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

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THE THEORY SEEMS TO BE

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dya past participle

1066

xyz affa

ir

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

Fact

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:

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Burning fossil fuels contributes to global warming.

MAKING SENSE OF LIFE:

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Global warming alters weather patterns.

MAKING SENSE OF LIFE:

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Altered weather patterns trigger environmental catastrophes.

MAKING SENSE OF LIFE:

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Environmental catastrophes destroy infrastructure.

MAKING SENSE OF LIFE:

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Money spent for infrastructure replacement isn’t available for health care.

MAKING SENSE OF LIFE:

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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:

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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.

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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.

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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