In early Fall I was contacted by eGroup Education Corporation Joint Stock Company located in Hanoi, Vietnam to conduct an intensive introductory STEM teacher training course for STEAMe Garten and Apax English Teachers. STEAMe GARTEN is part of Egroup Education Group which is one of the first preschools to introduce STEM education methods to preschool programs in Vietnam. For five days 40 STEAMe GARTEN and 10 Apax English Teachers were immersed in delving deep into what a quality STEM education program looks like, observing best practices in STEM teaching practices such as inquiry, student-driven classroom, and designing STEM-based lessons and experiences that engage and empower each individual student. The five day STEM teacher training course started off with introducing the participants to inquiry-based teaching practices, 21st-century learning skills, engineering design process, reflective journaling, and incorporating children’s literature.

The first STEM-based investigation I introduced the teachers to was exploring matter of all kinds, in the engineering world, this is called materials science. So much of STEM learning is based on conducting engineering challenges whether it’s building a prototype of a bridge, house, or roller coaster ramp. It’s imperative that teachers give students the opportunity to explore the materials they are expected to use or have the option of using, as well as introducing students to the newest materials that have been developed.  During the STEM-based matter lessons teachers compared and contrasted physical characteristics of a wide array of common household materials such as cardboard, cement bricks, wood, Styrofoam and more, as well as unique materials such as super-absorbing polymers, polymers, and Oobleck.

After participants became acquainted with the characteristics of building materials and unique types of matter we progressed on to study patterns and shapes and why patterns and shapes are so important to all the STEM disciplines. Participants compared structural integrity of triangles vs. squares, they created 3-dimensional structures with toothpicks and garbanzo beans and then dipped them into a soap solution to observe faces, vertices and edges and more. We also made connections to geometry and architecture.

Participants were given the challenge of designing and creating a dimensional structure of their choice within a limited time frame. They were only allowed to use cardboard, tape, string, and decorative materials. These type of engineering challenges provide plenty of opportunities to strengthen and develop 21st-century learning skills (creativity, critical thinking, communication, and collaboration). It was amazing to see all the different type of structures that were created. A gallery walk was undertaken to observe all the structures, and each group was also asked to provide an oral presentation of their building experience and structure.

We then moved onto exploring mechanical, electrical and systems engineering via analyzing and taking apart broken household gadgets and toys. This is perhaps one of the most authentic STEM learning experiences a student of any age can undertake to truly understand what engineering is all about. Participants were separated into small working groups where they spent several hours analyzing, deconstructing and organizing internal and external components that made up their gadget. At the completion of the deconstructing engineering challenge a gallery walk was had, and each group gave a presentation to the class about their experience deconstructing the gadget. The teachers shared that from having had this experience they would no longer throw away “outdated or broken appliances or toys” but instead bring them to their classrooms for the students to deconstruct. Depending on the grade level of the students, this engineering experience can be taken to the next level by having students try and fix the gadget, reconstruct the gadget, create a new gadget from the components, or create art from the components.

The last of the engineering challenges the teachers undertook was to design and create a marble roller coaster which had to have a minimum of one turn and one loop, using limited supplies which included paper tubes, insulation tubes, cardboard, straws, blocks, tape, string, and decorative materials. Teachers were given a limited amount of time to undertake the challenge. At the completion of the building, a gallery walk of the roller coasters was undertaken where group members demonstrated how their roller coaster worked and discussed the entire learning experience with their peers. As always designing and creating marble roller coasters is a favorite among students of all ages. To make this STEM learning experience as authentic as possible teachers should make connections to local carnival sites, local roadways, and interstates etc.

As always in all of the trainings I conduct, I conclude the session with having teachers reflect on transformations they have made as a result of participating in the training. I give teachers the opportunity to share their transformations and the goals they have upon returning to the classroom in regards to teaching practices, classroom environment, and incorporating quality and meaningful STEM learning experiences.

Once again I’m extremely grateful to have had the opportunity to travel to Vietnam and share my knowledge and passion of STEM education with such a wonderful and dedicated group of educators, as well as work with eGroup who is on the forefront of bringing quality STEM education to children of all ages in Vietnam via their STEAM e Garten and Apax Programs.

The following photos were taken during the five day STEM teacher training course. For more information on the STEM and Science professional staff development please contact me via the contact page.

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