Welcome to the commented selection of high-quality STEM PD materials!
Being aware that there are not so many ready-to-use STEM professional development (PD) materials existing or those existing are not easy to identify, STEM PD Net project partners did their best to collect tested, self-explaining and ready-to-use STEM PD materials and provide comments on their educational approaches, applicability and compliance with the quality or specific criteria (e.g., applicable in the diverse contexts etc.).
Here you find the commented selection of ready-to-use STEM PD materials collected from STEM PD Net project partners, designed in various STEM-related European projects.
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To facilitate their use, easy-to-use basic information on objectives, content, subject and target group of every material is provided as well as languages in which materials are available. A short description of every PD material is available in English and in the related project partners’ languages. Every description includes the link to the primary source where more detailed self-explanatory information can be found.
In addition to that, every material of this selection is commented in relation to the quality criteria for PD that have been set by project partners (please see our guide on quality criteria of PD, http://stem-pd-net.eu/en/pd-quality/), as well as educational approaches promoted and on how far the issue of diversity is addressed in the material. If appropriate, users’ comments (from PD providers) on experiences using material and its impact to STEM PD are provided.
Every material of this selection is evaluated according the presence level of five quality criteria (development of STEM competence, stimulation of teacher collaboration, different stages of delivery process, long-term involvement of participants, active involvement of participants and co-creation) developed by project partners (please see our guide on quality criteria of PD, http://stem-pd-net.eu/en/pd-quality/).
If compliance to the criteria on development of STEM competence is met, this means that the STEM PD material aims at developing a holistic understanding of STEM, thus making connections between STEM specific subjects and other disciplines and helping to strengthen scientific inquiry application in the classroom. The criteria of stimulation of collaboration between teachers means that the selected STEM PD material empowers and encourages teachers to collaborate in learning. In order to comply with the criteria on combining different phases of professional delivery (off-job seminar phase, on-job implementation in classroom setting and off-job seminar phase including reflection), PD offers should provide input on relevant topics, tools and possibilities enabling teachers to implement this input in their daily work and to reflect their professional competencies and beliefs. High quality STEM PD means long-term involvement of participating teachers; short-term (or even one-day) events do rather not fulfil core characteristics of high quality PD. If the criterium of active involvement of participants and co-creation is met, this might mean that STEM PD takes into account teachers’ needs allows participants to be involved as active learners and co-creators of PD’s impact and success.
In addition to the quality criteria, materials are also evaluated according their attention to the diversity issue and/or potential of their applicability in diverse contexts. PD providers will also find information on the educational approaches used, such as inclusive teaching, inquiry based learning, technology enhanced teaching, problem solving, cross-curricula integration.
Although the selection is meant for PD providers, in order to maximize applicability and use for teachers, many of PD materials also include classroom materials.
|Assessment for Learning in Science - Training Materials||To improve teachers’ understanding and skills in student assessment.||Science.||Lower secondary, upper secondary.|
|Collaborative Learning Environments||Focus on the implementation of virtual and in-person collaborative learning opportunities, and explore structures and systems that can be implemented to leverage technology in collaborative learning while building the skills necessary to students.||Science, Mathematics, Technology||Lower secondary|
|Creating a Progress Culture||To strengthen teaching skills on active learning strategies’ application in science lessons.||Science. Science teacher leaders.||Lower secondary, upper secondary.|
|Departmental Evaluation and Forward Planning for Key Stage Three Science Training Materials||To strengthen departmental capabilities in department performance monitoring, evaluation and action-planning.||Science. Science teacher leaders.||Lower secondary, upper secondary.|
|Effective day to day provision for able, gifted and talented students||To involve teachers in series of activities that seek to support teaching mathematics for able, gifted and talented students.||Mathematics.||Primary, lower secondary, upper secondary.|
|Effective Lessons Training Materials||To help science teachers develop structured three-part lessons by using engaging starters, main and plenary activities.||Science.||Lower secondary.|
|Effective Teaching and Learning in Science Training Materials||To help science teachers design and develop effective science lessons that might involve writing, practical and group work.||Science.||Lower secondary.|
|GeoCapabilities||To develop teachers as curriculum leaders.||Geography.||Lower secondary, upper secondary, trainee teachers, teacher leaders.|
|Going for Gold: Securing Attainment||To support science teachers in effective and different strategies for better student achievements.||Science. Science teacher leaders.||Lower secondary, upper secondary.|
|Handling Data||To provide support for handling data teaching and learning in lower and upper secondary education.||Mathematics.||Lower secondary, upper secondary.|
|HANDSON toolkit||To facilitate the inclusion of ICT tools in education||All subjects.||Primary, lower secondary, upper secondary.|
|Improving the learning environment||The aim of this workshop is to structure a team activity in auditing and improving the learning environment.||Mathematics.||Primary, lower secondary, upper secondary.|
|Increasing Pupils' Rates of Progress in Science Training Materials||To raise standards in science by ensuring clear expectations for pupils’ progress of between one and two levels over Key Stage 3. To identify a number of key strategies for improving progress for all pupils in science. To consider the actions science subject leaders will take in their own departments to lead the changes associated with increasing pupils’ progress.||Science.||Lower secondary.|
|Learning and Education in and through Modelling and Applications (LEMA)||To support teachers to introduce mathematical modelling in the classroom.||Mathematics.||Primary, lower secondary, upper secondary.|
|Literacy in Science Training Materials||To help teachers develop literacy in science – through a focus on scientific words, reading, writing and talk.||Science.||Lower secondary.|
|Mascil toolkit for teacher professional development||The toolkit is designed to support teacher groups by providing a set of flexible resources that will help them explore new and innovative teaching practices.||Mathematics and science.||Primary, lower secondary, upper secondary.|
|MiMa – Mathematics in the Making||The training course aims to support primary school teachers in developing a stronger interest and competence in mathematics of their students, enhancing their social and civic skills, and so contributing to an increase in students' chances of success both in school and in life.||Mathematics.||Primary, lower secondary.
|Misconceptions in Key Stage Three Science Training Materials||To identify and to consider the implications of pupils’ misconceptions in key scientific ideas for teaching science.||Science.||Lower secondary.|
|MOSEM² Teacher Seminar||To allow upper secondary teachers to experience first-hand modelling tools as well as pedagogical methods for facilitating active learning, building on the outcomes of projects SUPERCOMET 2 and MOSEM.||Physics.||Upper secondary.|
|Number and Algebra||To provide support for algebra teaching and learning in lower and upper secondary education.||Mathematics.||Lower secondary, upper secondary.|
|Planning and Implementing Progression for Science in the Classroom Training Materials||To demonstrate how key scientific ideas and the yearly teaching objectives can be used to aid planning for progression and to derive appropriate lesson objectives and to introduce a range of methods to check pupils’ progress part way through a unit.||Science.||Lower secondary.|
|Planning for progression||To support teachers in planing for the teaching of mathematics on a long, medium and short term basis.||Mathematics.||Primary, lower secondary, upper secondary.|
|Preparing for the Online Competition "Mathematics with a Computer"||To form knowledge and skills to prepare and organize learning activities in inquiry-based style by combining classical tools and ITC (dynamic geometry software constructions).||Mathematics, informatics, information technologies. Primary Teachers||Primary, lower secondary, upper secondary.|
|PRIMAS - professional development courses||To provide insights into approaches to mathematics and science teaching that are motivational and enjoyable for learners. To support teachers with inquiry-based learning pedagogies in mathematics and science and to help teachers understand the nature and importance of inquiry-based learning.||Mathematics, science||Primary, lower secondary, upper secondary.|
|Problem solving||The aim of this unit is not to provide teachers with definitive answers about problem solving but rather to provide them with an opportunity to continue to develop the understanding and the answers that teachers already have.||Mathematics.||Lower secondary, upper secondary.|
|Scientific Enquiry Training Materials||To clarify how specific skills and processes of scientific enquiry can be taught within the context of practical and enquiry activities.||Science||Lower Secondary|
|Shape and Space||To provide support for shape and space teaching and learning in lower and upper secondary education.||Mathematics.||Lower secondary, upper secondary.|
|STING – STEM teacher training innovation for gender balance||To make educators aware of the subtle influence of gender on classroom atmosphere, activity and learning preferences and equip them with ideas to change their classroom practices. To raise gender awareness in STEM teaching and learning.||Science, technology, engineering and maths.||Primary, lower secondary, upper secondary.|
|Strengthening Teaching and Learning in Science Through Using Different Pedagogies||To help science teachers improve practice in particular aspects of teaching and learning and are designed to support individuals, pairs or groups of teachers.||Science.||Lower secondary, upper secondary.|
|SUPERCOMET 2 Teacher Seminar||To enrich teaching and learning of magnetism, electric conduction, electromagnetic induction and superconductivity in upper secondary school. To demonstrate some activities and show how the animations can be integrated with the regular teaching of the subject, alternatively suggest a pedagogical path for this part of the curriculum.||Physics.||Upper secondary.|
|Teaching low attainers||To involve teachers in series of activities that seek to support teaching mathematics for low attainers.||Mathematics.||Primary, lower secondary, upper secondary.|
|Teaching Mixed Ability Mathematics||To involve teachers in series of activities that seek to support teaching mathematics in heterogeneous (mixed ability) groups.||Mathematics.||Primary, lower secondary, upper secondary.|
|Using Online Labs in the Classroom||To assist science teachers incorporating the use of online labs and supportive inquiry learning apps into their teaching and learning activities.||Science.||Lower secondary.|
|Working with other departments||To help the department identify and discuss where mathematics features in other subject areas as well as highlight consistency.||Mathematics.||Primary, lower secondary, upper secondary.|