joi, 5 octombrie 2017

Module 5: Balancing the roles of teachers, mentors, parents and role models

The learning objectives of Module 5 are:
  • To develop the concept of mentorship and learn how it can be integrated in schools (with a focus on the roles of career counsellors and Heads of Schools);
  • To learn how to manage the role of parents in career awareness activities;
  • To learn how to integrate STEM professionals in school activities.

5.1 Towards integration of career advisory roles in STEM career counselling

As we have been seeing throughout this whole course, students need to receive adequate guidance that will lead them to successful careers in STEM. To achieve this, there is a number of professionals that can chaperon them in the exercise of career exploration and of personal development. Among these, not only career advisors, heads of school and teachers, but also alumni, parents and STEM professionals will be of much relevance. 
In the brochure below, we introduce you to the different roles some of these actors will develop when it comes to career advising. Read it carefully and participate in the activity below:

Activity 1: Now that you have learned about the different actors and their roles in STEM career guidance, we want you to think about your own school and about the way in which you would organise the existing actors and roles in it. Start by thinking about one actor (for instance, the headmaster/mistress of your school) and about the roles you think are appropriate for this person to develop (for instance, organising guidance activities).
Do you want to put these ideas on paper? Create something like this? Follow the instructions below to construct at least one map that reflects the roles you would assign to an actor of your choice.
  1. Go to MindMup (https://www.mindmup.com/) and click on the “Get started” button. To open a working page, click on the “Create a new map” blue button.
  2. Start playing around! Think about one actor (e.g. teachers) and start assigning the roles this person should have in your school (e.g. liaising with students, organising career workshops, etc). For this, you will have to write the name of the actor in the box that will appear in the centre of your screen. In the upper left corner, you will find the option “Insert child node” to add different boxes in which you can write the roles you have in mind. Also, in the option “Connect to another role” you can add arrows that connect the different boxes to each other. If you feel inspired, you can create maps of different actors and the main roles you would assign to them.
  3. Save your creation using the “Publish” function that is available in the right upper corner of your screen. Click on “confirm” to make sure that you want to publish it, give it a title and an explanation and click on “publish”. On the “send links” option, two links will appear. Copy the first one, in the “web page” section.
  4. Go to the padlet below and click on a new sticky note. Click on the option, “Add an attachment” and paste the link you copied before.
  5. Now your map will appear on the padlet. Go ahead and create as many as you want, it’s so much fun!

5.2 Bring parents into career counselling

The influence of parents on the career development and decisions of their children has been widely recognised, whether indirect, explicit or a combination of both. Tacit parental influence will come through the parents’ attitude to work and to specific careers. Parents are also able to greatly influence career choices by expressing specific expectations in this regard.
Take a look at the following booklet, to get a wider view on parental involvement in career counselling, as well as to understand effects of gender role socialisation on career choices and, more generally, to understand the importance of STEM to career development.
Activity 2: In your opinion, how can head teachers and counsellors include parents in the career counselling process? Add your ideas on this tricider!

5.3 Bringing professionals into career counselling

Bringing professionals into the classroom is yet another way of enhancing students’ interest in STEM careers. Engaging in these encounters enables a connection between the world of industry and research to the teaching and learning processes, in formal education settings. In addition, it can increase teacher and students’ confidence and exposure to real-world STEM practice and broaden awareness on different types of science careers.
Teachers and students are also exposed to contemporary research and its applications, and get the opportunity to interact and put forward questions about STEM topics, career roadmaps and study-to-work transitions. Finally, initiatives bringing professionals into the classroom facilitate partnerships between educators, students and STEM specialists to promote STEM education and students' engagement in STEM pathways. Finally, their experience may prove valuable in providing advocacy for school STEM policies and curriculum development.
Watch the following video, which covers all the aforementioned topics. It also features interview extracts with Professor Josette Camilleri, researcher of restorative dentistry, Captain Mark Anthony Chapelle, Member of the Nautical Institute, and Professor Pierre Schembri Wisma, researcher in biomedical sciences.
Activity 3: Share your own experiences. Have you organised any activity that would bring professionals into the classroom? What were the positive outcomes (for students, for teachers, for the school overall)? What would you improve?

5.4 Bibliography



Made with Padlet
la

Niciun comentariu:

Trimiteți un comentariu

Abonați-vă la: Postare comentarii (Atom)