Mascil

1. Mascil Wednesday, August 20, 2014

2. Current NL staff Michiel Doorman Vincent Jonker Sabine Fechner Mieke Abels Ad Mooldijk Monica Wijers Nathalie Kuijpers Wouter van Joolingen

4. Programma • 09:00 – 09:30 – Welcome, introduction • 09:30 – 10:20 – Round 1 • 10:20 – 10:40 – Break • 10:40 – 11:30 – Round 2 • 11:40 – 12:30 – Round 3 • 12:30 – 13:30 – Lunch • 13:30 – 14:45 – Lecture and Reflections

5. Mascil • “Mathematics and Science for Life” • Europees FP7-project: “supporting action on innovation in the classroom” • Looptijd 4 jaar (1-1-2013 tot 31-12-2016) • Professionalisering van docenten: verrijken van hun repertoire richting • onderzoekendleren • verbinden van beroepspraktijk met schoolvakken

6. Aims (from proposal) • Awidespread uptake of inquiry-based science teaching (IBST) in primary and secondary schools • Connect IBST in school with the World of Work (WoW)

7. Methode • Inventariseren van best practices (vooral lesmaterialen voor IBST en WoW die zich in reguliere lespraktijk bewezen hebben) • Opzetten van learningcommunities van docenten en vertegenwoordigers van bedrijfsleven en beroepsopleidingen • Ontwikkelen en uitvoeren van een scholings-programma voor lerarenopleiding en nascholing

9. Werkpakket Lesmaterialen • Identify examples • Clarify concepts • Develop guidelines • Exemplary materials • National collections • Enlargement • Final package • Jan. 2013 – Jul. 2014 • Jan. 2013 – Jul. 2013 • Mar. 2013 – Jul. 2014 • Jun. 2013 – Jul. 2014 • Jul. 2014 – Sep. 2014 • Okt. 2014 – ... • ...

12. Huidigewerk • Voorbeeldmateriaalverzamelen en classificeren • Categorieënberoepscontextenidentificerenvoorlesmateriaal

13. Parking problem Pilot • Lek & Linge • Spanje

16. the task • Some constraints: • 1. There are to be two parking places for disabled people. • 2. There are to be six parking places for motorbikes. • 3. There has to a 5mx5m stairwell. • Etc.

17. Pilot • secondary education • two lessons • at first the teacher thought: this is quite open... • students were working very good on this task

22. Vandaag: Pekel • Samen even kijken • 'Open' vs 'Gesloten' • Hoe maak je docenten bewust van de taak-kenmerken die IBL (en WoW) ondersteunen

24. Choosing Tasks • Choose the three best Mascil-tasks from the repository (order 1 to 3) • Describe in terms of the Mascil Diagram (the bubbles). Underpin your choice • Take one task from your country as an example (doesn't need to be in english)

26. Verbindingen met andereprojecten • Establish • Fasmed • inGenious • Inspiring • Mass (16-6, 13:00-14:00) • MC Squared • Parrise • Primas • Scientix fi intern: 12-6, lunch met presentaties (fasmed, inspiring, m c squared, parrise, mascil)

27. Jet-Net Career Days • 04 & 05 november 2014: Universiteit Twente, Enschede • 18 & 19 november 2014: Technische Universiteit, Eindhoven • 25 & 26 november 2014: Technische Universiteit, Delft • 25 & 26 november 2014: Hogeschool Windesheim, Zwolle

28. Planning • Mei 2014: Ecent • Juni 2014: Saxion MKB dag (Jantien Smit) • November 2014: NVvW & ELWIeR • December 2014: conferentie (Essen, Dtslnd) • Januari 2015: nationale wiskunde dagen • Mei 2015: mascil consortium

29. Mascil WP3 objectives Deliverable Current product Online repository Guidelines document, final round of remarks by month 18 • Identify examples of classroom materials • Develop guidelines for teachers for developing IBST-oriented classroom materials • Produce exemplary materials

30. Program Tu. May 6 – 14:45-15:45 • Mascil (re)design Guidelines (and diagram) • Mascil Classroom materials • Examples: Parking problem, Brine • Next steps

31. 1 mascil (re)design Guidelines

32. Mascil (re)design Guidelines • Guidelines for teachers for developing IBST-oriented classroom materials for science and mathematics using workplace contexts from industry

33. What we did after Crete (Jan.-Apr.) • Thanks for your comments! • We reworked the document: • shorter • examples • closer relation with the PD toolkit (WP4 and WP5)

34. Comments from Crete • Well grounded in literature but still presented in a clear straightforward way (with diagram) • Make sure subject content knowledge is addressed. • Show strategies to open a closed task • Guidelines to evaluate/assess • Etc.

35. Document: Building blocks • Theoretical background • Task characteristics in relation to IBL • Task characteristics in relation to WoW • Summary of guidelines • Examples

36. Diagram

37. question for today • Comment on each of the building blocks • Enter numbers to highlight a preferred sequence of the blocks • Please discuss in your group (about 10 minutes), write down the results & hand-in

38. 2 Mascil classroom materials

39. Task repository • www.mascil-project.eu • menu-item: classroom material

41. Visitors to the website mascil-project.eu

42. Example: Parking problem • Between Crete and Innsbruck we piloted some of the materials • This problem was piloted in the Netherlands and other places

45. the task • Some constraints: • 1. There are to be two parking places for disabled people. • 2. There are to be six parking places for motorbikes. • 3. There has to a 5mx5m stairwell. • Etc.

46. Pilot • secondary education • two lessons • at first the teacher thought: this is quite open... • students were working very good on this task

50. Choosing Tasks • Choose the three best Mascil-tasks from the repository (order 1 to 3) • Describe in terms of the Mascil Diagram (the bubbles). Underpin your choice • Take one task from your country as an example (doesn't need to be in english)