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Click to see an example,Help educators to make good informed decisions,STEP 3,STEP 1,Jump to the next slide,Volunteers discussed and analysed the situations using the same table they used to analyse the volunteer model's performance,Help educators to make good informed decisions,Back to the overveiw of the training,Back to the overveiw of the training,How educators...,Back to the overveiw of the training,An example from the training of volunteers of the UniX program ,After this discussion, an educator will be committed to use some of the teaching resources to attend the students' needs being identified. This educator will act as a model for the second step of the training,Jump to the next slide,STEP 1:,STEP 2,STEP 2,How to use this artifact?,Training course for trainers,... can make their students feel proud of their Math achievements?,Use the experience of the educator model to analyse which strategies have been used to promote both math competences and self-efficacy in STEM. Focus on the result of using such strategies regarding the aims of the activities and if other strategies could have been used instead.,Improve students’ Self-efficacy,Improve students’ Mathematical competence ,Help educators to be more aware of students' needs,Involve educators in a didactic reflexion about the contents, processes and strategies that we can be developed with particular maths teaching resources (games, videogames, manipulative material, simulation, etc.).The aim of this first step is to put educators in the shoes of their students in a particular situation to identify students needs at two levels: math competences and self-efficacy in STEM,It is important to choose good examples that allow educators to engage in a rich discussion of these 2 levels:,STEP 3,Students' self-efficacy in STEM,The aim of this step is to involve educators in a didactic reflexion about their own experience when using the teaching materials in their workshops,Mathematical competence,Own educators' self-efficacy doing an activity,You must certainly have heard these statements at some point...,,1 Share with others,Mathematics and I are the opposite,Connecting the content, process and actitudes that we build playing TRIDIO with the reality,4 Evaluation,Maths aren't just my thing,a) Identify the processes to work (e.g. Problem Solving)b) Identify competences to developc) Do a rubric to evaluate the competences ,Imagining how we transform our experience with TRIDIO in a classroom activity,Maths are necessary... but they are not for all heads,a) Selection of the problemb) Preliminary mathematical analysis of the possible strategies to solve the problemc) Anticipation of classroom managment,I'm not good at maths,Imagining how we transform our experience with TRIDIO in a classroom activity,Playing TRIDIO to being aware about contents, process and acttitudes that sudents' can build playing it. ,1 Mathematical Analysis,Didactic Analysis,3 Classroom management,a) Communication and argumentation about the strategies to solve the problems(genetion of learning opportunitues),a) Assessment of the processes of resolution and constuction matemathical meanings b) Extension of the strategies to solve the problem,But, as educators, how can we change them?,Help educators to be more aware of students' needs,Help your educators to develop their teaching abilities in 3 steps:,Click to see our proposal,Click to see our proposal,Click to see an example,Click to see our proposal,Click to see an example,Help educators to evaluate their actions ,Or just jump to the next slide,Back to the overveiw of the training,Help educators to be more aware of students' needs,STEP 1,Using Tridio game as an educational tool. An example based on the work of Artés, Badillo, García, Morera y Prat (2015),After the discussion, the rest of educators will be comitted to implement the teaching resources presented and the different good strategies to promote math competences and self-efficacy in STEM.,2 Discuss,2 Didactical Analysis,+ info,Back to the overveiw of the training,Jump to the next slide,STEP 2,Volunteers working on Math workshops were asked to analyse a colleague's performance using the following table:,It is highly recommendable to record and show some episodes of the educator model's performance. They act as a very good triggering of the discussion.Choose good (and positive) examples that allow educators to engage in a rich discussion.,+ info about the UniX program (in Catalan),Help educators to make good informed decisions,Back to the overveiw of the training,Jump to the next slide,Additional materials were provided to help volunteers to identify which Math contents were used,As well, additional materials were provided to help volunteers to identify which strategies to raise self-efficacy in STEM were used,STEP 3,Help educators to evaluate their actions ,It is important that educators focus on the different aspects invoved in the implementation of the teaching materials:,Jump to the next slide,+ info about the UniX program (in Catalan),3 Conclude,Help educators to evaluate their actions ,A SWOT (Strengths, Weaknesses, Opportunities and Threats) was used to summarise the learnings,An example from the training of volunteers of the UniX program ,Each volunteer was asked to share 2 exemplary situations in workshops in which math knowledge was constructed and/or self-efficacy in STEAM was raised.