8455 /www/nrich/html/content/id/8455/ 5 2012-06-19T10:21:40 <?xml version="1.0" encoding="UTF-8"?> <mdoxml version="1.0"><p><strong>stemNRICH tasks provide guidance and suggestions for appropriate use in the teachers&#39; notes to the tasks, including basic information for non-specialists where appropriate.</strong></p> <ol> <li>Data collection in SET then analysis of the data in maths; possibly with a feedback into SET.</li> <li>Have a &#39;visiting expert&#39; join the lesson for a short while - maybe the science teacher in the maths class, or the maths teacher in the DT class, etc.</li> <li>Create an equation/make a prediction/do a calculation for a physical process in a maths lesson and then test out the prediction by performing the experiment in science.</li> <li>Introduce a task in a SET lesson (to ensure the pupils all have the SET knowledge required), continuing to work on it in a maths lesson (using maths skills) and then complete it for a double homework - marked by both maths and SET teacher with their particular subject focus.</li> <li>Introduce a short, regular and scheduled &#39;discussion&#39; or circle time in both maths and SET lessons (perhaps 10 minutes a fortnight). Give students a chance to comment on the SET that they have noted in maths and vice versa and also to ask teachers/other students of wider questions concerning the mathematics they have seen in SET or the SET that they have seen in maths.</li> <li>Set a half-termly cross-curricular review homework: <ol style="list-style-type: lower-alpha;"> <li>Maths: Review SET books for mathematical content; make links with the mathematics that they have learnt during the term.</li> <li>SET: Review maths books and suggest SET links or connections with the material covered. Look for parts of maths which have the most common uses.</li> </ol> </li> <li>Joint poster project: Choose a theme and work on the same poster in both a maths and SET lesson, where the focus is finding the maths/SET related to a big theme, such as global warming.</li> <li>Monthly poster competition: Display a large photo which has STEM content, with a mailbox for students to post suggestions about the STEM they see in the photo.  Give a prize for the best entry.</li> <li>Use a STEM photo as a starter for students to think about while you&#39;re getting ready to start the lesson.</li> <li>Use snippets of problems/weekly challenges as starters when students enter room. Choose topic to give a flavour of the main theme of the day and plan for appropriate content in schemes of work.</li> <li>Include some cross-curricular display material in corridors and classrooms.</li> <li>Ask the student newspaper to interview members of science and maths departments to find out their &#39;STEM history&#39; in terms of the STEM experience at university, hobbies or other jobs.</li> <li>Build on the clear links between &#39;investigation cycles&#39; in science, &#39;design pentagon&#39; in DT and &#39;data handling cycles&#39; in maths.</li> <li>Use data loggers, light sensors, and other hands-on technology in maths.</li> <li>Show a picture of an experiment/activity as used in SET to act as stimulated recall in maths at the appropriate time.</li> <li>Have worthwhile end of term cross-curricular activities.</li> <li>Have <em>AsSTEMblies</em> - assemblies which focus on some aspect of STEM</li> <li>Form a STEM club or a maths club or both. Form links between these clubs and clubs from other schools.  Use the resources on <a href="/8975">stemNRICH</a>!</li> </ol></mdoxml> <?xml version="1.0" encoding="UTF-8"?> <mdoxml version="1.0"></mdoxml> 0 0 0 0 1 1 0 Introducing and developing STEM teaching in the classroom. Applications STEM - Teachers