Implementing STEM Activities for Teacher Development

ATS STEM IMPLEMENTATION
DESIGN FOR TEACHERS
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Define the transversal competency-related learning intentions you will be formatively assessing with
a selection of digital tools.
Remember to not only mention the title, eg communication or critical thinking, but in a more detailed
way specify what you are expecting the students to learn, and consequently, what is going to be
assessed.  
For the best result, it is recommended to choose a moderate amount of targeted transversal
competencies (2-3) to be formatively assessed with digital tools. 
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Several competencies that can be developed during the activity, however, it is important to carefully
specify the targeted transversal competencies that will be formatively assessed with digital tools.
You can use the analogy of sports to understand this:
When assessing a long jump performance, you have the run up, takeoff, flight and landing. When
targeting to assess takeoff, a coach will choose an assessment strategy to pay special attention to
takeoff. The coach will choose eg to use video program to record the takeoff, in order to analyse it
more carefully. The athlete will still perform all the phases of the long jump, but the coach will focus
particularly on assessing the takeoff. 
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Define all other learning intentions related to the STEM subjects or competencies. 
Note that all learning intentions must be communicated in a student-friendly way - it is important that
both teachers’ and students understand the learning intentions of the activity.
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Title: problem-solving skills
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Title: communication skills
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in estimating the magnitude of a measured object, selecting a suitable tool and unit for the
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the entire research process
to conduct experimental research in cooperation with others and to work safely and consistently
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Competencies are defined
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There are places in the world where every bucket of water used means a new journey to the well.
This takes time away from eg. school.
However, washing your hands with soap reduces the number of deaths caused by diarrhea by
more than 40%.
Therefore, water-saving solutions are needed.
Close the sink with a plug and measure how much water it takes to wash your hands.
Washing your hands should last about 20 seconds.
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Watch a video of the tippy tap at: 
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Student groups measure how much water one round of hand-washing consumes with their water
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which elements should be deleted from the solution?
which elements should be further developed?
which elements should be added?
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which elements should be further developed?
which elements should be added?
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→ Shared discussion with the whole class
Teacher guides student groups to analyze and discuss their color coding tables filled in in Google Sheets
at the end of each lesson. After the discussion, each member of the group produces their own evaluation
in Google Forms. Teacher pre-prepares a Google Forms questionnaire including the following questions:
To what extent did I listen and react to others respectfully?
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to guide the pupil to observe the geometrical properties of objects and figures
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applications in daily life and to inspire the pupils to experiment, invent, and be creative together
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Competencies are defined
in each country, eg
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- communication
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- meta-cognitive skills
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2
Teacher facilitates discussions related to the SDG 11:
What is your dream park like?
What does made-up environment mean?
What does natural environment mean?
How does transportation affect cities? 
Where can people meet and spend time together?
Think about a swimming pool area. In the design, how have children, genders, disabled and elderly
been taken into account?
 
 
Students form groups of three. Teacher explains different roles in different groups:
People behave differently in different groups:
they take on roles that are based on both their personal characteristics and the needs of the group.
A group’s members need to have different roles. You can affect what kind of role you will have, and you can
change your role according to the need or group in question.
Examples of possible roles are given: encourager, mediator, avoider, critic, freeloader, helper, initiator, leader,
clown, organizer, cheerer, creator, dismisser, follower, know-it-all, thinker, etc.
Roles are discussed: Which roles are typically the most useful ones when working in groups? Why?
Which roles can interfere with the group’s work? Why? Which roles are especially important for the mood and
the atmosphere in the group? What is a critic’s role like? How does it differ from that of a dismisser?
Student groups come up with three lines a group’s Mediator could say and communicate the answers with
other using Padlet. 
When students see each others answers, they reflect which of those lines they could you use themselves, and
mark that in Padlet. 
 
 
Teacher asks the student groups to identify and 
define a problem related to the SDG goal 11 (sustainable
cities and communities).
Examples of SDG 11 related problems can be given:
T
he 
blind are unable to see traffic lights.
→ A person with a wheelchair can not use stairs to move around in public spaces.
→ There is a nice park or space in the city but the noise is disturbing etc.
In identifying problems related to SDG 11,
students are challenged to consider which problems are the most important to understand and solve?
Students can be encouraged to collect data and information for inspiration:
Who is affected by the problem? And to what extent? etc
 
Teacher guides student groups to zen vote 
Student groups display all the
 problems they have identified (using eg 
white board).
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Student groups use the result of voting to determine which problem they want to start developing
solutions for. 
Teacher guides student groups to 
build scale models of the environment where the identified problem
is located.
Eg A student group identifies their SDG 11 related problem as being an otherwise nice public park that
is too noisy because of nearby traffic. Now, student will build a scale model of that park.
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2
Teacher asks students to brainstorm preliminary solutions to the SDG goal 11 related problem. 
Students are encouraged to collect data and information for inspiration: 
How have other designers addressed similar problems?
After having brainstormed three or more preliminary solutions, t
eacher guides student groups to p
lace
the solutions in the grid according to how easy / difficult t
hey think the solution would be 
to implement,
and how impactful the solution would be.
Teacher provides each student group with a pre-prepared Google Slides template.
On each slide there is the grid, and a place for the name of the solution.
S
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:
Students can simultaneously express their thinking by marking their opinions on the grid. Student are
also guided to give justifications to their markings.
Teacher can see each student’s markings and their justifications from the Google Slides version
history.
After evaluating their preliminary solutions, teacher guides student groups to determine which solution
they want to develop further.
The chosen solutions will developed by using 3D modelling software.
Simultaneously, the student groups can also utilize their scale models to trial different hand crafted
solutions: trialing eg different materials, shapes, sizes and construction methods.
 
When the solutions are ready, they are 3D printed.
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Advice the students that the 3D printed 
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Student groups can also paint or otherwise decorate the printed 3D models to fit their visions.
 
 
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3D means three-dimensional, or having three dimensions. For example, a box is three-dimensional;
it is solid, and not flat like a piece of paper. It has volume, a top and bottom, left and right sides,
as well as a front and back. You can turn the box around to view it from another side.
3D printing means that solid objects are made from a 
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3D designing can be done with eg Tinkercad. Guide about signing up:
https://tinkercad.zendesk.com/hc/en-us/articles/226566228-I-m-a-teacher-how-do-I-get-my-students-
signed-up-and-approved-
When the 3D designs are ready, they will be exported as STL files. Import the STL file into a slicing
application that will generate the Gcode for your particular 3D printer. Eg Ultimaker 3D printers use
software called CURA that is free to download. Transfer Gcode to the 3D printer. 
 
 
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Teacher guides student groups to place their 3D printed solutions on their scale models.
If the solution does not match with the size of the scale model, students are advised to adjust the scale
of the  solution and reprint.
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What are the best features of the solution?
Each student answers independently.
Answering the questionnaire is followed by a group discussion of the topics. 
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Along with the scale model, each student group presents:
What problem did we solve?
How does the solution solve the problem?
Who needs to see our work in order for it to make a difference?
Return to the earlier examples of different group roles:
encourager, mediator, avoider, critic, freeloader, helper, initiator, leader, clown, organizer, cheerer,
creator, dismisser, follower, know-it-all, thinker, etc.
Teacher guides student groups to analyze and discuss the roles each member played during the
process. Which roles were the most useful ones while working in a group? Which roles were especially
important for the mood and the atmosphere in the group?
Return to the Padlet that was produced earlier:
Teacher guides each student to mark which of the Mediator lines they actually used during the
process. If students came up with new Mediator lines, those are to be added to the Padlet as well.
 
 
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This guide provides a structured approach for educators to design and implement STEM activities, focusing on starting points, design templates, formative assessment strategies, success criteria, and reflection. It emphasizes developing transversal competencies and encourages multiple rounds of activities to enhance teacher and student learning outcomes.


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  1. #ATSSTE M ATS STEM IMPLEMENTATION DESIGN FOR TEACHERS WP 3

  2. #ATSSTE M Firstly, you need to know the starting point.

  3. #ATSSTE M Starting point Duration of lessons Number and year level of students Teacher( s) responsible Subjects / topics involved Total amount of lessons during the implementation Artefacts produced during the implementation

  4. #ATSSTE M Secondly, you need to master the design template.

  5. Defining learning intentions Defining learning intentions #ATSSTE M Subjects / topics Subjects / topics Transversal competencies (same as in STEM activity 1) Transversal competencies STEM ACTIVITY 1 STEM ACTIVITY 2 REFLECTION Defining formative assessment strategies and digitals tools Defining formative assessment strategies and digitals tools Defining success criteria Defining success criteria Designing assessment Designing assessment

  6. #ATSSTE M How to read the design template? Design and implement STEM activity 1. Reflect on how it went: how well did the students develop the transversal competencies set as learning intentions. Design and implement STEM activity 2 that aims to develop the same competencies as the first round. Implement round 2 with the same group of students. STEM activity 2 does not have to a further developed version of STEM activity 1 - it can be its own independent activity, as long as it promotes the same transversal competencies as the STEM activity 1.

  7. #ATSSTE M How to read the design template? The template presents two rounds of activities. This is the minimum amount in ATS STEM project.

  8. #ATSSTE M How to read the design template? However, if wanted, the schools are allowed to design and implement three or more rounds of activities.

  9. #ATSSTE M Checklist for STEM principles Remember to also follow the ATS STEM principles. You do not have to acknowledge all the principles during each activity. However, you need to make sure that all boxes will be ticked during the two (or more) activities. Problem Solving Design and Approaches Disciplinary and Interdisciplinary Knowledge Engineering Design and Practices Appropriate Use and Application of Technology Real-world Contexts Appropriate Pedagogical Practices

  10. #ATSSTE M Defining learning intentions Defining learning intentions Subjects / topics Subjects / topics Transversal competencies (same as in STEM activity 1) Transversal competencies STEM ACTIVITY 1 STEM ACTIVITY 2 REFLECTION Defining formative assessment strategies and digitals tools Defining formative assessment strategies and digitals tools Defining success criteria Defining success criteria Designing assessment Designing assessment

  11. #ATSSTE M Instructions: learning intentions Targeted transversal competencies Define the transversal competency-related learning intentions you will be formatively assessing with a selection of digital tools. Remember to not only mention the title, eg communication or critical thinking, but in a more detailed way specify what you are expecting the students to learn, and consequently, what is going to be assessed. For the best result, it is recommended to choose a moderate amount of targeted transversal competencies (2-3) to be formatively assessed with digital tools.

  12. #ATSSTE M Instructions: learning intentions Targeted transversal competencies Several competencies that can be developed during the activity, however, it is important to carefully specify the targeted transversal competencies that will be formatively assessed with digital tools. You can use the analogy of sports to understand this: When assessing a long jump performance, you have the run up, takeoff, flight and landing. When targeting to assess takeoff, a coach will choose an assessment strategy to pay special attention to takeoff. The coach will choose eg to use video program to record the takeoff, in order to analyse it more carefully. The athlete will still perform all the phases of the long jump, but the coach will focus particularly on assessing the takeoff.

  13. #ATSSTE M Instructions: learning intentions Other learning intentions Define all other learning intentions related to the STEM subjects or competencies. Note that all learning intentions must be communicated in a student-friendly way - it is important that both teachers and students understand the learning intentions of the activity.

  14. Defining learning intentions Defining learning intentions #ATSSTE M Subjects / topics Subjects / topics Transversal competencies (same as in STEM activity 1) Transversal competencies STEM ACTIVITY 1 STEM ACTIVITY 2 REFLECTION Defining formative assessment strategies and digitals tools Defining formative assessment strategies and digitals tools Defining success criteria Defining success criteria Designing assessment Designing assessment

  15. #ATSSTE M Instructions: STEM activity Defining a real world problem related to SDG s The activity must follow the steps presented here. Discussing solution(s) Finding solution(s) Assessing solution(s) Trialing solution(s)

  16. #ATSSTE M Defining a real world problem related to SDG s Introduce the United Nation Sustainable Development Goals to the students. What: the goals of sustainable development. All goals are important and interconnected. In other words, one goal cannot be achieved without another. Who: Goals are relevant for all of us: countries, municipalities, businesses, schools, you and me. Everyone can participate with their choices and by disseminating information about the goals and by promoting political decision making as a way to a better future. Why: to make the world a better place for us all, acknowledging points of view of environment, human rights and economic. Decide the SDG goals you are going to pay special attention to in this activity.

  17. #ATSSTE M

  18. #ATSSTE M Instructions: STEM activity Defining a real world problem related to SDG s The activity must follow the steps presented here. Discussing solution(s) Finding solution(s) Assessing solution(s) Trialing solution(s)

  19. #ATSSTE M Finding solutions Design how the students will be guided to find solutions to real world problems related to the SDGs.

  20. #ATSSTE M Instructions: STEM activity Defining a real world problem related to SDG s The activity must follow the steps presented here. Discussing solution(s) Finding solution(s) Assessing solution(s) Trialing solution(s)

  21. #ATSSTE M Trialing solutions Design how the students will be guided to trial the solutions they have developed.

  22. #ATSSTE M Instructions: STEM activity Defining a real world problem related to SDG s The activity must follow the steps presented here. Discussing solution(s) Finding solution(s) Assessing solution(s) Trialing solution(s)

  23. #ATSSTE M Assessing solutions Design how the students will be guided to assess the solutions they developed and trialed.

  24. #ATSSTE M Instructions: STEM activity Defining a real world problem related to SDG s The activity must follow the steps presented here. Discussing solution(s) Finding solution(s) Assessing solution(s) Trialing solution(s)

  25. #ATSSTE M Discussing solutions Design how the students will be guided to discuss solutions they developed, trialed and assessed.

  26. #ATSSTE M The extent of an activity Teachers decide the number of lessons spend to implement an activity.

  27. #ATSSTE M Defining learning intentions Defining learning intentions Subjects / topics Subjects / topics Transversal competencies (same as in STEM activity 1) Transversal competencies STEM ACTIVITY 1 STEM ACTIVITY 2 REFLECTION Defining formative assessment strategies and digitals tools Defining formative assessment strategies and digitals tools Defining success criteria Defining success criteria Designing assessment Designing assessment

  28. #ATSSTE M Instructions: define success criteria for targeted transversal competencies For example, if you choose the transversal competence-related learning intention to be communication skills, and more specifically to negotiate and balance diverse views and beliefs to reach workable solutions , this is how you might want to create the success criteria for it. Attempting Developing Mastery Advanced You regularly participate aggressively to stand your ground when diverse views and beliefs are in play You regularly participate timidly or reluctantly in all efforts to reach compromise when diverse views and beliefs are in play You regularly participate fully in all efforts to reach compromise when diverse views and beliefs are in play. You regularly take the initiative in efforts to reach compromise when diverse views and beliefs are in play

  29. #ATSSTE M Instructions: define assessment strategy and digital tools Which digital tools are you going to use to formatively assess students success in relation to the targeted transversal competencies set as learning intentions? Name and place the digital tools in the table. For example, if you are planning to use Padlet in creating classroom discussion, place the name as demonstrated below. Functions of digital tools Sending and/or Displaying Analysing and/or Processing Interactive environment Formative assessment strategies Sharing learning intentions Clarifying success criteria Questioning Classroom discussions Padlet Giving feedback Using feedback Self-assessment Peer assessment

  30. #ATSSTE M Thirdly, you need to make a schedule.

  31. Implementation schedule #ATSSTE M Lesson no Date and time Short description of the lesson Which step this lesson is related to Targeted competencies Formative assessment strategies Digitals tool(s) utilized

  32. #ATSSTE M After the implementation of STEM activity 1, you need to take time to reflect

  33. #ATSSTE M Defining learning intentions Defining learning intentions Subjects / topics Subjects / topics Transversal competencies (same as in STEM activity 1) Transversal competencies STEM ACTIVITY 1 STEM ACTIVITY 2 REFLECTION Defining formative assessment strategies and digitals tools Defining formative assessment strategies and digitals tools Defining success criteria Defining success criteria Designing assessment Designing assessment

  34. #ATSSTE M Instructions: reflection Formative assessment is a cyclical process involving the elicitation of evidence, interpretation of evidence, and action based on that evidence. Take a moment to reflect, eg what is my understanding of the student s competencies targeted during STEM activity 1? how well did the digital assessment tools work in order to assess the targeted competencies? how would I better support the development of targeted competencies in the STEM activity 2?

  35. #ATSSTE M After reflection, it is time to start designing the STEM activity 2.

  36. #ATSSTE M Defining learning intentions Defining learning intentions Subjects / topics Subjects / topics Transversal competencies (same as in STEM activity 1) Transversal competencies STEM ACTIVITY 1 STEM ACTIVITY 2 REFLECTION Defining formative assessment strategies and digitals tools Defining formative assessment strategies and digitals tools Defining success criteria Defining success criteria Designing assessment Designing assessment

  37. #ATSSTE M Instructions: learning intentions For STEM activity 2, target the same transversal competencies as for STEM activity 1. Define other learning intentions for STEM activity 2. These can, and likely will be, different to those for STEM activity 1.

  38. #ATSSTE M Defining learning intentions Defining learning intentions Subjects / topics Subjects / topics Transversal competencies (same as in STEM activity 1) Transversal competencies STEM ACTIVITY 1 STEM ACTIVITY 2 REFLECTION Defining formative assessment strategies and digitals tools Defining formative assessment strategies and digitals tools Defining success criteria Defining success criteria Designing assessment Designing assessment

  39. #ATSSTE M Instructions: STEM activity Defining a real world problem related to SDG s The activity must again follow the steps presented here. Discussing solution(s) Finding solution(s) Assessing solution(s) Trialing solution(s)

  40. #ATSSTE M Defining learning intentions Defining learning intentions Subjects / topics Subjects / topics Transversal competencies (same as in STEM activity 1) Transversal competencies STEM ACTIVITY 1 STEM ACTIVITY 2 REFLECTION Defining formative assessment strategies and digitals tools Defining formative assessment strategies and digitals tools Defining success criteria Defining success criteria Designing assessment Designing assessment

  41. #ATSSTE M Instructions: define success criteria for transversal competencies The targeted transversal competencies are the same as in STEM activity 1. Hence, you can use the same success criteria.

  42. #ATSSTE M Instructions: define assessment strategy and digital tools You can choose different strategies and tools compared to the STEM activity 1. Functions of digital tools Sending and/or Displaying Analysing and/or Processing Interactive environment Formative assessment strategies Sharing learning intentions Clarifying success criteria Questioning Classroom discussions Giving feedback Using feedback Self-assessment Peer assessment

  43. #ATSSTE M Remember! The focus of ATS STEM project is to investigate the possibilities of formative assessment with digital tools in the context of STEM. You can design and implement other types of assessment related to the STEM activities, however, you need to make sure that in each activity you: SPECIFY 2-3 TARGETED TRANSVERSAL COMPETENCY-RELATED LEARNING INTENTIONS DEFINE SUCCESS CRITERIA FOR THE TARGETED TRANSVERSAL COMPETENCY-RELATED LEARNING INTENTIONS CHOOSE SUITABLE FORMATIVE ASSESSMENT STRATEGIES AND DIGITAL TOOLS TO BE UTILISED IN SUPPORTING THE STUDENT LEARNING RELATED TO THE TARGETED TRANSVERSAL COMPETENCIES

  44. #ATSSTE M And again, you must plan a schedule for the implementation.

  45. Implementation schedule #ATSSTE M Lesson no Date and time Short description of the lesson Which step this lesson is related to Targeted competencies Formative assessment strategies Digitals tool(s) utilized

  46. #ATSSTE M LET S TAKE A LOOK AT AN EXAMPLE

  47. #ATSSTE M Starting point Duration of lessons: 60 min each Number and year level of students: 25 students of year 8 Teachers responsible: 1 mathematics teacher and 1 science teacher Subjects / topics involved mathematics, science Total amount of lessons during the implementation 4 lessons Artefacts produced during the implementation self-assessment of the competencies, self-assessment of the solutions, peer-assessment of classmates solutions, water saving solutions built in teams

  48. #ATSSTE M Learning intentions Targeted transversal competencies Title: problem-solving skills Specification: to evaluate best solutions Title: communication skills Specification: to negotiate and balance diverse views and beliefs to reach workable solutions

  49. #ATSSTE M Learning intentions Other learning intentions are to guide the students in estimating the magnitude of a measured object, selecting a suitable tool and unit for the measurement, and considering whether the result is reasonable to develop his or her scientific thinking skills and understanding of causal relationships to conduct experimental research in cooperation with others and to work safely and consistently to process, interpret, and present the results of his or her own research and to evaluate them and the entire research process to conduct experimental research in cooperation with others and to work safely and consistently to understand the operating principles and significance of technological applications and to inspire the pupil to participate in forming ideas for simple technological solutions and designing, developing, and applying them in cooperation with others

  50. #ATSSTE M Defining success criteria for the targeted transversal competencies Title: problem-solving skills Specification: to evaluate best solutions Attempting Developing Mastery Advanced You are unable to determine the accuracy of solutions and reflect on possible issues and limitations of a solution without a great deal of assistance. You determine whether the solutions are accurate and reflect on possible issues and limitations of a solution with assistance. You determine whether the solutions are accurate and reflect on possible issues and limitations of a solution with little assistance. You determine whether the solutions are accurate and reflect on possible issues and limitations of a solution with no assistance.

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