Follow Wiliam’s Rules for Impactful Teaching and Learning 1. Share with students an understanding of learning intentions and criteria for success. 2. Engineer effective classroom discussions and tasks that elicit evidence of learning. 3. Provide feedback that moves learning forward. [don’t overuse grades and praise] 4. Activate learners as instructional resources for one another. 5. Activate learners as owners of their own learning.

B R A N D Y W I N E S C H O O L D I S T R I C T ENGINEERING & TECHNOLOGY EDUCATION

LEARNING SPACE

PRINCIPLES

• Bring the technology to the project and avoid having to bring the project to the technology.

• Support the ability to quickly re-design, re-make, & re-test and not necessarily in that order.

• Shrink footprints whenever possible. Think wireless, think mobile, think elbows.

• Provide flexibility for students to self-accommodate and for not yet conceived endeavors.

• Make it comfortable for students to take action and not comfortable to sit still.

• Select tools that help students meet standards

• Selected tools that allow students to stay with problems longer outside of structured time.

When possible, tools should be: • platform agnostic • highly intuitive • extremely low cost • open-source

• Selected tools must support interoperability amongst other selected tools.

DIGITAL'DESIGN'Vector'

Graphics'

'Illustrator'

Surface'

CAD'

'Sketchup'

Solid'

CAD'

''

OnShape'

PHYSICAL'COMPUTING'Electronics'

'123Dcircuit''

&'Fritzing'

Microcontrollers'

'Arduino'IDE'&'

Microcontroller'

Robotics'

'VEX'IQ'&''

RobotC'

DIGITAL'FABRICATION'Laser'

Cutting'

'LaserPro'

Numerical'

Control'

'ShopBot'

3D'

Printing'

'MakerBot'

TOOL SELECTION

STANDARDS

TOOLS

LEARNING'

OBJECTS

FORMATIVE'

ASSESSMENT Socratic Pedagogy

PLAY'LIST Direct.

Instruction Pedagogy

PERFORMANCE'

TASK Inquiry

Pedagogy

PRODUCT'BASED'

LEARNING Constructivist Pedagogy

PORTFOLIO

CURRICULUM & PEDAGOGY Never waste a student’s time. Prune often & deliberately.

Build continual discovery into curriculum development workflow.

Search, borrow, adapt and give back to open-source.

Develop good curriculum that compliments good pedagogy.

“Short, succinct manuals allow the user to dive into many different tasks and to accomplish them quickly, thereby gaining a sense of control and autonomy that inspires future learning”

- John Carroll (1976) IBM Linguistic Psychologist

“a good teacher, talks little, when his work is done, his aims fulfilled, his students will all say, ‘We did this ourselves’."

- Lao Tse (6th century BC)

Educator Flow Student Flow

1xRolling White Board 1xButcher Block Table 4xZ-Elephant Stools 1xRolling Tool Chest 1xRolling TV Cart

1x50”TV 1xMacMini 3xApple iPad 3xApple MacBook Air

2014 Model Space

Version 0.5 – 2014 - Creative Commons Attribution 4.0 Unported License – Educators may use or adapt. BSD ETE DEVEOPMENT TEAM

Good Engineering students are able to demonstrate: STEM DOMAIN

an ability to apply knowledge of mathematics, science, and engineering. (ABET Criterion 3.a) an ability to design and conduct experiments, as well as to analyze and interpret data. (ABET Criterion 3.b) an understanding of the relationships among technologies and the other fields of study. (ITEEA STL 3) the incorporation of important and developmentally appropriate mathematics, science, and technology knowledge and skills. (NAE EK12E Principle 2) an understanding that the basic idea of mathematical modeling is to find a mathematical relationship that behaves in similar ways as the system or

processes under investigation. (OPELO GE009)

PROBLEM SOLVING DOMAIN an ability to identify, formulate, and solve engineering problems. (ABET Criterion 3.e) an ability to function on multidisciplinary teams. (ABET Criterion 3.d) an understanding of the role of troubleshooting, research and development, invention and innovation, and experimentation in problem solving. (ITEEA

STL 10) an ability to design a solution to a real-world problem by breaking it down into smaller, more manageable problems that can be solved through

Engineering. (NGSS HS-ETS1-2) engineering habits of mind including systems thinking, creativity, optimism, collaboration, communication, and attention to ethical considerations.

(NAE EK12E Principle 3) the ability to make an engineering presentation that includes a discussion of how the solution best meets the needs of the initial problem or

opportunity. (OPELO GE006) that problem solving begins with specifying system boundaries and subsystems, indicating its relation to other systems, and identifying what its input

and its output are expected to be. (OPELO GE008) the consideration of cost constraints and how the technology will be manufactured, operated, maintained, replaced, and disposed of and who will sell,

operate, and take care of it. (OPELO GE007)

WORLDVIEW DOMAIN an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social,

political, ethical, health and safety, manufacturability, and sustainability. (ABET Criterion 3.c) an understanding of professional and ethical responsibility. (ABET Criterion 3.f) an ability to communicate effectively. (ABET Criterion 3.g) the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context. (ABET

Criterion 3.h) a knowledge of contemporary issues. (ABET Criterion 3.j) an understanding of the cultural, social, economic, and political effects of technology. (ITEEA STL 4) an understanding of the effects of technology on the environment. (ITEEA STL 5) an understanding of the role of society in the development and use of technology. (ITEEA STL 6) an understanding of the influence of technology on history. (ITEEA STL 7) the ability to assess the impact of products and systems. (ITEEA STL 13) the analysis of a major global challenge by specifying qualitative and quantitative criteria and constraints for solutions that account for societal needs

and wants. (NGSS HS-ETS1-1) the evaluation of a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints,

including costs, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. (NGSS HS-ETS1-3) knowledge that technology usually affects society more directly than science because it solves practical problems and serves human needs (and may

create new problems and needs). In contrast, science affects society mainly by stimulating and satisfying people's curiosity and occasionally by enlarging or challenging their views of what the world is like. (OPELO GE003)

the professional practice of applying the engineering design process in the solution of problems and the advancement of society. (OPELO GE004)

TECHNOLOGY DOMAIN a recognition of the need for, and an ability to engage in life-long learning. (ABET Criterion 3.i) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice. (ABET Criterion 3.k) an understanding of the characteristics and scope of technology. (ITEEA STL 1) an understanding of the core concepts of technology. (ITEEA STL 2) the ability to use and maintain technological products and systems. (ITEEA STL 12) the use of computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on

interactions within and between systems relevant to the problem. (NGSS HS-ETS1-4) the knowledge that mathematics, creativity, logic, and originality are all needed to improve technology. (OPELO GE001)

DESIGN CYCLE DOMAIN an understanding of the attributes of design. (ITEEA STL 8) an understanding of engineering design. (ITEEA STL 9) the ability to apply the design cycle. (ITEEA STL 11) an approach to identifying and solving problems that is highly iterative, open to the idea of many possible solutions, a meaningful context for learning

scientific, mathematical, and technological concepts. (NAE EK12E Principle 1) that scientific knowledge used in technology is not a replacement for the trial-and-error method of technology; rather, it provides a means of selecting

what trial to undertake next and thus contributes to the efficiency and effectiveness of the trial-and-error process. (OPELO GE002) the steps of the engineering design process (i.e., identify a design problem, propose a solution, construct one or more prototypes and/or models,

evaluate design, and revise design). (OPELO GE005)

STANDARDS

ABET Criteria 3 = Student Outcomes for Accreditation Board for Engineering and Technology, ITEEA STL = Standards for Technology Literacy from the International Technology and Engineering Education Association, NGSS HS-ETS = High School Standards for Engineering, Technology, & Applications of Science from the Next Generation Science Standards, NAE EK12E = Principles in Engineering in K12 Education from the National Academy of Engineering, OPELO GE = Oregon Pre-Engineering Learning Outcomes for General Engineering

B R A N D Y W I N E S C H O O L D I S T R I C T ENGINEERING & TECHNOLOGY EDUCATION