STEM Middle School Conference

Friday 27 November 2015 Nazareth Catholic College - 1 Hartley Rd, Flinders Park

Mathematics, Science, ICT and Design & Technology (6-10)

8:30  am   Registration  -­‐  Tea  &  Coffee  –  Foyer/Café  8:45  am  –  9:00  am   Welcome  &  Housekeeping  -­‐  Gym  9:00  am  –  10:00  am   Keynote  –  Associate  Professor  Paul  Newhouse  -­‐  Gym  10:10  am  –  10:40  am   Morning  Tea  &  Trade  displays  –  Trinity  Rooms  &  Performing  Arts  10:40  am  –  11:40  am   Workshop  Session  1  –  North  Building  1st  Floor.  Wet  labs  Sth.Bld  1st  Flr    11:45  am  –  12:45  pm   Workshop  Session  2  –  North  Building  1st  Floor.  Wet  labs  Sth.Bld  1st  Flr  12:45  pm  –  1.30  pm   Lunch  &  Trade  displays  –  Trinity  Rooms  &  Performing  Arts  1:35  pm  –  2:35  pm   Workshop  Session  3  –  North  Building  1st  Floor.  Wet  labs  Sth.Bld  1st  Flr  2:40  pm  –  3:40  pm   Workshop  Session  4  –  North  Building  1st  Floor.  Wet  labs  Sth.Bld  1st  Flr  3:45  pm  –  4:45  pm   Happy  Hour  –  Foyer/Café  

9:00  am  –  10:00  am  

Keynote  Presentation  by:    Associate  Professor  Paul  Newhouse,  Director  of  CSaLT,  Edith  Cowan  University  

I   have   always   considered   myself   to   be   both   an   educator   and  learner.    For  nine  years  this  was  largely  realised  in  an  innovative  state  secondary  school  in  Western  Australia  where  I  had  the  opportunity  to  put  into  practice  a  range  of  philosophically  based  programmes  and  strategies  in  teaching  across  the  curriculum.    Since  then  I  have  had  the   privilege   of   conducting   research   in   schools   and   sharing   my  experiences   with   pre-­‐service   and   practicing   teachers   for   over   25  years  in  two  universities.    Currently  I  am  an  associate  professor  with  the  School  of  Education  at  Edith  Cowan  University  and  director  of  the  Centre  for  Schooling  and  Learning  Technologies  (CSaLT).  My  focus  is  on   implementation   strategies   for   using   computers   to   support  learning   in   schools,   particularly   as   applied   to   portable   computing  across   the  curriculum,  assessment  and  curriculum  development   in  technology  education.  

 Keynote  Presentation:  STEM  is  boring?  Using  ICT  to  engage  students  with  STEM  STEM   knowledge   and   skills   are   critical   for   the   wellbeing   of   our   society   and   economy   but  overwhelmingly  by  the  end  of  schooling  the  majority  of  our  students  are  not  interested,  and  have  no  plans  to  continue  study  or  work,   in  these  areas.  We  need  to  build  their   interest  and  engage  their  minds,  particularly  during  the  middle  years  of  schooling.  There  is  no  doubt  that  ICT  can  be  used  to  achieve   this   but   it   needs   to   support   appropriate   pedagogy   and   particularly   approaches   to  assessment.  I  will  draw  on  research  from  my  research  centre  to  illustrate  how  this  can  be  realised  in  typical  school  contexts.    In  addition  to  his  keynote  presentation,  Paul  will  present  the  following  workshops.      Workshop  1  (Session  4.3):  Planning  and  evaluating  ICT  support  for  learning  In  this  workshop  participants  will  use  a  tool  to  evaluate  the  use  of  ICT  in  their  teaching,  and  then  be  guided  through  a  problem-­‐based  approach  to  planning  to  build  on  this  use.      Workshop  2  (Session  2.2):  STEM  learning  activities  supported  by  ICT?  In  this  workshop  participants  will  be  guided  through  some  examples  of  using  ICT  tools  to  support  STEM  learning  activities.    

STEM  MIDDLE  SCHOOL  (6-­‐10)  CONFERENCE  PROGRAM  

10:40  am  –  11:40  am  –  Workshop  Session  1  Session   Title   Room   Presenter/s  

1.1   Design  thinking  meets  the  technologies  curriculum  

NB201  Mandi  Dimitriadis  &  Anthony  Chhoy  Makers  Empire  

1.2   Transforming  Science  Tasks   NB214   Katrina  Elliott  DECD  

1.3   Approaches  to  Learning  -­‐  diagnostic  through  summative  assessment  

NB204   Dr  Paula  Mills  Prince  Alfred  College  

1.4   Endeavour  College  –  Science  and  Mathematics  in  D&T  

NB205  Thomas  Keller  &  Darren  Willsmore  Endeavour  College  

1.5   Some  Call  it  a  Robot,  We  Call  it  a  Motivator  LEGO  Education  Mindstorms  EV3  robotics   NB206   Libby  Moore  

Moore  Educational  

1.6   Introducing  computer  programming  to  your  classroom  (Double  Session  Part1)  

NB209   Chris  Heddles  Australian  Science  and  Mathematics  School  

1.7   STEM  Resources  -­‐  Renewable  energy  STELR  (Double  Session  Part1)  

SB203  Pennie  Stoyles  Australian  Academy  of  Technological  Sciences  and  Engineering  

1.8  STEM  connections:  integrating  learning  across  the  Australian  Curriculum:  Science,  Technologies  &  Mathematics  (Double  Session  Part1)  

NB215&  

NB216  

Julie  King  Australian  Curriculum,  Assessment  and  Reporting  Authority  

1.9   21st  Century  Online  Maths  Learning:  Adaptive,  Gamify,  Socialise  and  Personalise  

NB213   Michelle  Kueh  mangahigh.com  

1.10   Filling  in  the  gaps  with  fraction  and  decimal  concepts  

NB207   Maryanne  Rischmueller  DECD  

1.11   Crack  the  Code   NB208   Rebecca  Garret  Trinity  College  Gawler  

1.12   Do  Buildings  Have  to  Have  Straight  Walls?   NB218   Vanessa  Fay  Australian  Science  and  Mathematics  School  

10:10  am  –  10:40  am  –  MORNING  TEA  &  TRADE  DISPLAYS  

11:45  am  –  12:45  pm  –  Workshop  Session  2  Session   Title   Room   Presenter/s  

2.1   Living  the  dream:  Girls  in  STEM   NB201   Maja  Williams  Australian  Science  and  Mathematics  School  

2.2   STEM  learning  activities  supported  by  ICT   NB218  Associate  Professor  Paul  Newhouse  Edith  Cowan  University  

2.3   What  is  science?   NB204   Penny  Collins  Australian  Science  and  Mathematics  School  

2.4   Working  collaboratively  for  excellence  in  Earth  and  Space  education  

NB205   Len  Altman  Marden  Senior  College  

2.5   Building  Bridges   NB206   Andrew  Hudson  Roxby  Downs  Area  School  

2.6   Introducing  computer  programming  to  your  classroom  (Double  Session  Part2)  

NB209   Chris  Heddles  Australian  Science  and  Mathematics  School  

2.7   STEM  Resources  -­‐  Renewable  energy  STELR  (Double  Session  Part2)  

SB203  Pennie  Stoyles  Australian  Academy  of  Technological  Sciences  and  Engineering  

2.8  STEM  connections:  integrating  learning  across  the  Australian  Curriculum:  Science,  Technologies  &  Mathematics  (Double  Session  Part2)  

NB215  &  

NB216  

Julie  King  Australian  Curriculum,  Assessment  and  Reporting  Authority  

2.9   Classroom  proven  lessons  with  linear  functions  STEMs  to  night  sky  analysis  

NB213   Brian  Lannen  Victory  Lutheran  College  

2.10   Capturing  data:  exploring,  engaging  and  understanding  mathematics  and  science  

NB207   Peter  Fox  Texas  Instruments  

2.11   Mathematics  and  the  “flat  earth  theory”   NB214   Marion  Gaertner  MASA  

2.12   CSIRO  –  Scientists  in  the  Classroom   NB208   Julie  McClements  CSIRO  Education  

12:45  pm  –  1.30  pm  –  LUNCH  &  TRADE  DISPLAYS  

1:35  pm  –  2:35  pm  –  Workshop  Session  3  Session   Title   Room   Presenter/s  

3.1   Making  science  misconceptions  work  for  us   NB209   Katrina  Elliott  &  Ann  Pillman  DECD  

3.2   Geology  Rocks!  Mining  and  the  Environment   SB203   Bruce  Baker  

3.3   Great  Snell,  what  a  brilliant  photo  opportunity   NB218   Brian  Lannen  Victory  Lutheran  College  

3.4   Visual  programming  in  the  primary  classroom   NB208  Associate  Professor  Katrina  Falkner  &  Dr  Rebecca  Vivian  The  University  of  Adelaide  

3.5   Project  Igloo   SB211   Dr  Sam  Moyle  Brighton  Secondary  School  

3.6   SPE  Workshop  –  Petroleum  Mathematics   NB204   Jessica  Wrigley  The  Society  of  Petroleum  Engineers  

3.7   Flipping  the  classroom  –  a  “how-­‐to”  guide   NB213   Cat  Stone  Australian  Science  and  Mathematics  School  

3.8   Scaffolding  experimental  enquiry  in  the  middle  years  (Double  Session  Part1)  

NB205   Dr  Harry  Kanasa  Griffith  University  

3.9   Personalised  learning  &  informal  assessment  using  Google  Apps  for  Education  (Double  Session  Part1)  

NB206   Casper  Buisman  Glenunga  International  High  School  

3.10   A  hands  on  approach  to  Science  and  Mathematics.  

NB207   Peter  Sawley  Energy  Education  Australia  

3.11   Have  some  fun  with  NRich   NB214   Vanessa  Gorman  St  Peter’s  College  

2:40  pm  –  3:40  pm  –  Workshop  Session  4  Session   Title   Room   Presenter/s  

4.1   Branching  out  with  Google  forms   NB218   Dr  Caroline  Dean  Australian  Science  and  Mathematics  School  

4.2   Model  solar  construction   NB201   Andrew  Costi  St  Patrick’s  Technical  College  

4.3   Planning  and  evaluating  ICT  support  for  learning  

NB213  Associate  Professor  Paul  Newhouse  Edith  Cowan  University  

4.4   Data  Smarter  –  using  data  and  information  about  your  students  to  improve  learning  

NB204   Glenys  Thompson  &  Matt  Verdon  Australian  Science  and  Mathematics  School  

4.5   Trebuchet   NB207   Jules  Potiki  Australian  Science  and  Mathematics  School  

4.6   ASELL:  Science  inquiry  skills  through  student  experience  

NB215  &  

NB216  Rachel  Crees  Science  21  

       4.7   Collecting  data  with  microcontrollers   NB214   Joel  Phillips  Rostrevor  College  

4.8   Scaffolding  experimental  enquiry  in  the  middle  years  (Double  Session  Part2)   NB205   Dr  Harry  Kanasa  

Griffith  University  

4.9   Personalised  learning  &  informal  assessment  using  Google  Apps  for  Education  (Double  Session  Part2)  

NB206   Casper  Buisman  Glenunga  International  High  School  

4.10   Problem  solving,  the  factors  that  count     NB208   Peter  Fox  Texas  Instruments  

4.11   Some  basic  teaching  ideas  that  “travel”   NB209   Carol  Moule  MASA  

3:45  pm  –  4:45  pm    –  Credit  Union  SA  Happy  Hour  

WORKSHOPS

COMPUTER LABS

KEYNOTE  

MORNING TEA & LUNCH

TRADE DISPLAY

WORKSHOPS

SCIENCE LABS

REGISTRATION & HAPPY HOUR

10:40  am  –  11:40  am  –  Workshop  Session  1  

COMPUTER  LAB  

COMPUTER  LAB  

1.1  Mandi  Dimitriadis  and  Anthony  Chhoy,  Makers  Empire  The   Australian   Curriculum:   technologies,   now   being   introduced   in   all   South   Australian   schools,  challenges  students  to  use  design  thinking  to  generate  and  produce  designed  solutions  for  authentic  needs.  Mandi  Dimitriadis  and  Anthony  Chhoy  from  Makers  Empire  will  introduce  strategies  and  resources  teachers   can   use   in   their   everyday   classroom   environments   to   get   their  middle   school   students  started  with  engaging,  challenging  design  based  learning  that  meets  the  demands  of  the  Australian  Curriculum.    1.2  Katrina  Elliott,  DECD  "Not  all  tasks  are  created  equal,  and  different  tasks  will  provoke  different  levels  and  kinds  of  student  thinking"  Stein,  Smith,  Henningsen,  Silver,  2000  In  this  workshop,  we  will  clarify  why  identifying  and  increasing  the  intellectual  challenge  of  tasks  is  important  and  explore  some  effective  strategies  to  build  onto  our  current  practice.    We  will  share  a  tool  on  the  Leading  Learning  resource  that  explores  how  we  can  transform  our  tasks  for  intellectual  stretch  using  the  achievement  standards.    1.3  Dr  Paula  Mills,  Prince  Alfred  College  Based  around  the  MYP  framework  of  approaches  to  learning  and  the  Next  Chapter  criteria  for  science  (knowledge  &  understanding,  inquiring  &  designing,  processing  &  evaluating,  and  reflecting  on  the  impacts  of  science)  this  workshop  will  look  at  diagnostic,  formative  and  summative  tasks    -­‐  please  bring  along   your  own  examples   too.  Will   look  at   identifying   critical  &   creative   thinking   skills   and  research  skills.  The  criteria  are  new  to  all  educators  this  year  -­‐  share  your  experience.    1.4  Thomas  Keller  &  Darren  Willsmore,  Endeavour  College      Thomas  and  Darren  teach  D&T  at  Endeavour  College.  They  will  talk  about  how  they  embed  Science  and  Maths  into  their  subject  area  and  how  you  can  embed  D&T  into  yours.    1.5  Libby  Moore,  Moore  Educational  Ignite  student  engagement  and  energise  learning  through  the  use  of  LEGO  Mindstorms  EV3.  Your  students   will   exercise   creative   problem   solving   and   team   working   skills   while   deepening   their  understanding  of  digital  technologies,  design  and  technologies,  processes  and  understanding.  The  software  provides  an  integrated  digital  learning  experience  where  students  can  add  text,  images  and  video  to  create,  present  projects  and  more...    1.6  Chris  Heddles,  Australian  Science  and  Mathematics  School  Double  Session  Part  1  For  teachers  in  any  STEM  area  interested  in  having  students  use  programming  in  your  classroom.  No  experience  required  and  you  will  learn  some  programming  in  this  workshop.  Example  content  will  be  from  the  ACARA  year  8  Mathematics  curriculum.  You  will  be  encouraged  to  consider  how  this  approach  could  be  applied  to  your  own  subject  and  year  level.  You  will  need  to  bring  a  wifi-­‐capable  laptop  with  the  Processing  programming  language  installed  (free  at  processing.org)  along  with  the  latest  Java  updates  for  participation  in  this  workshop.      

ABSTRACTS  FOR  PRESENTATIONS  

1.7  Pennie  Stoyles,  Australian  Academy  of  Technological  Sciences  and  Engineering  Double  Session  Part  1  The  STELR  project   is  a  national  STEM  education  program,  aligned  with  the  Australian  Curriculum.  Participants  will  undertake  inquiry-­‐based  investigations  into  solar  and  wind  energy   using   the   STELR   Renewable   Energy   module.   The   theme   of   renewable   energy   harnesses  students'  interest  in  and  concern  about  climate  change.  Participants  will  also  be  able  to  experience  delivery   of   the   program   through   iSTELR   using   a   web-­‐based,   online   delivery   and   classroom  management  platform.    1.8  Julie  King,  Australian  Curriculum,  Assessment  and  Reporting  Authority  Double  Session  Part  1  Australian  Curriculum  connections,  a  new  feature  being  developed  for  the  Australian   Curriculum   website,   will   allow   teachers   to   identify   rich   connections   for   integrated  learning.  Julie  King,  Curriculum  Lead  Technologies  (ACARA)  will  explore  how  content  from  across  the  Australian   Curriculum   can   be   taught   and   assessed   through   rich   contexts   to   deepen   STEM  understandings.  In  this  workshop  participants  will  explore  strategies  to  identify  connections  between  the   Australian   Curriculum   for   Science,   Technologies   and   Mathematics   and   how   to   develop   rich  integrated  assessment  tasks.    1.9  Michelle  Kueh,  mangahigh.com  Getting  online  is  almost  a  norm  in  our  classrooms.  Let's  take  this  opportunity  to  truly  change  the  way  we  teach  and  engage  our  students.  Let's  look  a  little  closer  at  the  research  on  brain-­‐based  learning  and   how   Mangahigh   incorporates   these   known   strategies   to   impact   your   students   learning.    Automatically   creating  a  personalised   learning  pathway   for  each  student,  adapt  as  a   response   to  student  answers,  and  gamify  to  truly  engage  students  based  on  neuroscience  of  learning.    1.10  Maryanne  Rischmueller,  DECD  How  do  we  identify  misconceptions  in  students’  understanding  of  fractions  and  decimals  concepts?  What   are   these   misconceptions?   Hands-­‐on   activities   I   have   used   successfully   to   correct  misconceptions.  Using  feedback  from  students  to  help  with  planning.        1.11  Rebecca  Garrett,  Trinity  College  Gawler  Teachers  will  get  the  opportunity  to  be  students  again  and  solve  mathematical  problems  to  crack  the  safe.    1.12  Vanessa  Fay,  Australian  Science  and  Mathematics  School  The  developments   in   free-­‐form  architecture  and  geometric  computing  software  are  changing  the  types  of  buildings  being  designed.  sWhat  general  uses  can  this  give  to  a  student  in  the  mathematics  classroom?  

 2.1  Maja  Williams,  Australian  Science  and  Mathematics  School  There  is  a  plethora  of  research  supporting  that  girls  are  not  keen  to  even  start  and  let  alone  further  their  education  within  IT.  We  shall  explore  a  case  study  at  ASMS  of  girls  in  IT  as  well  as  share  ideas  and  have  a  few  hands-­‐on  activities  on  how  YOU  can  introduce  more  female  students  to  IT  in  your  school.    2.2  Associate  Professor  Paul  Newhouse,  Edith  Cowan  University  In   this  workshop   you  will   be   guided   through   some  examples  of   using   ICT   tools   to   support   STEM  learning  activities.      2.3  Penny  Collins,  Australian  Science  and  Mathematics  School  With   some   easy   to   implement   activities   demonstrate   that   there   is   no   certainty   in   science,   only  models   that   change   over   time.   Assist   students   to   understand   the   rules   of   science   and   what  constitutes  a  fair  test.      2.4  Len  Altman,  Marden  Senior  College  This  workshop  features  an  overview  of  recent  activities  of  our  award  winning  Geoscience  Pathways  Project.   Membership   is   free.   Our   partner   schools   access   fully   funded   field   and   laboratory  investigations,  either  with  a  visiting   teacher-­‐geologist,  or   in  a  well-­‐equipped  Earth  Science  school  laboratory,  or   in   laboratories  at  our  partner  Universities.  Bus  subsidies  are  available.  Our  work   is  sponsored   by   the   Geological   Society   of   Australia,   AusIMM   and   the   SA   Department   of   State  Development.    2.5  Andrew  Hudson,  Roxby  Downs  Area  School  Using   easy   to   source   materials   to   design,   construct   and   test   bridges.   Bridges   are   made   from  cardboard  tubes  and  balsa  wood.  Size  limits  to  the  materials  is  also  part  of  the  challenge.    2.6  Chris  Heddles,  Australian  Science  and  Mathematics  School  Double  Session  Part  2  For  teachers  in  any  STEM  area  interested  in  having  students  use  programming  in  your  classroom.  No  experience  required  and  you  will  learn  some  programming  in  this  workshop.  Example  content  will  be  from  the  ACARA  year  8  Mathematics  curriculum.  You  will  be  encouraged  to  consider  how  this  approach  could  be  applied  to  your  own  subject  and  year  level.  You  will  need  to  bring  a  wifi-­‐capable  laptop  with  the  Processing  programming  language  installed  (free  at  processing.org)  along  with  the  latest  Java  updates  for  participation  in  this  workshop.    2.7  Pennie  Stoyles,  Australian  Academy  of  Technological  Sciences  and  Engineering  Double  Session  Part  2  The  STELR  project   is  a  national  STEM  education  program,  aligned  with  the  Australian  Curriculum.  Participants  will  undertake  inquiry-­‐based  investigations  into  solar  and  wind  energy   using   the   STELR   Renewable   Energy   module.   The   theme   of   renewable   energy   harnesses  students'  interest  in  and  concern  about  climate  change.  Participants  will  also  be  able  to  experience  delivery   of   the   program   through   iSTELR   using   a   web-­‐based,   online   delivery   and   classroom  management  platform.        

11:45am  –  12:45pm  –  Workshop  Session  2  

2.8  Julie  King,  Australian  Curriculum,  Assessment  and  Reporting  Authority  Double  Session  Part  2  Australian  Curriculum  connections,  a  new  feature  being  developed  for  the  Australian   Curriculum   website,   will   allow   teachers   to   identify   rich   connections   for   integrated  learning.  Julie  King,  Curriculum  Lead  Technologies  (ACARA)  will  explore  how  content  from  across  the  Australian   Curriculum   can   be   taught   and   assessed   through   rich   contexts   to   deepen   STEM  understandings.  In  this  workshop  participants  will  explore  strategies  to  identify  connections  between  the   Australian   Curriculum   for   Science,   Technologies   and   Mathematics   and   how   to   develop   rich  integrated  assessment  tasks.    2.9  Brian  Lannen,  Victory  Lutheran  College  The  notion  of  mathematical  functions  is  at  the  heart  of  much  of  the  Australian  Curriculum  secondary  Mathematics  and  Science  courses,  but   the   foundation   for   learning   this   is   really   set   in   the  Middle  Years.  Do  you  regularly  draw  a  “function  machine”  on  your  whiteboard?   I  do  and   I  also  have  my  students  actually  work  with  such  machines  to  help  them  make  the  important  connections  between  algebraic   functions,   data   and   graphs.   Analysis   of   a   time-­‐lapse   photo   of   the   South   Celestial   Pole  provides   an   interesting   and   accessible   STEM   application.   BYO   device/calculator   for   making   the  “function  machines”  or  use  a  computing  calculator  or  iPad  that  will  be  provided.    2.10  Peter  Fox,  Texas  Instruments  A  range  of  technologies,  including  FREE  options,  will  be  used  to  collect,  explore  and  use  data  that  help  explain  accessible  high  school  level  mathematics  and  science  content.  The  focus  of  this  session  is  on  data  collection  opportunities  and  sources.  Data  sources  and  creation  used  will  include  pictures,  video,  websites,  google  docs,  software,  calculators  and  probes.  Examples  used  will  also  highlight  how  important   these   skills   are   for   students   progressing   on   to   senior   level   mathematics   and   science  courses.  A  single  high  quality  activity  is  significantly  more  memorable  and  applicable  than  a  collection  of  textbook  exercises  and  recipe  based  science  experiments.    2.11  Marion  Gaertner,  MASA  There  are  many  mathematical  "proofs"  that  the  earth  is  flat!  In  this  session  we  will  investigate  the  mathematics  of  several  of  these.    2.12  Julie  McClements,  CSIRO  Education  CSIRO  is  Australia's  national  science  agency  and  one  of  Australia's  largest  informal  science  education  providers  offering  a  range  of  education  resources  to  assist  teachers  to  engage  students  in  science,  technology,  engineering  and  mathematics!  In  this  fun,  interactive  session  you  will  hear  more  about  our  three  most  popular  national  programs  for  schools;  Scientists  in  Schools,  Sustainable  Futures  (formerly  CarbonKids)  and  CREST.  Explore  the  ways   in   which   these   programs   align   with   and   support   the   implementation   of   the   Australian  Curriculum  in  your  classroom,  while  engaging  your  students  in  STEM  education.    

 3.1  Katrina  Elliott  &  Ann  Pillman,  DECD  Student's  misconceptions  and  their  resistant  to  change  can  be  an  ongoing  frustration  for  teachers.  We  will  explore  how  knowing  the  possible  misconceptions  before  teaching  students  plays  a  critical  role   in   student's   science   learning   and   transfer   of   learning.  We   will   share   a   tool   on   the   Leading  Learning   resource   that   explores   ways   of   working   with   students   misconceptions   (alternative  conceptions  and  prior  knowledge)  of  science  concepts;  and  connects  with  inquiry  and  Science  as  a  Human  Endeavour.    3.2  Bruce  Baker  Mining  is  essential  but  gets  some  bad  press  regarding  the  environment.  What  are  the  issues?  What  can  be  done   to  minimise   environmental   impact?  How  can  we  present   this   to  MS   students   in   an  engaging  way?    3.3  Brian  Lannen,  Victory  Lutheran  College  Function-­‐fitting  to  photos  isn't  a  particularly  new  idea,  but  hey,  it's  what  you  do  with  it!  Something  my  students   liked  doing  was  fitting   linear  functions  to  a  refraction  photo  and  using  Snell's   law  to  determine   the   refractive   index  of   the  mystery  medium.  Armed  with  a   suitable   function  graphing  machine,  Google  Images  (or  your  own  camera)  and  a  sense  of  enquiry  of  your  global  environment,  the  action  can  all  happen  locally  on  a  handheld  device.  BYO  device  /  calculator  or  use  a  computing  calculator  or  iPad  that  will  be  provided.    3.4  Associate  Professor  Katrina  Falkner  &  Dr  Rebecca  Vivian,  The  University  of  Adelaide  The  new  Australian  Digital  Technologies  learning  area,  positions  us  as  one  of  the  leading  countries  in  addressing   the   urgent   need   to   include   computational   thinking   and   computer   science   skills   into  schooling  curricula  as  early  as  the  foundational  years.  Understanding  that  many  of  our  Australian  teachers  are  pressed  for  time  and  that  implementation  begins  shortly,  urgent  action  is  required  to  provide  teachers  with  the  support  they  need  so  that  they  can  deliver  the  best  learning  outcomes  for  our  students  and  meet  the  new  learning  objectives.  The  CSER  group  at  the  University  of  Adelaide  has  been  building  a  free,  open,  online  course  that  aligns  specifically  with  the  new  Digital  Technologies  curriculum,  addressing  Foundation-­‐6.  We  will  introduce  different  examples  of  visual  programming  systems,  and  explore  example  activities  that  show  how  visual  programming  can  be  incorporated  at  the  Primary  level,  and  integrated  with  other  learning  areas.  You  will  be  required  to  bring  your  own  laptop  for  this  workshop.    3.5  Dr  Sam  Moyle,  Brighton  Secondary  School    Project  Igloo  is  a  STEM-­‐based  unit  of  work  engaging  students  towards  assimilated  learning.  Students  utilise  technology  to   ideate  &  block-­‐base  code,   learn  the   importance  of  maths  calculations   in  the  design  &  planning  process  &  the  steps  required  to  go  from  prototyping  through  to  manufacture.  The  workshop  will  discuss   the  opportunities  Project   Igloo  affords  &  allow  participants   to  explore  Sketchbook  express,  Sphero  &  Parrot  mini-­‐drone  through  to  prototyping  the  Igloo  with  sugar  &  milk  bottles.          

1:35  pm  –  2:35  pm  –  Workshop  Session  3  

3.6  Jessica  Wrigley,  The  Society  of  Petroleum  Engineers  Petroleum  is  one  of  the  most  valuable  natural  resources  in  the  world  today,  and  with  greater  energy  demands,  more  efficient  and  unconventional  methods  are  required  to  extract  oil  and  gas  supplies.    Petroleum   engineers   are   responsible   for   designing   and   developing   these   evolving   methods   for  extracting  oil  and  natural  gas  deposits  from  deep  underground.  Explore  some  of  the  lesser-­‐known  mathematical  wonders  behind  the  oil  field.    3.7  Cat  Stone,  Australian  Science  and  Mathematics  School  Everyone's  talking  about  'flipping  the  classroom'!  But  how  do  you  actually  make  that  happen?  This  workshop  will  focus  on  practical  tips  for  making  this  methodology  work  for  you  and  your  students.    3.8  Dr  Harry  Kanasa,  Griffith  University  Double  Session  Part  1  Teaching  students  to  identify  variables  as  part  of  experimental  design  can  be  quite   challenging.   This  workshop   presents   a  method   to   easily   scaffold   the   process   of   identifying  independent,  dependent  and  controlled  variables  using  a  causes  and  effects  table.  Participants  will  gain  practice  at  using  a  causes  and  effects  table,  to  plan,  conduct  and  report  on  an  experiment  during  the  workshop,  as  well  as  explore  the  appearance  of  these  variables  in  various  parts  of  a  scientific  report.    3.9  Casper  Buisman,  Glenunga  International  High  School  Double  Session  Part  1  Create  a  Virtual  Learning  Environment  that  provides  for  flipped  and  blended  learning.   Incorporate   informative   assessment   for   your   students   anytime   anywhere   and   obtain  student  data  and  learning  analytics.  This  workshop  uses  Google  Apps  for  Education  (apps,  sites,  drive  etc.)  Attendees  should  be  familiar  with  using  Google  drive  and  apps.    3.10  Peter  Sawley,  Energy  Education  Australia  A  hands  on  approach  to  Science  and  Mathematics.  You  will   be  able   to  experience   the   combination  of  Maths  and  Science  being   introduced  during  a  construction  session.  From  building  a  rat  trap  car  to  launching  a  water  rocket,  the  concepts  of  friction,  energy,  time  and  pressure  will  all  be  illustrated.  This  hands  on  session  will  also  show  the  link  between  Science,  Maths  and  Technology  as  outlined  in  the  Australian  Curriculum.    3.11  Vanessa  Gorman,  St  Peter’s  College      NAPLAN  is  a  reasoning  and  understanding  test  for  students.  To  prepare  students  for  this  assessment  we  need  to  provide  opportunities  for  students  to  ‘think  outside  the  square’.  In  this  workshop  there  will  be  opportunity  to  collaborate  with  others  on  a  selection  of  problem  solving  activities  from  the  website  NRich.  The  aim  is  for  participants  to  leave  with  a  repository  of  familiar  tasks  which  can  be  used  with  their  students.    

4.1  Dr  Caroline  Dean,  Australian  Science  and  Mathematics  School  Come  explore   the  power  Google   Forms  and  Add-­‐ons   such  as   Flubaroo.   Learn  how   to   create  and  administer   a   Google   Form   to   others.   Forms   are   easy   to   use   tools   for   collecting   information   and  providing  timely  feedback  to  students  and  allow  you  to  working  smarter  not  harder  in  the  classroom.  From  examples  of  data   collecting,  quizzes  and  polls,   to   formative  assessment,   you  will   leave   this  workshop  with  ideas  to  use  in  your  classroom  or  with  your  staff  immediately.      4.2  Andrew  Costi,  St  Patrick’s  Technical  College  Project   based   learning   on   converting   solar   energy   to   electrical   energy   to   power   a   small   vehicle.  Conferees  will  build  a  small  solar  car  suitable  for  students  in  Years  7-­‐8.    4.3  Associate  Professor  Paul  Newhouse,  Edith  Cowan  University  In  this  workshop  you  will  use  a  tool  to  evaluate  the  use  of  ICT  in  your  teaching,  and  then  be  guided  through  a  problem-­‐based  approach  to  planning  to  build  on  this  use.    4.4  Glenys  Thompson  &  Matt  Verdon,  Australian  Science  and  Mathematics  School  Everybody   is  talking  about  using  data  and  evidence  to  drive  our  pedagogical  practice.   In  fact,   the  wealth  of  data  can  be  completely  overwhelming!  In  this  workshop,  you  will  learn  how  to  effectively  use  data  at  different  times  and  stages  to  best  meet  the  learning  and  other  needs  of  your  students.  Come  along  and  expect  to  be  challenged  and  to  think  really  hard!    4.5    Jules  Potiki,  Australian  Science  and  Mathematics  School  Trebuchets  have  been  used  for  centuries  to  breach  castle  walls.  Now  you  can  use  them  to  breach  the  minds  of  your  students!  Focusing  on  the  Year  7  and  8  Achievement  Standards,  this  workshop  will  see  you  engineering,  constructing  and  firing  a  tabletop  trebuchet.  The  forces  involved  and  the  transfer  of  energy  through  the  system  will  be  analysed  as  a  means  of  deepening  student  understanding  of  these   important   concepts   Opportunities   for   making   links   to   both   literacy   and   numeracy   will   be  explored.      4.6  Rachel  Crees,  Flinders  Centre  for  Science  Education  in  the  21st  Century  Despite  the  fact  that  hands-­‐on  learning  should  lend  itself  to  fostering  inquiry  skills,  it  is  often  not  easy  to  incorporate  inquiry  within  standard  educational  scaffolds.  This  presentation  investigates  some  key  aspects   of   practicals   that   prioritise   inquiry   skills   via   a   tool   developed   at   Sydney   University.   It  introduces   the   scheme   being   developed   in   SA   to   deliver   hands-­‐on   workshops,   for   teachers   and  students,  designed  to  support  educators  in  enhancing  practical  work  and  outcomes  for  students.    4.7  Joel  Phillips,  Rostrevor  College  This  will  be  a  hands  on  workshop  introducing  teachers  to  the  use  of  Microcontrollers.  We  will  likely  use  the  Arduino  system  and  breadboard  a  simple  analogue  to  digital  sensor  circuit.  We  will  record  some  data  from  your  circuit  and  present  it  as  a  graph  to  analyse  the  information.  We  will  brainstorm  some  activities  that  you  could  integrate  this  technology  into  your  classroom  and  share  some  more  advanced  ideas.  You  will  need  to  bring  a  laptop  with  the  free  Arduino  software  pre  installed  to  this  workshop.        

2:40  pm  –  3:40  pm  –  Workshop  Session  4  

4.8  Dr  Harry  Kanasa,  Griffith  University  Double  Session  Part  2  Teaching  students  to  identify  variables  as  part  of  experimental  design  can  be  quite   challenging.   This  workshop   presents   a  method   to   easily   scaffold   the   process   of   identifying  independent,  dependent  and  controlled  variables  using  a  causes  and  effects  table.  Participants  will  gain  practice  at  using  a  causes  and  effects  table,  to  plan,  conduct  and  report  on  an  experiment  during  the  workshop,  as  well  as  explore  the  appearance  of  these  variables  in  various  parts  of  a  scientific  report.    4.9  Casper  Buisman,  Glenunga  International  High  School  Double  Session  Part  2  Create  a  Virtual  Learning  Environment  that  provides  for  flipped  and  blended  learning.   Incorporate   informative   assessment   for   your   students   anytime   anywhere   and   obtain  student  data  and  learning  analytics.  This  workshop  uses  Google  Apps  for  Education  (apps,  sites,  drive  etc.)  Attendees  should  be  familiar  with  using  Google  drive  and  apps.    4.10  Peter  Fox,  Texas  Instruments  Can  you  find  two  consecutive  whole  numbers  between  1  and  100  that  contain  at  least  6  factors  each?  How  many  solutions  are  there?  How  did  you  solve  this  problem?  This  is  one  example  of  the  problems  that  will  be  explored  in  this  workshop  that  will  help  illustrate  an  approach  to  teaching  mathematics  that  incorporates  the  philosophies  underpinning  STEM  education.  Science  lessons  should  not  focus  on   recipe   based   practical   experiments;   equally   mathematics   should   not   rely   on   rote   learnt  algorithms.  Technology  should  be  naturally  integrated  and  Engineering  is  about  how  Mathematics  and  science  can  be  used  to  solve  problems.      4.11  Carol  Moule,  MASA  Over  many  years  I  have  refined  the  way  I  approach  various  topics  so  that  when  teaching  younger  students  I  use  a  method  which  carries  through  to  be  useful  in  later  years  -­‐  that  is,  it  TRAVELS,  as  Keith  Hamann  would  say.  Another  way  that  I  have  often  described  this  is  "creating  hooks  in  young  brains"  on  which  other  concepts  will  build  in  later  years.          

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