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2.2 Scaling-up: bridging the gap between secondary school and university In 2007, a new STEM subject was introduced into the Dutch senior secondary curriculum: Nature, Life and Technology, (acronym: NLT). The general aims of NLT are “to make science and mathematics education more attractive and challenging by offering students insight into new – often interdisciplinary - developments in science and technology, and to create coherence in teaching and learning the science and mathematics subjects” (NLT, 2015). These aims corresponded very much with the aims of the enrichment modules developed by JCU, i.e. bridging the gap between senior secondary school and university STEM education. This was no coincidence, as staff members of Utrecht University were closely involved with developing NLT and had witnessed the success of the modules that had been developed at JCU.NLT provided an excellent opportunity for the upscaling of the JCU enrichment modules. JCU decided to adapt these modules for NLT by a three-step strategy (Figure 2). Development by subject specialists and JCU developers JCU version Adapting to regular class Testing in partner school classes Partner school version Quality testing Nationwide dissemination NLT version Figure 2: The JCU dissemination model After developing and teaching a module, the university teacher and JCU staff adapted it to be taught again next year. For this, classroom experiences and students’ evaluative comments were used. This way, the ‘JCU-version’ of the module was developed (step 1). The second step was to adapt the module for using it in regular education and to test it in partner school classes. For this, partner school teachers were invited to participate in adapting the modules to the NLT curriculum and test it in their classrooms. The teaching was followed by an evaluation and, if needed, by adaptation again. This second step implied a quality test that corresponded well with the development and dissemination strategy of the national NLT Steering Group (Eijkelhof, 2014), resulting in the eventual ‘certification’ of a module. This way, JCU realised the certification of fourteen modules. For these modules, upscaling was possible (step 3): disseminate the modules nation-wide for use in the NLT curriculum. By now, all schools that teach NLT, can use the JCU developed modules as optional teaching units, and many schools do. So, the upscaling has been successful. By the end of phase 1, there was no need for developing more NLT-modules anymore as about 50 NLT modules in total had been developed, by JCU as well as by other institutions. The main effects of the development and dissemination of NLT modules by JCU were (1) the fostering of the cooperation of partner school teachers in the 308
JCU learning community and (2) a growing national recognition for JCU as an educational organisation for promoting talent development. 2.3 Scaling-up: STEM talent development A self-evident way of scaling-up the JCU talent development programme would be to increase the number of schools and students participating in JCU. However, financial and organisational constraints impeded this. As a way to scale-up, JCU opted for increasing the attention for talented students within the partner schools. To convince all partner school teachers that talent development in their classes is important, JCU started a learning community in which partner school teachers and principals explored what materials and methods, developed in the JCU programme, could be implemented. Teachers found it hard to use these materials and methods in regular classes. Testing was hindered by the fact that most of their brightest students were already in the JCU programme and therefore did not attend the STEM lessons in their schools. Nevertheless, discussions in the learning community and the success of the student campus programme convinced the teachers that it was worthwhile and possible (though not easy) to give students more opportunities for talent development in regular STEM lessons. In the community, the insight grew that talent development is not a task for individual teachers, but has to be organised by the school and by cooperation between the STEM departments. This insight had a significant effect on the schools’ readiness to provide talented students of all grades in the school with opportunities to develop their STEM talents. It paved the way to starting school talent development programmes in phase 2. 2.4 Conclusions of phase 1 In phase 1, JCU has been successful in developing and teaching a STEM talent development programme to talented grade 11 and 12 students at the Utrecht University campus. It has successfully scaled-up its enrichment modules by fitting them in to a new curriculum, using a three-step dissemination model in which teacher learning communities played an important part. Scaling-up the talent development programme by introducing it into the partner school STEM curricula appeared to require a change of views on talent development in the schools and in society, which needed much time. JCU succeeded in convincing partner school teachers and principals that promoting talent development to able and motivated grade 11/12 students is possible and also needed and that the schools have to play the main part in that. Also in the Dutch society, views changed. The experiences and success of the JCU programme may have contributed to that. The Dutch Ministry of Education launched a national programme to promote talent development, 309
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Editors: Katja Maaß Bärbel Barzel
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Conference Proceedings in Mathemati
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Contents 1 Conference: Educating th
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Inquiry based biology education in
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1 Conference: Educating the educato
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and at the same time, as profession
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In addition to exemplary, high qual
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2 Conference outcomes and conclusio
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One of the most significant develop
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2.5 Trends and needs in Europe to s
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necessary to delve even deeper into
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Strategies that effectively support
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• Common research question: In re
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3.2 DZLM - German Centre for Mathem
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4 Keynotes: Abstracts and Speaker I
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Teacher professional development in
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aspects of science education and ed
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EU countries (www.edumatics.eu). Al
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For several years, Manuela Welzel-B
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6 Papers 6.1 Track 1: Scaling-up wi
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3.1 The mathematical culture of cla
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literature and of a distributed fly
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proportional magnitudes - asking fo
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surface. Alternately two persons A
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subsets? Explain!” and “Write a
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Building capacity: developing a cou
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provision of professional developme
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teaching of specific concepts in sc
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• The use of repetition in some p
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Even, R. and Ball, D. eds., 2008, T
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the curriculum, or main part of it,
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its applicability, write a final th
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professional life. That is why she
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“The meeting closed with a reques
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set-up. PRIMAS courses offered mult
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Figure 1: Extended Interconnected M
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3.4 The facilitator Looking at the
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Penuel, W., B. J. Fishman, et al. (
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a means of ensuring that students a
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environment and attitude that all w
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tended to end with phrases such as
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3.2.4 Feelings reported Teachers de
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disadvantage, as one facilitator po
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valid experiences to the discussion
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proposal. It is more likely to resu
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Joyce, B. and Showers, B., 1980,
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For this structure the Chair of Mat
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Acknowledgements This project has b
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Module 1: • Interpretation and de
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3.3 Structure & Contents The whole
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One usual name for providers of suc
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considered strong enough (e.g., a v
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This could make the situation of mu
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used for continuous adaptation of d
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M2-idea was extended and combined w
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discussed, also representatives fro
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in B Herzog-Punzenberger (ed), Nati
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KOMMS: Teacher training courses fos
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which involves ingredients which ca
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smartphones in school is increasing
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References Blomhøj, M., Jensen, T.
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Figure 1: The model of implementati
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Therefore following crucial challen
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as useful. Majority (91 %) of teach
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How to determine what teachers shou
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6.2 Track 2: Blended learning conce
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process, compared to the usual scho
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Figure 1: Elements of Activity 1 Th
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The supervision of the teacher educ
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Promoting teacher trainees’ inqui
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1.3 Tablet support Furthermore, Cas
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Figure 3. Blended-learning concept
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Measuring the distance of each step
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Figure 4: Interaction graph of the
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Bell, T., Urhahne, D., Schanze, S.,
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Online training courses: Design mod
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about 1000 course participants, whi
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mandatory). This is followed by the
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Research project WOLF is about deve
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Positive aspects timely, content-re
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References Bruder, R. & Sonnberger,
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Figure 1: An activity from the Corn
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The PD process is illustrated in Fi
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and for students with English as an
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5 Future research The Cornerstone M
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A Virtual Mathematics Laboratory in
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informatics/IT). The synergy betwee
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than 70% would commit essential err
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computer, Theme of the month (Figur
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References Branzov, T., 2015, Viva
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Supporting the teacher role during
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worksheets and encouraged teachers
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Using Blended Learning in a Math Pe
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2.2 Blended learning and the HU uni
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At the beginning of the weekly cycl
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3.3 Evaluation and reflection The n
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4.2 A perspective on flexibility No
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4.3 Experience We are going to inco
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6.3 Track 3: Disseminating and scal
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processes and on important science
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Figure 1: Model for studying differ
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An IBL application from the inside
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3.1.2 The classroom management In t
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and what part it plays in the cover
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Figure 7 3.2.3.4 Task 4 At the fina
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Moreover, they pointed out that thi
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Appendix: The activity (Worksheet)
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f = 60 / 80cm Hole aperture Ø ≈0
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a) The image size in a camera obscu
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D(m) h(m) h(m) Image height when f
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pose questions, explore situations,
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Figure 1: Worksheet for the Parking
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mathematical domains and related to
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5 minutes 10 minutes 5 minutes 25 m
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groups, the work of individual stud
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(Retrieved at January 9 th , 2015 f
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equired to spend 440 hours (within
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Therefore the Steering Committee as
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References Michels, B., Kruger, J.
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7. Development of competencies 8. E
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classroom environment or not be ver
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4 Conclusions The project of raisin
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(Settlage 2007, p. 204), that is to
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were engaged in the process of defi
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emerging. The students are expected
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5.1.3 PTs’ design and implementat
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eflected on their experience and in
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a designer to the students. This is
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throughout their studies. The use o
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6.4 Track 4: Professional learning
Page 261 and 262: 2.1 Objectives and areas of experti
Page 263 and 264: Teacher PD in the Czech Republic an
Page 265 and 266: • and last but not least the call
Page 267 and 268: 3 Teacher training in the Czech Rep
Page 269 and 270: Samples of course topics for primar
Page 271 and 272: Professional qualification of teach
Page 273 and 274: Three practical work phases Phase 1
Page 275 and 276: All courses are evaluated by the DZ
Page 277 and 278: Competencies in Mathematics and Sci
Page 279 and 280: up to upper secondary level. The pr
Page 281 and 282: materials and interim reports are e
Page 283 and 284: Professional Learning Communities:
Page 285 and 286: presentation of professional develo
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Page 289 and 290: In each intake participants exhibit
Page 291 and 292: Figure 1: The course content has be
Page 293 and 294: Figure 3: There have been sufficien
Page 295 and 296: Professional Learning Communities -
Page 297 and 298: Lesson study Observation classroom
Page 299 and 300: studying their response to particul
Page 301 and 302: Learning on three levels In the kno
Page 303 and 304: study as one form of clinical resea
Page 305 and 306: A study of collaboration between ma
Page 307 and 308: 4 Towards an effective community of
Page 309 and 310: students and providing professional
Page 311: Figure 1: The structure of the JCU
Page 315 and 316: At the moment this paper is written
Page 317 and 318: In 2014, 144 students were selected
Page 319 and 320: Van der Valk T., 2014b, “Connecti
Page 321 and 322: Figure 1: Lesson study cycle (adapt
Page 323 and 324: Work experience in Degree + extra i
Page 325 and 326: I learned that… from.. IMTPG Alan
Page 327 and 328: References Batanero, C., et al. (19
Page 329 and 330: Content focused peer coaching and t
Page 331 and 332: group simultaneously receives an in
Page 333: Wanzare, Z.O. (2007) The Transition
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