Enhancing Teaching Techniques for Smart Energy Systems Curriculum

1. Technical University of Košice Faculty of Electrical Engineering and Informatics Department of Electrical Power Engineering Advanced Teaching Techniques Establishing Smart Energy System Curriculum at Russian and Vietnamese Universities Training on Advanced Teaching Techniques for Smart Energy System Study Program Riga, Latvia, 18thMarch 2019

2. Teaching system

3. Teaching process phases The teaching process as a whole can be divided into the individual phases in which it is implement individual partial goals. The following phases can be observed during the every class: • Motivational phase – preparing students for active learning • Exposure phase – introductory introduction of pup students with new learning • Fixation phase – initial repetition and validation of the curriculum • Diagnostic phase - examining acquired knowledge, skills, skills and habits The phases of the learning process are the starting point for a methodical arrangement of teaching lesson. Lessons in which all phases are applied are called a combined lessons. Lesson in which only one phase is dominated is then referred to as lesson of a particular type, e.g. lesson of new knowledge, lesson of refinement and validation of the curriculum, lesson of examining students' knowledge.

4. Motivational phase At this stage, it is important for the teacher to attract interest of students in learning and to motivate them. The learning outcomes depend in a large scale on whether the student approaches to learning activities with interest or force. Good motivation is a guarantee of half the success. The teacher should use various motivational factors in terms of student specificities (learning for future profession, knowledge, joy of friends/family).

5. Exposure phase This phase follows the previous and the teacher from a number of teaching methods chooses those, having regard to the content of the curriculum, with regard to students their intended activities, taking into account the external conditions that will achieve the best educational outcomes. Typically, teacher does not choose one teaching technique/method, but he/she uses multiple techniques/methods. The transition from one method to another is called methodical turnover. The task of this phase is to give the students the right idea of the course to learn the curriculum. Here the teacher can use didactic technique, appropriate teaching aids, cares for the activity of students and supports their creative approach.

6. Fixing phase Its task is to repeat the curriculum and to consolidate students' knowledge. Several fixation methods can also be used here. Curriculum reinforcement and reinforcement should be implemented in new, changed conditions and situations. Without application to practice, the students also have knowledge, but they do not know it if needed.

7. Diagnostic phase Diagnosis is detection, recognition. At this stage, it's about the finding of tracking progress and learning outcomes of students. Preliminary diagnosis can also be used in the exposition and fixation phase: by brief questions the teacher continuously learns the course of learning. It provides feedback to the teacher: either he or she modifies his / her access to students based on the findings (e.g. re-explains the curriculum, uses a different teaching technique/method, etc.). If, after learning, the teacher uses different methods to determine the degree of student learning, we talk about the diagnosis of the learning outcomes. The level of knowledge acquisition is not only a measure of student activity but also a result of didactic work of the teacher. The diagnosis thus fulfills the feedback function. Student diagnosis (testing) should be sensitive, evaluation must be rightful (fair-play).

8. Project-Based Learning Introductions and main goals of Project-Based Learning: Agenda and objectives: • What is PBL and how does it connect to standards? • Building PBL lessons – topics, learning objectives, assessment and structures • Create a PBL activity

9. What is Project-Based Learning? Your ideas… Facts/Characteristics Definition – in your own words PBL Non-examples Examples

10. Project-Based Learning is not… • Lecture or textbook-driven • An add-on activity • Done alone • Fact or one-right-answer based • Disconnected from life • Disconnected from standards • Isolated from today’s technology

11. Is my project PBL? Checklist… Consider a recent project and answer these Q’s…

12. Why do Project-Based Learning? • Your ideas…. • Research suggests: • Increases long-term retention • Better engages students and teachers • Develops critical thinking skills • “Project-based learning increases long-term retention, improves problem-solving and collaboration skills, and improves students’ attitudes towards learning.”

13. PBL builds 21st Century Skills! Ways of thinking. Creativity, critical thinking, problem-solving, decision-making and learning Ways of working. Communication and collaboration Tools for working. Information and communications technology and information literacy Skills for living in the world. Citizenship, life and career, and personal and social responsibility

14. How Do I Do PBL? Going through an example – see template

15. How Do I Do PBL? Begin with the end in mind… Understandings – what are the most important goals you have for student learning this year?

16. Students will be able to… PBL allows for authentic connections among subject areas. • What are the important practice connections you see in these subjects? • What other connections would you add? • What does this suggest for your teaching?

17. Students will know… Foundations of Integration • Belief in the importance of doing it • Flexibility and openness • Plan out the goals for each subject and the curriculum for the year, find the overlaps. Acknowledge that smart energy systems might be the least flexible. • Build from current units - start small!

18. Students will know… Connections - Context • Write, interpret, and explain statements. • Represent proportional relationships of smart energy systems by equations. • Perform operations expressed in scientific notation.

19. Students will know… Relationships • ELA • Culture, people, place • Math • Unit rates • Linear or nonlinear • Parametric • Science • Direct vs. inverse • Strong vs. weak

20. Students will know… Connections – Modeling • What is mathematical or physical modeling? • You’re making sense of a question or problem. It’s active, not passive. It’s predicting, not reporting. Examples: • Article • Elements of a story

21. Students will know… Connections – Notebooking • How do you use student notebooks? • Structure: • First some pages blank for your table of contents • Number every page (upper right or left corner) of the notebook except your table of contents • Use pencil or colored pencil on both sides of page • Date each page at the start of a project • What do you know (claim) + how do you know that (evidence) + why does your evidence support your claim (reasoning) = explanation

22. Students will know… Connections – Talk • How often do your students talk about smart systems, science, math, social studies, art, literature, etc. with each other? • How often do they “argue with evidence” about an answer or an issue? • How often do they verbally share their thinking and reasoning? • Do they write research papers about ideas meaningful to them?

23. Students will know… Connections – others? • What other ways do you see the varying subjects you teach connecting together? • What challenges are there in making these connections happen?

24. What is a good Essential Question? • The best questions are provocative and challenging, accessible to students, open-ended with multiple possible answers, and linked to important content. Can we fix these? • What are the characteristics of healthy soil? • How do architects use geometry? • How has technology affected world history?

25. Essential Questions – How can you connect to your community? • Take some time to share… • Taking a break, going on a walk - what PBL opportunities are there • Within the university? • On the department place? • In the community? • In connection with community organizations (government, community safety, non-profits, businesses, etc.)

26. Work on your ideas… • Share out… • Would it be useful for me to walk through my thought process with planning a specific PBL project?

27. Assessing Project-Based Learning • What is the purpose of assessment? • What is your vision of a quality assessment? (in 30 seconds or less) • Research – what’s most important in assessment? • Key questions – • How does the assessment impact student learning? • What’s done with it afterward? • How is the data used?

28. Assessing Project-Based Learning • Who conducts and designs the assessment? • Students involved in assessment creation and goal setting • Peer assessment tools • Getting experts and community involved • Assessment for Understanding • Performance assessment - presentations, do it, posters, debates, reports, drama, build-test-redesign, revise! • Rubrics - examples • Portfolios (or notebooks)

29. Assessing Project-Based Learning • Your time: • How will I assess the PBL? • Who will be involved? • Start creating it! • Consider: • How does it connect to the learning objectives? • How are the practices integrated? • How will students act on the feedback? • How will you act on their scores (specifics!) • Performance expectations (syllabi, standards)

30. Supporting Activities and Learning What knowledge do students need to complete their projects? Active learning: they’re searching for further information so they can answer an engaging question. Passive: they’re reading another section in a textbook and answering Q’s at the end with no real connection to a phenomenon (no hook). Teacher/instructor directed (field trips, labs, debates, particular sources) and student directed (online research, planning labs, interviews, collaboration sessions) Brainstorm!

31. Voice and Choice In the final project, and in interim learning, what choices do students have in: Their partner(s)? What the product will look like? How they use their time? What subjects they learn about? Their goals? How they’re assessed? Dates for interim check-ins?

32. PBL and Differentiation • Essential goal as teachers – meeting the needs of all students! • Brainstorm: what are some things that you do now? • Explore a resource: based on the standards, syllabi • we’ll each briefly review one and share ideas

33. How can you involve experts? • Consider your resources: • Family! Presenting, evaluating… • Community members – bring in your mayor or city council! Local businesses, government workers • Non-profit organizations such as environmental groups, historical groups, museums • Universities – field trips, experts • Email and Skype (or Google handout)

34. PBL – How do we make it happen? Managing the process – keeping it organized Create a timeline for both your planning process as well as project implementation – it will help you keep you focused Refine the driving question - use other teachers and students use each other to make it the best it can be Develop a resource list of materials – both what you have and what you need

35. How do we avoid plagiarism? • Ensuring good research • Don’t assume they understand • Practice summarizing • Librarian help • Explicit teaching on reliable sources

36. Repeat: formative assessment is arguably the #1 key to learning! Students miss out on enormous learning possibilities if they don’t revise and improve their work. How will they demonstrate their understanding throughout the PBL unit?

37. PBL – How do we make it happen? Managing the process – have a student calendar They know the learning outcome They know the objective for each day and what the deliverable for the day is They know when each part of the project is due Finding time How does it fit in the schedule? How can it fit in my already full curriculum? Focus on big ideas and connections Planning it takes a long time. Yes, but then it lasts for weeks…

38. PBL – How do we make it happen? Ensuring all students participate Consider a team contract Multiple intelligences and growth model Engagement through choice Team building skills, creating culture Self-assess, group assess and teacher assess collaboration Virtual collaboration Other ideas?

39. Guide students in self-reflection • Some possible strategies: • Personal writing to reflect (on learning, on group work) • open-ended vs. set questions • Interview – portfolio, project, notebook review • Peer review/interview

40. PBL – How do we make it happen? • Finding support • Other teachers! • Online: • Competitions or “student video contest” or science fairs • Service learning!

41. PBL – How do we make it happen? • Your work time • Finish going through the steps within the template • Caution: Don’t try to do it all on the first attempt and don’t try to do it all by yourself!

42. Reflection • Three reflection questions: • What is one short term and one long term plan for incorporating PBL? • What are your main takeaways from today? • What questions do you still have? • Other comments?

43. Project-Based Learning In smart energy system study program, the project-based learning offers …

44. Advantages of Project-Based Learning: • Project-Based Learning allows …

45. Disadvantages of Project-Based Learning: • Project-Based Learning is not always able to …

46. Project-Based Learning – Conclusion Project-Based Learning …

47. Thank you for your attention Department of Electric Power Engineering Faculty of Electrical Engineering and Informatics Technical University of Košice Mäsiarska 74 042 01 Košice Slovak Republic E-mail: kee.fei@tuke.sk http://kee.fei.tuke.sk Tel: +421 / 55 / 602 3550