International Diploma for School Teachers in STEM Education
Diploma Program ILOs
The Diploma ILOs were designed based on the EU Diploma Level Qualifications that are divided as follows:
Knowledge and Understanding
Advanced knowledge of STEM, involving a critical understanding of theories and principles.
Broad, integrated and advanced knowledge in adjoining areas (pedagogy, psycho-pedagogy, Edu. Tech) involving a critical understanding of theories and principles.
Broad, integrated and advanced knowledge of STEM teaching and learning strategies.
Broad, integrated and advanced knowledge about students’ diversity and its impact on teaching and learning processes.
Deep understanding and knowledge regarding the alternative assessment strategies and tools in STEM education.
Recognize the essential elements of the engineering design process from problem specification to detailed design.
Recognize major computer-aided design and engineering tools and their use on the deign process.
Explain concepts of engineering materials (metals, alloys, polymers, ceramics, composites), and explain their behavior, and appropriateness for engineering applications.
Identify the nature of technological systems and control of mechanical systems.
Examine the engineering principles of automated product design.
Advanced Knowledge of 21st century transversal competencies in education for STEM Teachers.
Advanced Knowledge of Framework for Selecting Measures of 21st century transversal competencies in education.
Advanced Knowledge of Performance Assessments and Simulations in education for STEM Teachers.
Deep understanding of life-work learning in education for STEM Teachers.
Demonstrate advanced knowledge of STEM teaching and learning.
Apply the appropriate strategies for enhancing students’ active and flexible learning through motivation, self-efficacy and engagement.
Apply integrated approach in STEM teaching practices.
Define the alternative assessment concept.
Distinguish between different types of alternative assessment.
Discuss the essential considerations for applying alternative assessment in STEM classrooms Discuss the reliability and validity of alternative assessments tools in the context of STEM education.
Define the main principles of engineering design in STEM education Describe engineering design teaching and learning strategies ·
Advanced Knowledge of foreign language in education for STEM Teachers.
Advanced Knowledge of ICT in education for STEM Teachers.
Provide deep understanding of STEM teachers’ Integration between foreign languages and ICT in education.
Apply ICT in education for STEM Teachers.
Using foreign language in education for STEM Teachers
Apply of 21st century transversal competencies in education for STEM Teachers.
Using of 21st century transversal competencies in education for STEM Teachers.
Demonstrate advanced cognitive skills involving the use of logical, intuitive and creative thinking for mastery and innovation of STEM teaching and learning.
Demonstrate advanced cognitive skills including logical, intuitive and creative thinking for enhancing students’ motivation, self-efficacy, and engagement.
Demonstrate advanced cognitive skills including logical, intuitive and creative thinking for integrating STEM teaching practices in classroom.
Demonstrate advanced cognitive skills such as creativity in creating assessment tasks in STEM subjects.
Apply different types of assessment methodologies in/out classroom.
Link between the intended learning outcomes, teaching and learning activities and assessment tasks.
Integrate knowledge of mechanics, sensors, actuators, and control logic to solve simple engineering problems; “analyze design requirements; evaluate existing engineering design concepts and solutions; apply basic engineering principles to materials and process selections;
Demonstrate advanced skills in developing Teachers’ competencies in integrating foreign languages and ICT in education
Demonstrate advanced skills in integration between foreign languages and ICT for STEM teachers.
Demonstrate advanced creative and innovative thinking by application of knowledge and skills, reflective thinking, reasoned decision-making skills in developing Teachers’ competencies.
Demonstrate advanced skills in conflict resolution for STEM teachers.
Demonstrate advanced skills in expressing and communicating ideas through ICT, using global media, libraries and archives and ICT, analyzing and evaluating media content for STEM teachers.
Professional / Practical Skills:
Demonstrate advanced practical skills involving manual dexterity and the use of methods, materials, tools and instruments for solving complex and unpredictable problems in STEM education.
Demonstrate advanced practical skills involving manual dexterity and the use of methods, materials, tools and instruments for improving intensive learning quality of STEM subjects.
Plan and execute practical experiments and simulation for students.
Produce an engineering design for a simple component to fulfil a specific requirement.
Construct simple sketches and CAD models using appropriate tools.
Apply rapid prototyping processes to produce simple products.
Demonstrate advanced practical skills involving manual dexterity and the use of tools, instruments and strategies to apply authentic assessment in STEM subjects.
Improved STEM teachers’ foreign languages skills.
Improved STEM teachers’ ICT skills.
Improved overall teachers' competencies in integrating foreign languages and ICT in education.
Improved STEM teachers’ communication, teamwork and collaboration skills.
Improved overall teachers' competencies in integrating communication, teamwork, collaboration and self-directed learning in education.
Demonstrate autonomy in managing complex technical or professional activities or projects in STEM education using transversal skills.
Demonstrate autonomy in managing class situations through encouraging students’ engagement, mutual trust and active learning.
Generate teaching and learning solutions for school students using active control experiments.
Show autonomy in creating a fair and authentic assessment for his/her students learning.
Show autonomy in development of STEM teachers' competencies in integrating foreign languages and ICT in education.
Show autonomy in development of STEM teachers' creativity, entrepreneurship, resourcefulness, application of knowledge and skills, self-directed learning independently, flexibility and adaptability, self-awareness, perseverance, self-motivation, compassion, integrity in education".
Take responsibility for decision making in unpredictable STEM teaching contexts using transversal skills.
Take responsibility for student learning quality in different contexts using transversal skills.
Takes responsibility for responding to students’ diversity and managing diverse learning cultures.
Apply given information to generate innovative design of new solution.
Use assessment as an approach to improve his/her students’ performance and to assure that the intended learning outcomes have been achieved.
Take responsibility for teachers’ competencies in using foreign language and ICT in STEM education.
Take responsibility for teachers’ awareness, openness, responsibility, respect for diversity, ethical understanding, intercultural understanding, democratic participation, respect for the environment, national identity, sense of belonging in STEM education."
Demonstrate transversal knowledge and skills in managing interactions for professional collaboration of individuals and groups involved in STEM education.
Demonstrate transversal knowledge and skills in managing interactions for enhancing student-to-student interaction, engagement, competitiveness and collaboration.
Demonstrate competence for enhancing students’ social interaction in innovative learning environments.
Prepare and present a documented design study.
Support peer-to-peer assessment, collaboration and maintain constant formative feedback.
Support teachers competencies for integrating foreign languages and ICT in STEM education.
Support teachers’ sociability, collegiality, empathy, compassion in STEM education".
Diploma Workload shall consist of 60 ECTS which are approximately equal to 32 CHs.
The Core Modules shall represent 18 CHs consisting of 6 Courses (3 CHs each).
The Specialization Modules (for two majors [Math Or Science]) shall represent 6 CHs.
Practical placement at schools shall represent 8 CHs