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FP7-Science-in-Society-2012-1, Grant Agreement N. 321403 3
!Teaching the TEMI way
How using mysteries supports science learning
FP7-Science-in-Society-2012-1, Grant Agreement N. 321403 2
!
1 Mysteries
Their Nature and Purpose in Science Education
FP7-Science-in-Society-2012-1, Grant Agreement N. 321403 2
FP7-Science-in-Society-2012-1, Grant Agreement N. 321403 2
!
2 Enquiry
And the 5E model
FP7-Science-in-Society-2012-1, Grant Agreement N. 321403 2
!
3 Presenting mysteries
Showmanship
FP7-Science-in-Society-2012-1, Grant Agreement N. 321403 2
!
4 Gradual Release of Responsibility
The Apprentice Model
!The CPD programme
Week Event 0 Pre-workshop tasks 2 Workshop 1 (8 h) 3-8 Classroom practice 8-12 Workshop 2 (8 h) 11-16 Follow-up
FP7-Science-in-Society-2012-1, Grant Agreement N. 321403 2
!Classroom Activities
!
FP7-Science-in-Society-2012-1, Grant Agreement N. 321403 2
FP7-Science-in-Society-2012-1, Grant Agreement N. 321403 2
coun
trie
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aini
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here
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hers
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I pilo
t tr
aini
ng
part
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inno
vatio
ns
citie
s
full
days
of
trai
ning
per
coh
ort
mon
ths
of
proj
ect
hour
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aini
ng
A teacher training programme across Europe
81%
of teachers who attended the training sessions want to try TEMI
methodology in class
65%
63%
55%
52%
52%
-�loঞ�-ঞom�|o�u;m;��l��|;-1_bm]
new tools for my teaching
a new approach to teaching
-�0;�;u��m7;uv|-m7bm]�o=���"�
�v;=�Ѵ�ru-1ঞ1-Ѵ�;�-lrѴ;v
What do you feel you gained from training?
great good bad very bad
applicability enjoyment relevance interest
a mystery that dazzles students
-�l�v|;u��|_-|�l-h;v�v|�7;m|�-vh�t�;vঞom
a mystery that spans over several lessons
a short mystery
a mystery that does not require a lot of material
a mystery that tackles several disciplines
-�l�v|;u��|_-|�bv�vr;1bC1�|o��o�u�7bv1brѴbm;
Satisfaction of participants
The TEMI approach is based on productive mysteries. In the context of your class, what is a “productive mystery”?
TEMI – Teaching Enquiry with Mysteries Incorporated teachingmysteries.eu
base
d on
dat
a <
31/1
2/20
14
FP7-Science-in-Society-2012-1, Grant Agreement N. 321403 2
coun
trie
sin
volv
ed
serie
s of
tr
aini
ng
conf
eren
ces w
here
TE
MI w
as p
rese
nted
teac
hers
in
TEM
I pilo
t tr
aini
ng
part
ners
inno
vatio
ns
citie
s
full
days
of
trai
ning
per
coh
ort
mon
ths
of
proj
ect
hour
s of
tr
aini
ng
A teacher training programme across Europe
81%
of teachers who attended the training sessions want to try TEMI
methodology in class
65%
63%
55%
52%
52%
-�loঞ�-ঞom�|o�u;m;��l��|;-1_bm]
new tools for my teaching
a new approach to teaching
-�0;�;u��m7;uv|-m7bm]�o=���"�
�v;=�Ѵ�ru-1ঞ1-Ѵ�;�-lrѴ;v
What do you feel you gained from training?
great good bad very bad
applicability enjoyment relevance interest
a mystery that dazzles students
-�l�v|;u��|_-|�l-h;v�v|�7;m|�-vh�t�;vঞom
a mystery that spans over several lessons
a short mystery
a mystery that does not require a lot of material
a mystery that tackles several disciplines
-�l�v|;u��|_-|�bv�vr;1bC1�|o��o�u�7bv1brѴbm;
Satisfaction of participants
The TEMI approach is based on productive mysteries. In the context of your class, what is a “productive mystery”?
TEMI – Teaching Enquiry with Mysteries Incorporated teachingmysteries.eu
base
d on
dat
a <
31/1
2/20
14
FP7-Science-in-Society-2012-1, Grant Agreement N. 321403 24
!
w | www.teachingmysteries.eu
t | @teachmysteries 16-17 April 2016
Leiden, The Netherlands
