1. Mentoring science teachers: examples of in-class scientific support Fibonacci European training session March 2012

2. Starting point: teachers needs  WHY DON’T YOU DO SCIENCE?  « Science is too difficult, for specialists » (83% don’t have scientific background)  « The curriculum is too dense, it’s discouraging »  Not trained enough (or at all)  Don’t know what to do  Don’t have the material  Sometimes we need help

3. Planning of scientific activities PS (3-4)MS (4-5)GS (5-6)CP (6-7)CE1 (7-8)CE2 (8-9)CM1 (9-10)CM2 (10-11) WATER How to carry waterSnow, ice = watermeteorlogy Water change of state Mixing and solutions Water quality Fusion Vaporisation HUMAN BODY -ENVIRONMENT 5 sensTeeth and food The wastesBody movments Nutrition and digestion Respiration and circulation AIRASTRONOMY Wind, blowing = air in movment Air is matter Seisms and volcanos Day/nigth The seasons LIVING : PLANTS AND ANIMALS Seeds and flowers Locomotion et nutrition of different animals Seeds or not? Study of stick insects Study of the forest Plants needs and reproduction Study of an ecosystem TECHNOLOGY plasticine How to bilud a car magnetsElectricity I Building tehcnical objects Electricity IILevers Gears and poulleys JOKERSFoodBread and yeastLight and shadow Classification of the living balanceEnergies?

4. Support organisation Training  Kick off meeting in September (1 day)  Training session in November (2 days)  Assessment meeting in May (1 day) Material support  Material boxes with learning units

5. Teachers support  Pedagogical support  By peers (18 teachers in 2008-2009)  By trainers  Coordination team…  Scientific tutoring

6. Scientific tutoring Scientific partners (universities, Ingeneering schools) put their skills at teachers’ disposal  Objectives  Create links between scientific community and schools  Show that science is accessible to everyone  Help teachers to set up scientific activities in their classes  Make teachers more confident  Generate vocations for scientific careers

7. What role? Work with the teachers, not instead of them.  Help teachers prepare science lessons  Scientific contents  New ideas  Help teachers during science lessons  Management of groups during experiments  Answer to pupils questions  Setting up of scientific approach  Scientific « Expert »  Link between schools and the resource center  Comments on learning units and material based on their experience in classes  Participation in the rewriting of learning units

8. In Saint-Etienne  Who?  students from the Ecole Polytechnique on civil duty  phD students from the Ecole des mines  ingeneer students from the Ecole des mines  Scientific students from the University of Saint-Etienne

9. Organisation  For phD students  1 referent student per school  Each student do between 15 and 40 interventions per year  For students of the Ecole polytechnique  4 days a week in schools  From November to April  For University or engineering school students by pair 6 to 8 sessions in the same class

10. Training for tutors  Polytechnique and phD students  2 days training session on scientific culture, primary school organisation and IBSE  ½ day of practical activity  Tutoring during their first class visits  Several meetings to share their practice  University or engineering school students  ½ training session on primary school organisation and IBSE  Practical activities to help them designing the sequence  Tutoring during their first class visits  Weekly follow up

11. Contents of the training session  IBSE  Role  Risks  Taking the teacher’s place  Giving all the answers  Showing that science is inaccessible, for experts  Knowing everything and never doubt  Become indispensable for the teacher

12. How set up scientific support by students  Administrative context (UE, ECTS, volunteer…)  What format (how many time, training…)  How choose classes (relation with local educational authorities)  How inform teachers (meeting, training, nothing…)  Follow up (who can be the trainer and tutor of tutors)  Evaluation (no, oral presentation, report…)  Material issue (close to a resource center, money…)  Transport issue (if schools are rural for example)