CCITE 20-20 STEM Framework
The FreeDictionary defines the terms as follows:

Technophobe - a person who fears, dislikes, or avoids new technology.
Technophile - a person who is enthusiastic about new technology. 

Please rate yourself on this five-point scale from technophobe (1) to technophile (5):

1 2 3 4 5
Technophobe Technophile
Are you a technophobe or technophile?
Just for FUN!!!!
- international assessment, resources, communication and collaboration
- international assessment, framework, resources, communication and collaboration
1) Welcome Presentation (includes video 'IBM Centennial "100 Years of Innovation"'
- 30 minutes
2) "100 Years of Innovation' Activities (Quiz and Technology Timelines) - 30 minutes
3) 20 minutes break
4) Mission: Innovation: Technology Building a Better World
IBM Presentation on technology innovations
- 10 minutes

Introduction to brainstorming activity and split into teams - 5 minutes
Children brainstorm ideas - 25 minutes
Presentation of ideas - 20 minutes
5) IBM Presentation: Smarter Planet Innovations at IBM Cambridge - 10 minutes
6) Finish/Feedback
Mission: Innovations Schools 2013
This might look at catapults, STOMP rockets, siege weapons (trebuchet), flight of ball etc. Ideas of variables – angle of elevation, initial velocity, time of flight, max height, max range etc. Practical measurement and estimation e.g. time, speed etc. Data capture from photos and video. Use of e.g. Tracker or Logger Pro software
Gliders: looking at wing shapes. Making paper planes. Idea of lift. Use of wind tunnel? Means of launching e.g. MindSets electric launcher. Who can make a piece of A4 go furthest?
Parachutes: air resistance. Make a paper cone from an A4 sheet of card that takes longest to drop a lump of blu-tac to earth from a given height.
Power before and after launch. Compressed air rockets, water rockets, Top Gear toys, elastic band driven propeller aircraft.
20-20 Flight
The results can be seen on the University of Cambridge ORBIT (Open Resource Bank for Interative Education):
Professor Adrian Oldknow shows how a video recording of a moving ball can be captured on Tracker* and analysed on GeoGebra.
written by Doug Brown, Cabrillo College USA
Moving Ball...
Capturing movement in Tracker
The first 20-20 project example is two-part featuring a research component and challenge:
In part 1 Research, groups explore aspects of different types of flying object as below. The research might include mathematical modelling using GeoGebra software. Groups produce a display/presentation of their research and models.
In part 2 Challenge, there is an inter-group challenge to build and compete using a paper hot air balloon using given components.
Propellors: http://www.geogebratube.org/material/show/id/12206
Duxford Propellors
Rocket Lift
by CCITE Founder Professor
Adrian Oldknow
Resources: Large hall (the higher the ceiling the better), projector and screen. Presentation to teach history & theory + balloon construction.Sheets of A3 tissue paper (15/balloon).Scissors, glue sticks, strips of card, marker pens.Temperature sensors and data logging equipment, stop clocks, hot air guns (x3 of each) + tables to create balloon test stations. Staff pupil ratio1 teacher for every 15 children


•Introductions and guidelines for the activity explained. The challenge is set – to build a balloon to participate in a ‘balloon race’- to make the highest OR the longest balloon flight. (5 mins)
•Science presentation – explain the history and theory of hot air balloon flight. (10 mins)
•Balloon construction demo - how to make a tissue balloon. (10 mins)
•Divide children into groups of 4 or 5 and groups into three or four teams. Explain where materials can be collected from and how construction is to be organised. (5 mins)
•Balloon construction. ( 30 minutes)
•Break (10 mins)
•Balloon construction continued – children can continue to complete/modify their balloons during testing.
•Testing and modifying. (30 mins)
•Use of data logger to measure temperature of air inside the balloon – relate to density and height and duration of flight.
•Competition – measuring height and duration of flight from a controlled quantity of hot air – two minutes – score each group for height and duration of flight. Add group scores to give a total score for each team. (20 mins)
•Tidy up. (3 mins)
•Results, feedback and evaluation. (7 mins)
Tried and tested hot air balloon activity
Videostrobe and GeoGebra
This 2-minute video gives a great feel for the potential
20-20 Vehicles
Understand the theory of electrical circuitry, computer control and how to control the direction of a vehicle using a pair of electric motors.
Research, design, build and test a steerable vehicle. to navigate a specified course
Objective – children will understand the theory of, electrical circuitry, computer control and how to control the direction of a vehicle using a pair of electric motors.

Design Brief – the children are given a project report template. They will add to this during the project to create a record of their progress.

Research Planning – they will turn research findings into a plan.
Objective - children will draw up a simple, practical design that is easy to build and will work in practice. To simplify the build phase of the project the children will have to base their final designs on a standard A5 size MDF chassis.

Design and build - introduce the children to the basic chassis and basic kit of components. Children produce their design. Explain how to add the wiring.Components are glued/soldered in place and circuits tested.
Objective - children will build their designs, wire up the electrical circuits, test and correct any faults.

Build completion.

Testing and refining – through testing, faults in design and build will come to light. These should be noted in the report before the design is amended. Modifications to the design should also be recorded in the evaluation section of the report
Objective: - children test and evaluate their solution. They will have to find and correct faults in both their vehicle structure and their control system. This is a very important phase of the project as, through it, the children learn much about the need for good initial research, planning and design.

Vehicle decoration and testing - range of materials are provided for the children to dress–up/decorate their vehicles. Children then finish the modification and evaluation (including their decoration) and complete their written report.

Vehicle navigation competition - each group is given a fixed time to navigate their vehicle through a standard course of obstacles.

Award ceremony – prizes/certificates can be awarded in large numbers for – fastest to finish, best looking, funniest, etc etc.
Session 1 Challenge & Research
Session 2: Design & Build
Session 3: Build & Test
Session 4: Testing, Evaluation and Competition
The aim is for the children to research, design, and build a steerable vehicle. There is a Research phase and a Challenge: the vehicle will be tested to see if it can navigate a course. Building the vehicle is a relatively simple task using skills that children have already acquired in their DT lessons. They will be given kit of standard components which will allow the children to spend more time on the research, design, testing and evaluation phases of the project.The video illustrates both existing examples and a possible Raspberry Pi implementation.
by Teacher Graham Hastings
Plus proposed Raspberry Pi Scratch Flowgo development
Why might we want to control a vehicle automatically?
(Give examples)
20-20 Flight

20-20 Vehicle

Bath Bombs
Design Brief – You have asked by major cosmetics company to design and make a batch of ‘bathbombs’ that will be aimed at both men and women. In pairs, you will also be required to design the packaging and a way of promoting the new product in stores.

Demonstration and experimentation of how to make bath bombs and theory. Explain that the moulds will be made using vacuum forming (they will all have done this in Year Eight)

Design Ideas for Bath Bomb so each person is to produce at least six different design ideas for the bathbomb shapes (not more than fifteen minutes)
Colour the sketches
Annotate the sketches saying why they are that shape, what fragrance you will use, and who they are aimed at

Selecting Final Design
In pairs, write comments in each others books saying what you like about each other’s designs
Write a paragraph in your book saying which design you are choosing and why

Extension – Produce a ‘comic strip’ guide that will remind you how to make your bathbombs

Homework – Complete design work and bring in a thick cardboard box (shoe box is good) to make your vacuum forming mould with!
Vacuum Forming
Contoured mould made of cardboard on a 60mm x 60mm wooden base
Draft angle so that mould can be removed!
Difference between thermoplastics and thermosetting plastics
Make mould so only need one mould per person
Vacuum form moulds

Extension – Produce a ‘comic strip’ guide that will remind you how to make your bathbombs

Homework - None (books in for marking). Although anybody who has not vacuum formed must do so before next lesson

Discuss different scales of production (handout available)
One Off / Prototype – Usually hand made, requires skilled workers, expensive, time consuming
Batch – Making a small number of identical products eg. Pizzas in a food factory (will make all of one flavour, then make next flavour, and so on). Start to use production lines (people doing the same task) and moulds / templates. Still need skilled workers, more time and cost effective
Mass – Large quantities of identical items (eg, chocolate biscuits, bank notes and stamps). Tend to start using machines / robots (CAM or Computer Aided Manufacture). Expensive to set up but save money on workers in long run, identical items, less skilled workers needed.

Make bathbombs
Batch of three identical bombs
When drying complete handout on types of production

Extension – Complete comic strip Homework – Design a logo for your new product
Designing packaging
Product analysis of existing products
Design packaging using isometric or 2PP and model
Introduce to 2D Design and draw net.

Talk about impact of packaging on environment
Materials and where they come from
Difference between recycling, reusing and biodegrading
The three ‘R’s

Homework – Environment research project (Use handout)
Week 8: Introduction to technical drawing (handouts available)
Bisecting a line and angle
Drawing a perpendicular
Constructing a polygon
Design point of sale display stand
Must be free standing
Must hold at least twelve of your packages
The design must incorporate a polygon!

Week 9: Make display stand - must be drawn to scale to fit A3 piece of card

Week Ten: Complete display stand•Evaluation•Test
(This is an existing project NOT developed by ourselves but a perfect 20-20 fit...providing both research and a challenge. Science teacher Alison Tiltman is keen to work closely with other departments and encourage cross curricular learning. Combining science, D&T, and maths, her Year 9 students take part in a challenge to imagine they are running their own cosmetics companies. As part of the project they must design, build, market and sell their own bath bombs. In their D&T classes they vacuum-form the bomb moulds and work on their packaging design. NB Words take verbatim from: http://www.tes.co.uk/teaching-resource/KS3-Cross-Curricular-Bath-Bombs-and-Rockets-6045539/
Week 1: Introduction to project
Week 2: Vacuum Forming
by Teacher Alison Tiltman
(NB This excellent case study was an inspiration for, but not produced by CCITE)
Week 3: Production
Weeks 4 and 5: Packaging
Weeks 8,9 and 10: Display Stand
20-20 Bath Bombs

The UK is...'average'!
The Guardian cites the most popular degree courses as:

Business and Management Studies
Sociology and Social Studies
Art and Design
Only 7 OECD countries spend more...
and the most popular degree courses do not include technology or physical science.
There is nothing wrong at all with these degree courses....but its all a question of balance...so
Yet we spend £54,000 per student!
There is indeed a CRISIS!
So...the best performing international countries for education do not study technology in isolation. Their education features problem solving, rich curriculum, people skills and high perception of the value of education including technology:

To address this, the Cambridge Centre for Innovation in Technological Education (CCITE) 20-20 STEM framework features 20 projects for each of UK key stage 2 (late primary) and 3 (early secondary), hence 20-20. The following presents the framework, then three example projects, resources which can be used within the framework, and ways in which educational bodies AND business might work together to deliver the framework.
Objectives & Evaluation
Personal, Learning and Thinking Skills

- assessment by Self, Peer and Teacher

Measuring 'before and after' self-esteem, aspirations, respect - for self, school and community
Measuring 'before and after' individual perception of the importance of technology, skills, different routes for technology careers, and the importance of communication skills and teamworking
Education and Technology Perception
Self Perception
Personal Learning Thinking Skills On-line Evaluation
Objectives and evaluation address SKILLS development (obviously) and also PERCEPTION.

PISA has told us above that High PERCEPTION of the value of technology and education is a key differentiatior of the best international educational systems.
There are also many valuable on-line resources which we can incorporate in our framework:
So how do we compare internationally?
Sport & Community & School & STEM
Using data collated and coaches feedback to deliver workshops addressing the real challenges such as bullying . .
Working hard under time pressure
Actually DOING something
Classes undertaking a project and coming up with THEIR solutions
Working with others
Somebody who actually listens to them as the coaches are measured too
Over time re-enforcement activities
Having Fun
Light 10 minute multi agility/sport focused warm up activities in preparation for Main Play Time activity
Monitor and measure interaction, support and proactive participation of participants
Use sticker system
Workshops and Playground
Intermediate Play Time
Intense 10 minute multi agility/sport focused activity delivered by highly motivational coaches/mentors
Individual and team output to be recorded and collated onto an interactive comuter program
Monitor and measure interaction, support and proactive participation of participants and collated onto an interactive program
Use sticker system
Main Play Time
Video: Team work and presentation skills
Video: Having fun - learning to smile!
Abdullah Ben-Kamayl & Fc Jean Te Le
Abdullah (or Ben) runs an amazing football club in Peckham. You can click on the BBC video or this url to find out more:
We want to use his success to stimulate work on STEM, Community and School life!

Football and STEM
Measuring football performance is 'Cool' - all the clubs do it.
So we're going to start with some football activities using a case study, video clips and material from Bowland Maths:
The activity is 'kicked off' with a video challenge from the trainer
Here's the first activity:
This and all rewquired material is avilable from Bolwnd maths
...for free:-)
Design Brief to Improve the Park
This presentation shows the PISA international requirement for a STEM + approach to education featuring Problem Solving calling on personal, learning and thinking skills, teamwork and communication.

It contains many, many resources...and the great advantage of PREZI is that you do NOT have to run through it - you can just click on the bits that you want!

Handy hint: You can also move the arrow to the right of the screen and a little 'House' will appear - this draws you out to an overview of the whole presentation.
Full transcript