Let’s Get Started!Visit all 5 Registration Stations, and locate your team’s table.
1) Welcome to the Ranch – registration2) Wanted: Content Experts – content
knowledge survey3) Saloon – picturing engineering &
technology4) OK (state) Corral – computer assessment5) Happy Trails – Select two pictures:
one that represents engineering and one that doesn’t
Welcome to the OSU Improving
Teacher Quality Institute
Pasha Antonenko, Ed TechRebecca Damron, EnglishJean Dockers, ScienceKaren High, EngineeringGayla Hudson, EducationAlonzo Peterson, MathSusan Stansberry, Ed Tech/Library
Assessments
Survey of Enacted Curriculum◦If you have not already done this, please see
Linda Goeller this afternoon!Registration Station Assessments
◦Content Knowledge SurveyVideo and Task Sheets
◦During activities we will be randomly video taping and filling out task sheets regarding design processes.
What is Engineering?
Boston Museum of Science◦What is technology◦What is engineering
Tools are available on line that you can use for your students.
What is technology?• “…the diverse collection of processes and
knowledge that people use to extend human abilities and to satisfy human needs and wants” (ITEA, 2000)
• “In the broadest sense, technology extends our abilities to change the world… We use technology to try to change the world to suit us better.” (AAAS, 1989)
Collected by Cathy Lachapelle and Christine CunninghamBoston Museum of Science
• An engineer is “a person who is trained in and uses technological and scientific knowledge to solve practical problems”. Engineers “are the innovators and designers”. (ITEA 2000)
• Engineers are problem solvers who search for quicker, better, and less expensive ways to use the forces and materials of nature to meet today’s challenges.” (ASEE website)
• “Engineers solve problems by applying scientific principles to practical ends.” (AAAS Benchmarks, p. 48)
Lachapelle and Cunningham
What is Engineering?
1. Select two pictures:◦ One that represents engineering◦ One that is not engineering
2. As an individual, write in your journal about why you selected the pictures you did
3. As a team classify the pictures into those that represent engineering and those that are not engineering
4. As a team, select one picture that best represents engineering
5. Select a team representative to share
Picturing Engineering
SocietyValuesNeeds
EnvironmentEconomy
ScientistsInvestigate thenatural world
EngineersCreate the
designed world
Technologiesthe products and
processes createdby engineers
ScientificKnowledge
what scientistshave learned about
the natural world
Science Technology
Adapted from Lachapelle and Cunningham
EngineeringActivities
Problem-Based
Learning
Integrated,Team-
TaughtCurricula
ImprovedStudent
Learning
How do students conceptualize technology?• products, not processes (deVries 1996)• modern or new (deVries 1996, Cunningham,
Lachapelle, & Lindgren-Streicher 2006, Solomonidou & Tassios 2007)
• powered, especially by electricity (Cunningham, Lachapelle, & Lindgren-Streicher 2006, Solomonidou & Tassios 2007)Lachapelle and Cunningham
How do students conceptualize engineering?• engineers fix things (especially buildings,
cars, electrical things, or engines)• engineers build things (especially buildings
or electrical things)
Lachapelle and Cunningham
Students’ conceptions are:• Rooted in activities that focus on
construction, building, machinery, and vehicles.
• Based on the products, not the type of work engineers do.
• Children associate “engineering” with only a few engineering fields. These include: Civil engineering Computer engineering Electrical engineeringLachapelle and Cunningham
http://www.g9toengineering.com/activities/worldwithouteng.htm
The World without Engineers
Engineering Design
www.adventureengineering.org
Inquiry in Design Engagement
Exploration
Explanation
Application
Evaluation and Communication
Adventure Engineering
Problem Based Learning
Curriculum as Experience:
Learner-centered
Coherent & relevant
Whole-to-part organization
Teaching as facilitating
Learning as constructing
Flexible Environment
Click icon to add picturePBL places students in the active role of problem-solvers confronted with an ill-structured problem which mirrors real-world problems. PBL simultaneously develops problem solving strategies, disciplinary knowledge bases, and skills.
Click icon to add pictureWhat do I know about this?What is the problem?
How can we model this?What solutions are possible?
What are the evaluative criteria?
What do we need to know?Who will collect the information?Where will I find the information?Is the information useful/reliable?
How can I teach my group?What can they teach me?
How to apply my new knowledge?What documentation is needed?
What similar problems can I solve?
Understanding the Problem
Learning
Solving
INTEGRATING CURRICULA
Marion BradyHoward Brady
Center for Integrated Curricula
OUR STUDENTS ARE FACED WITH AN AVALANCHE OF INFORMATION:
Framework28
Television
Environment
ParentsPeers
MagazinesInternet
NewspapersLibraries
TeachersTextbooks
The quantity of information grows geometrically…
FOR EXAMPLE A survey of four popular eighth-grade textbooks identified 1,465 concepts thought by the authors to be important and difficult enough to include in their glossaries.
Doctors report that students are developing back problems from the weight of textbooks in their backpacks. 29
Framew
ork
THE THEORY SEEMS TO BE
30
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dya past participle
1066
xyz affa
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bibliography
It was the be
bicameral“If you throw
enough mud on the wall, some of it is bound to stick.”
BUT…
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There’s a problem.
Fact
Fact
Fact Fact
Fact
Fact
Fact
Fact
Fact Fact
FactFact
imary colod, blue, and combine t ectr
In 1492, Co three sm
s of sperbs, nou jectives
iambic pbase for p fifteent
Transpirationis the process lants take inFact
Fact
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acids disa ydrogen
Fact Fact
Much of what’s “taught” and “learned” (at great cost in time and money) is soon forgotten.
WHY? WHAT’S WRONG?Maybe the basic assumption is wrong, that “educated” means merely “having a lot of information in mental storage.”
Shouldn’t “educated” mean, “able to make more sense of self, of others, of the world, of experience, of life?”
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MAKING MORE SENSE OF LIFE?
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“Making more sense of life” means making more sense of immediate experience, more sense of the real world, right here, right now. It means making more sense, say, of buying a pair of socks.
MAKING MORE SENSE OF LIFE:
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We want a pair of socks. Those available have been knitted in a third world country.
MAKING SENSE OF LIFE:
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Power to run the knitting machines is supplied by burning fossil fuels:
MAKING SENSE OF LIFE:
36
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Burning fossil fuels contributes to global warming.
MAKING SENSE OF LIFE:
37
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Global warming alters weather patterns.
MAKING SENSE OF LIFE:
38
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Altered weather patterns trigger environmental catastrophes.
MAKING SENSE OF LIFE:
39
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Environmental catastrophes destroy infrastructure.
MAKING SENSE OF LIFE:
40
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Money spent for infrastructure replacement isn’t available for health care.
MAKING SENSE OF LIFE:
41
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Declines in the quality of health care affect mortality rates.
MAKING SENSE OF LIFE:
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Mortality is a matter of life and death.
MAKING SENSE OF LIFE:
43
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Buying socks, then, is a matter of life and death.
THE PROBLEM?Buying a pair of socks is simple. Ordinary. Routine.But making sense of it (which is what education is supposed to help us do) turns out to require, at the very least, some understanding of marketing, physics, chemistry, meteorology, economics, engineering, psychology, sociology, political science, anthropology… 44
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THE PROBLEM:
…And it requires an understanding of the relationships between these fields of knowledge.
45
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THE PROBLEM:Making sense of experience requires the seamless weaving together of knowledge. Fields of study are now walled off from each other with awkward, artificial, arbitrary boundaries. Because of this, our brains are denied, in real and immediate ways, access to the raw materials essential for productive, creative thought.
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IT’S A REAL PROBLEM.“It is a well-known scandal that our whole
educational system is geared more to categorizing and analyzing patches of knowledge than to threading them together.” (Harlan Cleveland)
“Students rarely have an opportunity to discover what one set of ideas has to do with another.” (Philip Sabaratta)
“Our educational systems…are now primarily designed to teach people specialized knowledge—to enable students to divide and dissect knowledge. At the heart of this pattern of teaching is…a view of the world that is quite simply false.” (James Coomer)
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“All of our experience should have made it clear by now that faculty and students will not derive from a list of disjointed courses a coherent curriculum revealing the necessary interdependence of knowledge.” (Daniel Tanner)
“The division into subjects and periods encourages a segmented rather than an integrated view of knowledge. Consequently, what students are asked to relate to in schooling becomes increasingly artificial, cut off from the human experiences subject matter is supposed to reflect.” (John I. Goodlad) 48
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INTEGRATING CURRICULA
The boundaries between school subjects are barriers to understanding. We propose to integrate curricula by building, in students’ minds, a unifying and organizing framework for all knowledge.
49
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THIS MENTAL FRAMEWORK WILL ALLOW STUDENTS TO:Identify relevant informationEstablish relative levels of significance
Place data in contextFind relationships between various pieces of information
Tie everything together to make sense of complex reality.
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FAILING TO GIVE STUDENTS A MENTAL FRAMEWORK FOR KNOWLEDGE…
…may be the biggest single failure of education today. Even if our goal is simply to help them remember information long enough to pass the standardized test, the right framework provides the “storage slots” for this information.
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If our goal is to improve our students’ abilities to understand and cope with complex reality, an adequate framework is even more essential.
A SINGLE FRAMEWORK IS NEEDED.As we saw, all of reality is linked.
Making sense of it requires a single framework capable of linking seemingly unrelated information.
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Sustainability
Sustainability can be defined as “development that meets the needs of the present without compromising the ability of future generations to meet their own needs” [Brundtland Report (1987)].
EconomicConcerns
Environmental Concerns
SocialConcerns
Micro-EconomicCapital CostsOperating CostsProfitabilityDecommissioning
CostsMacro Economic CostsValue- addedTaxes paid Investment
(e.g. pollution prevention, health and safety ; decommissioning and ethical investments)
Environmental Liability
Energy UseWater UseWater DischargeSolid WasteAbiotic Reserve DepletionGlobal WarmingOzone DepletionHuman toxicityAcidificationEutrophicationEco-toxicity
Health and Safety• Employees• Citizens
• Improving process economics• Improving socio-economic situations• Better health Standards• Around 2.8 million people live on $2/day
• Adverse environmental changes • 2 billion hectares of soil (15%) of the earth
land classified as degraded• Half world’s river depleted and polluted• Depletion of the ozone layer• Concentration of Co2, linked to global
warming– 25% warmer than 150 years ago
Why Sustainability is Important
Four Sustainable Design ChallengesAirplane Design (7th)Windmills as Renewable Energy
(5th)Save the Penguins (8th/9th)Water Purification (6th)
OSU Improving Teacher Quality: Sustainability EngineeringWeek 1
Monday, July 14
Tuesday, July 15
Wednesday, July 16
Thursday, July 17
Friday, July 18
8:30 - 8:45 am Sign-in and Brkfst
Sign-in and Brkfst
Sign-in and Brkfst
Sign-in and Brkfst
8:45 - 9:45 Content Breakout
Content Breakout
Content Breakout
Content Breakout
9:45 - 10:00 Registration Break Break Break Break10:00 am - 11:30 pm
Introduction Module
Team Breakout
Team Breakout Team Breakout
Team Breakout
11:30 - 12:30 Lunch Lunch Lunch Lunch Lunch on your own12:30-2:00 PBL
Scenario & Airplane Module
Team Presentation
Team Presentation
Team Presentation
Team Presentation
2:00-2:15 Break PBL Scenario & Break
Break Break Break
2:15-4:15 Airplane Module
Windmill Module
Penguins Module
Water Purification Module
Wrap up
4:15-5:00 Debrief/ Journal
Debrief/ Journal
Debrief/ Journal
Debrief/ Journal
OSU Improving Teacher Quality: Sustainability Engineering Week 2
Monday, July 21
Tuesday, July 22
Wednesday, July 23
Thursday, July 24
Friday, July 25
8:30 - 9:00am Sign-in Sign-in Sign-in Sign-in Sign-in9:00 - 9:45 am Recap of
Week 1Planning and Preparation for Student Academy
Student Academy
Student Academy
Teacher Work Sample
9:45 - 10:00 am Break Break Break Break Break10:00 am - 12:00 pm
Refine Module Planning Team Module and Preparation for Student Academy
Student Academy
Student Academy
Teacher Work Sample
12:00 - 1:00 pm Lunch Lunch Lunch Lunch Lunch1:00 - 2:00 pm Planning
Team Module and Preparation for Student Academy
Planning Team Module and Preparation for Student Academy
Teaching Team assessment of instruction
Teaching Team assessment of instruction
Post-Test
2:00 - 2:15 pm Break Break Break Break Break2:15 - 3:45 pm Planning
Team Module and Preparation for Student Academy
Planning Team Module and Preparation for Student Academy
Changes and Preparation for Day 2 of Student Academy
Wrap Up of Student Academy
Planning for Implementation
Expectations for Workshop
Engagement on teams (school & content)Each team will create a new lesson to be
posted on the K20 Alternative Ed website Week 1 @ OSU; Week 2 @ OSU & KeysFollow-up daysTeacher Work SampleEvaluator classroom observationAssessments for grant evaluationTeam teach a lesson to a group of
students ◦Week 2: Wednesday & Thursday mornings
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