OVERVIEW - pltwca.us Diego PLTW conference 2013.pdf · PLTW prepares students for the ... (2007)...
Transcript of OVERVIEW - pltwca.us Diego PLTW conference 2013.pdf · PLTW prepares students for the ... (2007)...
OVERVIEW
PLTW prepares students for the
global economy through:
• World-class curriculum
• High-quality professional
development
• Engaged network of
educators, students,
universities and professionals.
Why Do We Need PLTW?
• According to the American Youth Policy Forum,
there are currently 1.3 million engineering
technology jobs available in the U.S. without
trained people to fill them.
• By 2020, there will be a shortage of 13 million to
15 million skilled workers.
• With more than 79% of future jobs expected to
be in the areas of math, science and technology,
STEM preparation is the edge that students
need.
“Of the 4 million 9th graders who
began their high school careers in
2004, only 4% (167,000) will graduate
in 2012 with a bachelor’s degree in a STEM major.”
- National Center for Education Statistics
Why Do We Need PLTW?
• Ten of the 20 fastest growing occupations are
healthcare related. (U.S. Dept. of Labor, Bureau of Labor Statistics, 2011)
• Healthcare will generate 3.2 million new wage
and salary jobs between 2008 and 2018, more
than any other industry.
• Biomedical engineers are expected to have
employment growth of 72 percent over the
projections decade, much faster than the
average for all occupations.
Overview
more than 5,000 schools
More than 400 schools in California alone
more than10,500 PLTW teachers trained
48 university affiliates
4 in California
More than 500,000 students take a PLTW course every day.
with100s of partners
California PLTW as of Oct 2013
• 178 School Districts
• 874 PLTW Teachers
• 461 programs ( 172 GTT, 225 PTE, 61 BMS, 3 Elementary)
• 61 Schools in the San Diego area
Science and Technology in Our Society
Research
Complex Design
Development
Manufacturing Test and Evaluation
Routine Design
Production
Operation, Service,
And Maintenance
Distribution and
Sales
Our colleges and universities are well aligned with this…
But how is this connected to high schools?
Complex Analysis
Science and Technology in Many High Schools
Wood shop, Auto shop, Machine shop & Drafting
Chemistry,
Physics, &
Biology
Next Generation Science Standards
Until the NGSS, PLTW had to consistently lobby for its value in high school education.
“…the intent of the new standards is to motivate all students to fully engage in the very active practice of science and engineering”
“What is different in the NGSS is a commitment to fully integrating engineering and technology into the structure of science education by raising engineering design to the same level as scientific inquiry in classroom instruction …”
Increased Engagement in School University of Wisconsin-Madison Center on Education and Work (2007)
More Interested in Math and Science Evaluation of PLTW in Rockwell-Sponsored Schools (2008)
Closed the Achievement Gap University of Wisconsin-Milwaukee Report (2009)
Increased College Enrollment, Persistence and Performance True Outcomes (2009), MSOE, RIT
Program Benefits
THE PLTW SYSTEMS APPROACH
RELEVANT AND RIGOROUS CURRICULUM
K-12
Project/Problem-based
PARTNERSHIPS
Schools/Universities/
Business & Industry
PROFESSIONAL DEVELOPMENT
Course-specific two week
training institute
PLTW Aligns Key Learning Concepts
to National Standards
National Science Education Standards
Principles and Standards of School Mathematics
Standards for Technological Literacy
Standards for English Language Arts
National Content Standards for Engineering and Engineering Technology
National Health Care Cluster Foundation Standards
ABET, Inc. Accreditation Criteria*
PLTW is Alligned to Common Core and the NGSS Core State Standards Alignment
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Activities give the
students what they need
to traverse the “phases”
in a design process.
Projects and Problems
utilize the process itself.
Example of STL Standard 8 Benchmark H design process
Activities/Projects/Problems Focused on Design Process
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Activities, Projects, and Problems
Activities are written and designed to provide students the experience needed to acquire the skills they will use throughout a course.
Projects are written and designed to aid students in developing and beginning to apply critical thinking skills and knowledge.
Problems are written and designed to utilize all skills and knowledge acquired through activities and projects in an open-ended format that aids students in developing full understanding of the main concepts and principles of the course.
PLTW® AP2 Modality
What Students do Well in PLTW?
• Show interest in STEM (Science, Technology, Engineering, or Math) career fields.
• Are creative – Like art and design.
• Enjoy working with computers.
• Learn best in “hands-on” classes.
• Are in the upper 80% of their class.
Students who:
GATEWAY TO TECHNOLOGY
PROGRAM
Project Lead The Way
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• Hands-on, rigorous, relevant,
real-world experiences
• The chance to use scientific
sensors, Vex & ROBOTC,
industry software (Revit,
Inventor)
• Opportunities to be creative and
solve problems
• The realization that there isn’t
just one right answer
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Project-based learning gives students:
Gateway To Technology units
9 week units designed for grades 6-8
Specialized Units
Design & Modeling
Automation & Robotics
Medical Detectives
Flight & Space
Science of Technology
Energy and the
Environment
Green Architecture
Magic of Electrons
Foundation Units
• Design & Modeling
– Apply design process to solve problems
– Work in teams to design a hobby organizer, furniture, new playground
– Use Autodesk® design software to create virtual image of designs and produce a portfolio of solutions
• Automation & Robotics
– Learn about mechanical systems, energy transfer, machine automation, and computer control systems
– Use the VEX Robotics® platform to design, build, and program real-world objects
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GTT foundation units
• Energy and the Environment – Design and model alternative energy sources and evaluate options for reducing energy consumption
through energy efficiency and sustainability
• Flight and Space – Explore the science behind aeronautics; design, build, and test an airfoil
• Green Architecture – Study dimensioning, measuring, and architectural sustainability; design affordable housing units using
Autodesk’s® 3D architectural design software
• Magic of Electrons – Delve into electricity, the behavior and parts of atoms, and sensing devices; learn knowledge and
skills in basic circuitry design and examine the impact of electricity
• Medical Detectives – Analyze genetic testing results to diagnose disease and study DNA evidence found at a “crime
scene”; learn how to measure and interpret vital signs and diagnose diseases
• Science of Technology – Apply concepts of physics, chemistry, and nanotechnology to activities and projects including making
ice cream, cleaning up an oil spill, and designing, building, and testing a new product
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GTT specialization units
How do Gateway To Technology students use the
engineering design process to solve a problem?
Students tackle the
Playground Problem
from the foundation
unit Design &
Modeling
Students use the design process to research,
design, and model a playground
GTT grows student interest in PLTW’s advanced
programs and STEM careers
Gateway To Technology Unit Pathway To Engineering and Biomedical
Sciences PLTW Courses
Automation and Robotics Principles of Engineering
Computer Integrated Manufacturing
Computer Science/Software Engineering
Design and Modeling Introduction to Engineering Design
Energy and the Environment Biotechnical Engineering
Principles of Engineering
Flight and Space Aerospace Engineering
Green Architecture Civil Engineering and Architecture
Medical Detectives Principles of the Biomedical Sciences
Human Body Systems
Medical Interventions
Biomedical Innovation
Magic of Electrons Digital Electronics
Science of Technology Biotechnical Engineering
Introduction to Engineering Design
Principles of Engineering
Flexibility
• Implement GTT in the best way to fit your
school
– GTT units as 9 week or semester courses?
– Full school implementation or elective?
– Every class every year?
Training for the GTT units
Starting in 2014, training for the GTT units will be offered as one week or 2 ½ day sessions. These will be:
• AR – automation & robotics, one week
• DM – design and modeling, one week
• FS, ME, ST, GA, and EE are 2 ½ day
• MD –medical detectives, one week
Gateway To Technology Program
Summary of Program Requirements
• Schools have two options for implementation.
– GTT Basic implementation requires schools to offer at least two units, which must include Design and Modeling and Automation and Robotics.
– GTT Advanced implementation requires schools to offer at least four units, which must include Design and Modeling and Automation and Robotics.
• GTT courses shall be taught in conjunction with a rigorous academic curriculum.
Gateway To Technology Program
Summary of Program Requirements
• All GTT courses are designed as 45 class periods that are approximately 45 minutes long.
• Schools may offer courses from grade six through grade eight in a manner determined reasonable and appropriate for the school. Local schools will determine the PLTW sequence of units which they will implement to fulfill their agreements.
PATHWAY TO ENGINEERING
PROGRAM
Project Lead The Way
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PTE: Rigor & Relevance
• Students see and experience
the real-world application
• PTE brings together critical
thinking skills and authentic
learning
• Skills are transferable to a
variety of fields and
disciplines
PTE Course Structure
Foundation
• Introduction to
Engineering
Design
• Principles of
Engineering
Specialization
• Aerospace
Engineering
• Biotechnical
Engineering
• Civil Engineering
& Architecture
• Computer
Integrated
Manufacturing
• Digital
Electronics
• Computer
Science
Capstone
Engineering
Design &
Development
9th Grade 10th Grade 11th Grade Summer 12th Grade
BIOMEDICAL SCIENCE
ACADEMY Principles of
Biomedical Science Human Body Systems Medical Interventions
Summer
Work Experience
Internship
Biomedical Innovations
ENGINEERING
ACADEMY Introduction to
Engineering Design Principles of Engineering
Civil Engineering and Architecture
or Digital Electronics
Summer
Work Experience
Internship
Computer Integrated Manufacturing
CORE and ELECTIVES
ENGLISH English 9 English 10 English 11
Summer Work Experience
Internship
English 12
MATH Geometry Algebra 2 Trig / Pre Calculus Calculus AP
SCIENCE Biology Chemistry Physics AP Science SOC. SCI. Health World History US History Gov't / Economics
PE PE PE
ELECTIVE Foreign Language 1 Foreign Language 2 Foreign Language 3 Visual / Performing Arts
CAREER FOCUS ACTIVITIES
Career Focus
•Career Interest
Inventory
•College Visits
•Work Site Visits
•Guest Speakers
(Engineering
Professionals)
•College/University
Reps
•Career/Human
Resources
•Resume Writing
•Cover Letters
•Letters of
Recommendation
•College & Work Site
Visits
•Guest Speakers for
College and Career
Prep
•PSAT and PLAN
•Mock Interviews
•Update of Portfolio
•PSAT and PLAN
• SAT I/II - ACT
•College and Job
Application submissions
•Documentation (i.e.
Resume/Cover Letter;
FAFSA, Letters of
Recommendation)
•Portfolio Assessment
Summer
Work Experience
Internship
• Internships
•Senior Presentation
•Portfolio Assessment
•Self & Post Secondary
Planning Evaluation
Introduction to Engineering Design Overview
IED Units
• Design Process
• Technical Sketching and
Drawing
• Measurement and Statistics
• Modeling Skills
• Geometry of Design
• Reverse Engineering
• Documentation
• Advanced Computer Modeling
• Design Team
• Design Challenges
PUZZLE CUBE PROJECT DESIGN EXPERIENCE
Introduction To Engineering Design
Unit 1: Introduction to Design
The design process
Technical sketching and drawing
Puzzle cube project
Unit 2: Design Solutions
Geometric shapes and solids
Dimensions and tolerances
Advanced 3D modeling skills and designs
Principles of Engineering Overview
POE Units
• Energy and Power
• Materials and Structures
• Control Systems
• Statistics & Ballistics
Solar Hydrogen System
Truss Design
Pneumatic Brake Design
Self Propelled Vehicle
Principles Of Engineering
A hands-on, project-based course:
Unit 1- Energy and Power
Mechanisms, simple and compound machines
Energy sources and applications
Unit 2- Control Systems
Machine control
Fluid power
Automated material-sorter design problem
PTE: Specialization Courses
• Aerospace Engineering (AE)
– Learn the fundamentals of atmospheric and space flight through projects such as
designing an airfoil, propulsion system, rocket and glider
• Biotechnical Engineering (BE) to be replaced with Biological Eng’g
(2015)
– Engage in design problems related to biomechanics, cardiovascular engineering, genetic
engineering, tissue engineering, biomedical devices, forensics and bioethics
• Civil Engineering and Architecture (CEA)
– Discover the design and construction industry while designing both residential and
commercial projects using Autodesk® 3D-architectural design software
• Computer Integrated Manufacturing (CIM)
– Explore designing products for manufacturability, manufacturing processes, CNC
machining, factory system modeling, automation, and robotics
• Digital Electronics (DE)
– Learn the fundamentals of combinational and sequential logic circuit design and create
fully-functioning digital circuits
Aerospace Engineering
Unit 1- History and Physics of Flight
Study navigation. Measure lift & drag in a wind tunnel.
Compare results to computer simulation.
Unit 2- Aerospace Design
Composite materials, propellers, turbines, and rocket motors.
Flight physiology; centrifuges, vision systems and human interfaces
Build and launch a rocket with complex sensor package.
Biotechnical Engineering … to replaced with
Biological Eng’g in 2015
• Safety and Documentation
Review
• Introduction to Biotechnical
Engineering
• Biochemical Engineering
• Environmental and Agricultural
Engineering
• Biomedical
Projects
• DNA Modeling
• What’s Eating You
Civil Engineering & Architecture Overview
CEA Units
• Overview of Civil
Engineering & Architecture
• Residential Design
• Commercial Applications
• Commercial Building
Systems
Projects
• Green Utility Shed
• Keystone Library
Renovation
Civil Engineering and Architecture
Unit 1 – Introduction and History of Civil Engineering & Architecture
History and careers
Principles of design and architectural styles
Unit 2- Residential Design
Site planning, soils, permits and drainage
Revit -3D Architectural modeling
Residential design and construction including Green technology
Computer Integrated Manufacturing Overview
CIM Units
• Principles of Manufacturing
• Manufacturing Processes
• Elements of Automation
• Manufacturing Elements Projects
• Freight Elevator
• Container Design
• Autonomous Pick and Place
Digital Electronics
Design > Simulate > Prototype > Fabricate
Unit 1- Fundamentals of Analog and Digital Electronics
Safety, electron and circuit theory and breadboarding
Binary, octal and hexadecimal number systems
Data sheets, combinational logic, sequential logic & troubleshooting
Unit 2- Combinational Logic
Basic logic gates, logic circuits and programmable logic
Design, simulate and build circuit to display date of birth
Pathway To Engineering: Capstone Course
• Engineering Design and Development (EDD)
– Research, design, and construct solutions to engineering problems
• Components
– Project Management
– Researching a Problem
– Designing a Solution
– Creating a Prototype and Testing Plan
– Evaluation and Reflection on the Design Process
– Presentation of the Design Process
– Going Beyond Engineering Design and Development
Capstone Course: Students Create an Original Design Solution
Problem Solving in Teams
Juried Presentations
Engineering Design and Development
•Project management
•Problem definition
•Design and prototype a solution
•Test, evaluate and refine
•Communicate the results
Pathway to Engineering Program
Summary of Program Requirements
• Schools must offer a minimum of three PLTW courses over a three-year period. These three courses must include IED and POE and a minimum of one specialization and/or capstone course of the school’s choice.
• All PLTW courses require concurrent enrollment in college preparatory mathematics. Concurrent enrollment in college preparatory science is strongly recommended.
Pathway to Engineering Program
Summary of Program Requirements
• All PLTW Pathway To Engineering courses are designed as year-long courses on a standard 45-50 minute schedule. For schools with double period/block scheduling, these courses can be completed in a semester.
• Local schools will determine the PLTW sequence of courses they will implement. – It is recommended that schools offer the required courses in
the order previously listed (IED, POE, then specialization).
– They can be offered concurrently.
– It is recommended that students take at least two required courses prior to taking the capstone course, EDD.
PLTW’s Information and Computer Science Pathway
Year-Long courses currently include:
• Computer Science and Software Engineering
• Principles of Engineering
• Digital Electronics
• Computer Integrated Manufacturing
Other courses are being developed to create a
comprehensive Computer Science and
Software Engineering Pathway
Computer Science and Software Eng
Course Summary and Philosophy
• Hands-on, work in teams to develop computational
thinking and solve problems.
• Does NOT teach a single language (it’s not a C++
class).
• Introduces a wide range of career paths.
• Covers the College Board’s new CS Principles
Framework.
• Written to Common Core standards where applicable.
Four Units of Study
1. Graphics and GUIs
2. The Web
3. Discovery in Data and App Invention
4. Predicting, Understanding and Communicating with
Simulation
Computer Science and Software Eng
Unit 1. Graphics and GUIs
Students work with Scratch and Python languages to solve
a number of Graphics Problems
Unit 1. Units and Activities
• Lesson 1.1 Algorithms – Students use a Scratch
algorithm to manipulate images and audio recordings
of themselves. Introduced to state diagrams, object-
oriented concepts and the software dsign process.
• Lesson 1.2 Data Structures - Introduces Python, data
structures, variable types, and arrays in the context of
creating their own AV project.
• Lesson 1.3 Objects, Methods and Abstractions –
Students create a GUI that implements a Model View
Controller and learn to view any class of objects as an
abstraction.
Computer Science and Software Eng
Unit 2. The Web
Students are introduced to HTML, CSS, JavaScript, SQL
and PHP to learn about the Internet and the Web.
Unit 2. Units and Activities
• Lesson 2.1 The Internet and Web – Students learn
how web computers exchange information and
discuss security, search services and web design.
• Lesson 2.2 Web Shopping and Social – Students
modify existing code to create a web page that
satisfys a clinet’s needs.
• Lesson 2.3 Security and Cryptography – Students
view cybersecurity from the perspectives of the user,
developer, business, nation and citizen, In a
simulation, students attenpt to protect their
confidential information from identity theft.
Computer Science and Software Eng
Unit 3. Discovery in data and App Invention
Students study large-scale data collection and analysis in
a variety of applications. They create a mobile app that
stores a large data set concerning themselves.
Unit 3. Units and Activities
• Lesson 3.1 Biology and Computation – Students
study the impact of computing on other fields with
a focus on biology and medicine.
• Lesson 3.2 Visualizing Data and Discovering
Knowledge – Students use Python to create a number
of visualizations (charts, graphs, etc.) of data sets.
The goal is to show how visualizations can help
extract knowledge from raw data.
• Lesson 3.3 Inventing Android Apps, Methods and
Abstractions – Students learn to program in the
context of creating a client-directed Android app.
Computer Science and Software Eng
Unit 4. Predicting, Understanding and Communicating with
Simulation Students identify problems and questions that can be addressed
with computer simulation, This final project is student directed
and relevant to their own life.
Unit 4. Units and Activities • Lesson 4.1 Classes and Agents – Students manage code
revisions as the dependencies change. Teams collaborate
and learn to manage complex problems.
• Lesson 4.2 Discrete and Continuous Simulations – Students
explore various games as examples of discrete
simulators and create their own continuous simulator.
• Lesson 4.3 Simulation Design Problem – Students work in
teams to develop software for an application of their own
choosing.
BIOMEDICAL SCIENCES
PROGRAM
Project Lead The Way
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High School Program Biomedical Sciences (BMS)
Principles of the Biomedical Sciences
Human Body Systems
Medical Interventions
Biomedical Innovation/Capstone Course
Biomedical Sciences Program
Summary of Program Requirements
• Schools must offer the PLTW courses in sequence.
– Flexible program
• Students can begin the program in 9th, 10th or 11th grade.
• Can take 1 course each year or double up and take 2 consecutive courses simultaneously.
Biomedical Sciences Program
Summary of Program Requirements
• Schools must offer a minimum of three PLTW courses.
• All PLTW courses require concurrent enrollment in college preparatory mathematics and science courses.
• All PLTW courses are designed as year-long courses (45-50 minute schedule).
– Block Schedule (90 min.): can be completed in a semester
Course # 1: Principles of the Biomedical Sciences
Study of human medicine, research processes and an introduction to bioinformatics.
Investigate the human body systems and various health conditions including: heart disease, diabetes, sickle-cell disease, hypercholesterolemia, and infectious diseases.
Course #2: Human Body Systems
Students study basic human physiology, especially in relationship to human health. A central theme is how the body systems work together to maintain internal balance and good health.
Students use data acquisition software to monitor body functions and use the Anatomy with Clay® Manikens™ to study body structure.
Course #3: Medical Interventions
Investigate various medical interventions that extend and improve the quality of life including: diagnostics, surgery, pharmacology, bio-nanotechnology, prosthetics, rehabilitation, and lifestyle choices.
Course #4: Biomedical Innovation Capstone Course – Apply their knowledge and skills to solve problems related to the biomedical sciences
Work with a mentor/advisor from a university, hospital, physician’s office, or industry as they complete their research and problem-solution process
Present their findings and results in a symposium style format to an audience, consisting of representatives from the local healthcare or business community or the school’s PLTW partnership team
Biomedical Innovation Problems:
Design a more efficient emergency room.
Design an experiment using sensors and data acquisition software to monitor or measure a physiological change.
Design a medical intervention to aid patients.
Evaluate water quality and propose solutions to eliminate contamination of water sources.
Design a solution to a local or global public health challenge.
Updates available at www.pltwca.org
Or the UC “a-g doorways” portal; search under
Project Lead the Way.
Future a-g efforts will focus on changing
interdisciplinary electives to science electives so
they can satisfy the new CSU entry option.
All PLTW Courses are “A-G”
Approved
Pathway to Engineering – Foundations
• Introduction to Engineering Design
o Computer aided design
[g – Elective: Interdisciplinary; f – Visual Arts]
• Principles of Engineering
o Intro to engineering careers & skills
[g – Elective: Interdisciplinary]
• Digital Electronics
o Computer simulated circuits
[g – Elective: Math]
Pathway to Engineering -
Specialization & Capstone
• Aerospace Engineering
[g – Elective: Interdisciplinary]
• Biotechnical Engineering
[g – Elective: Biological Science]
• Civil Engineering & Architecture
[g – Elective: Interdisciplinary]
• Computer Integrated Manufacturing
[g – Elective: Other]
• Engineering Design & Development
[d – Lab Science: Interdisciplinary]
Biomedical Science
• Principles of Biomedical Sciences (PBS)
[d – Lab Science]
• Human Body Systems (HBS)
[d – Lab Science]
• Medical Interventions (MI)
[d – Lab Science]
• Biomedical Innovation (BI)
[g – elective]
PLTW OUTCOMES SUMMARY REVIEW
Student Impact
Increased Engagement in School University of Wisconsin-Madison Center on Education and Work (2007) More Interested in Math and Science Evaluation of PLTW in Rockwell-Sponsored Schools (2011)
Closed the Achievement Gap University of Wisconsin-Milwaukee Report (2009)
Increased College Enrollment, Persistence, and Performance True Outcomes (2009), MSOE, RIT
Milwaukee School of Engineering 121 former PLTW students
90% Retention (first year)
Average PLTW GPA is 0.18 higher
Oklahoma State University 101 former PLTW students
81.5% Retention (in engineering)
12.3% Transferred (out of engineering)
PLTW Alumni Data
Program Statistics
• 95% intend to pursue a post-secondary degree – Vs. 67% nationally (National Center for Education Statistics)
• 70% say they will study a STEM-related post-secondary degree program – Vs. 32% nationally (Center on Education and Work)
• The percentage of female students in PLTW engineering programs continues to be about 19% – Vs. 18% nationally (American Society for Engineering
Education)
CST Data Overview
PLTW
NEW INITIATIVES
percent of scientists
and graduate
students in a 2010
study stated that
their interest in
science began
before middle school
World-Class Curriculum
• Activity, project, problem-based
• Aligned to Common Core and NGSS
• Allows for flexibility and customization – Designed for Kindergarten to 5th grade
– Four modules per grade. Each module is ~10 hours.
• First module of each grade focuses on the design
process
• Integrates formative and summative assessments
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PLTW Pathway
81
Design Process for Every Age
Design
Process K-5
What it looks like & means K-2 What it looks like & means 3-5
Ask Students ask questions, make observations and
gather information to define a simple problem.
Students define a simple design problem including
specified criteria and constraints.
Explore Students develop simple drawings to generate ideas
of how to solve the given problem.
Students generate and compare multiple possible
solutions.
Model Students develop a simple sketch to illustrate how
the chosen concept will function to solve the given
problem and develop a simple physical model.
Students develop a solution to a problem based on how
well each is likely to meet the criteria and constraints of
the problem and construct a prototype.
Evaluate Students analyze data from tests of two objects and
compare strengths and weaknesses of how each
performs.
Students plan and carry out fair tests in which variables
are controlled. Students consider failure points of data
collected to identify aspects of the design solution that
can be improved.
Explain Students reflect on their design solution including
one or two suggestions for improvement.
Students communicate their design solution including
specific suggestions for improvement.
Launch Pilot Modules
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Module Titles Aligned to Grade
Structure and Function Kindergarten
Pushes and Pulls Kindergarten
Waves: Light and Sound 1st grade
Observing the Earth, Sun, Moon, and Stars 1st grade
Matter and Materials Science 2nd grade
Engineering Design: Dispersing Seeds 2nd grade
Motion and Stability: Science of Flight 3rd grade
Motion and Stability: Forces and Interactions 3rd grade
Energy: Collisions 4th grade
Energy: Conversion 4th grade
Robotics: The Power of Automation 5th grade
Robotics: Challenge 5th grade
Paintbrush Design Activity
83
Aligned to Kindergarten standards
Animal Rescue Activity
84
Aligned to
3rd grade
standards
Scalable, school-wide model for elementary core training
85
PLTW Master
Teachers Lead
Teachers PLTW
Teachers Trainers
PLTW three-phased approach fully supports elementary STEM teachers:
Readiness Training
– On-demand and live-online
– Focus on core knowledge/skill
Core Training
– 2.5 days in-person training for the program
– Focus on pedagogy and activity, project, problem-based learning
Ongoing Training
– On-demand and live online by module
– Focus on pedagogical-content knowledge by module
Costs
Investment Area Description Price Range
Program Participation Fee
Per school (per unique school
NCES Code)
$750
Professional Development
Lead Teacher Training &
Certification
Additional Classroom
Teachers, Training & Cert.
$650
$0
Classroom Kits
General Supply Kits (Per
class of 30 students, per
module)
VEX IQ Robotics Equipment
(2-4 students/kit)
$200-350
$120-365
iPads Classroom set of 12 (iPad or
iPad Minis) $4200-4800
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• Visit www.pltw.org/Launch to follow the PLTW Elementary pilot and learn additional program updates
PLTW Programs
Common Core
Alignment
and Continuous
Improvement
Common Core State Standards Alignment
•As of October 2012, all PLTW courses and units are
aligned to Common Core State Standards for
Mathematics and English Language Arts.
•Alignments are available at alignment.pltw.org.
•Support resources, including answers to general
questions and a video tutorial, are also available at
alignment.pltw.org.
•Alignments to Next Generation Science Standards
(NGSS) will be completed and available soon after
they are released. NGSS are currently in development.
PLTW Standards and Objectives Alignment Tool
Alignment.pltw.org
PLTW Alumni Association
Purpose: Engage PLTW students beyond high school graduation
• Eligibility Requirements: • Must be a past or current PLTW student • Must have completed two or more PLTW courses • Must complete the online registration application
www.pltw.org/alumni
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Professional
Development
Teacher Professional Development
• The three phases within the PD model are identified as – Readiness
Training
– Core Training
– Ongoing Training
Core Training is an intensive and immersive 76-hour, in-person training experience. As outlined in PLTW school district agreements, educators must successfully pass Core Training for every PLTW course they wish to implement and instruct. During Core Training, educators are immersed in course-specific curriculum and assume the role of the student to directly inform their expertise in content instruction.
2014 Summer Core Training for CA
PTE/GTT:
Cal Poly Pomona
POE, DE, EDD, AR, DM
IED, CIM, FS, ME, MD, ST
San Diego State University
MD, GA, DM, AR, EE, AE, CEA,
IED, POE, DE, CSE, Launch
San Jose State University
tbd
Biomedical:
Cal State East Bay
PBS, HBS, MI, BI
Professional Development Workshops for
San Diego
• VEX Level 2: Mar. 7, 2014
• Inventor Level 2: Feb. 7
• Inventor Level 3: May 9
• CEA: tbd
All professional development workshops are posted in
the calendar section at www.pltwca.org
3rd Annual PLTW California Statewide Conference
• Save The Dates: February 20-21, 2014
• Additional details found on the Events/Calendar Page at www.pltwca.org
Program
Implementation
& Cost
The Most Important Things you will Hear Today…
• PLTW is an Elective and it is NOT “Magic”,
• You must recruit students, especially girls.
• You must have “kid-magnet” teachers.
Versatile Implementation Models
• Combine classes, one teacher in a block; – Teach IED and Geometry
– Teach POE and Physics
• Use at low-performing academies to grab the forgotten middle that sleeps through lecture.
• School within a school.
• Career Pathway in Linked Learning
• Core classes in a CPA
• Use as the core of a magnet academy
Recruiting Techniques
• Recruit a “rock star” teacher
• Take PLTW students and projects to other
classes.
• Student demographics should match the
ones you want to recruit
• Recruit at the Middle Schools
Recruiting Techniques
• Help the Middle Schools run the GTT program
• Tell parents using PTA, local papers, and
“Elective Fairs”
• Start a Robotics Team
• Work on making the courses girl-friendly; teach
“Design” not “Pre- Engineering”
Recruiting Techniques
• Project Lead The Way has released new
recruitment materials designed to encourage
more girls to take PLTW classes
• Focus Your Future - Designed for hosting a
reception for girls and their parents to learn more
about PLTW
• See also “Engineer Your Life” – A guide to
engineering for high school girls; see more at
www.engineeryourlife.org
• Implement PLTW curriculum
• Support teachers in Professional Development
• Counselors participate in conferences
• Provide teachers with specified equipment
• Form a teacher-led partnership team
• Participate in student evaluation of PLTW
• Commit to on-going training opportunities
• Interact with PLTW State Leader
• Option to become certified PLTW school
School District Commitments
Cost to Schools • Participation Fee - $3,000 PTE, $750 GTT, $2,000 BMS, $750 Elem.
• Teacher training ($2,500 registration fee + $1,200 housing)
• Facilities (need a computer lab + prototyping/project lab)
• Equipment for 30-35 students (course dependent costs)
•GTT(AR+DM): $18,000
•GTT(All Others): $14,000
•IED: $6,000
•POE: $15,000
•AE: $13,500
•BE: $8,000
•CEA: $3,000
•CIM: $31,000
•DE: $8,500
•EDD : $1,200
•`
•PBS: $20,000
•HBS: $10,000
•MI: $5,000
•BI: $1,000
Typical PLTW High School Implementation Timeline
Academic Year (Aug. – July)
Year 1: - Attend Information Conference
- Sign District Agreement
- Teacher attends Summer Training in IED
Year 2: - Offer IED
- Teacher attends Summer Training in POE
Year 3: - Offer IED and POE
- Teacher attends Summer Training in a specialty
course
Year 4: - Offer IED, POE, and specialty course
High School Program Quality Process
Official Program (New school, data tracking begins)
Signed agreement
Trained teacher
Participation fee paid
Certified Program (Minimum PLTW (or state) requirements met)
Three (3) courses offered (or state requirement above three) *
Students rostered (starting year one)
Assessments administered * (starting year one)
Current version of the curriculum in use
Approved and adequate equipment and software for students and teachers
Evidence of proper use of the engineering / lab notebook
Partnership team in place
Counselors trained
Evidence of program marketing
Note:
- If you are in year one without a trained teacher (i.e. a teacher on an approved PDP), you
are not yet an Official program.
Program Certification for High Schools
PLTW Provisional Program ….. New programs without a fully
developed program will be a PLTW Program upon completion of initial
core training. After completion of the third EoC assessment and
related requirements they will be a Certified Program.
PLTW Certified Program ….. Mandatory quality level awarded upon
successful completion of five key components:
• Program of study with a three course minimum
• Trained teachers for all courses offered
• EoC assessments completed
• Trained counselors
• Partnership team
PLTW Model Program ….Certified program with additional quality
indicators
Some Deadlines
• Summer Training Schedule Posted Jan 15
•New District or School Signups March 1
•Registration for summer training opens March 15
•Signed Agreement (if a new District) May 1
Assessments
PLTW Assessment Overview
• Two Assessment Cycles
• Fall/Winter: December 2013 – March 2014
• Spring: April 22, 2014 – June 21, 2014
• All students are required to take the End-of-Course Assessments
• PLTW requires summative End-of-Course Assessments for 10 of 12
high school courses
• No assessments for EDD, BI, or Gateway To Technology courses
• One assessment per course (40-50 Items)
• All assessments delivered online
• Tests can be broken into 2 segments for short class periods
• Increased security protocol to ensure fair testing
Improvements to the Assessment Program
• Student Rostering via upload of a .csv file at the school
level
• Student First/Last Name
• Student State ID #
• Student Grade
• Gender
• DOB
• Race
• Ethnicity
• Student Free/Reduced Lunch
Status*
• Student IEP Status/504**
• IEP Testing Accommodations
• School NCES Code
• Teacher First/Last Name
• Teacher Email
• PLTW Course
• Course Begin/End Dates
Reporting of Student Data on my.pltw.org
•Principals and District Delegates can submit student roster files for all
students at the school level
•Principals and teachers can access current and historic student level
data at my.pltw.org
State and Regional
Program Support
The California Regional Centers
• Conduct summer training sessions
• Hold informational conferences
• Conduct professional development workshops for the PLTW teachers
• Promote the PLTW program within California
• Provide student programs and benefits
• Scholarships ...Leonhard Scholarship at SDSU
• Design Competitions
• Engineering Compact with SDSU
• Summer Engineering Camps, called Gateway Academies, for middle schools
• San Diego Unified School District Junior ROTC Summer STEM Camp at SDSU
Student Support
Chevron Design Competition State final contest held at Lincoln HS in San Diego
Community College Participation
• Riverside City College, El Camino College, and Cerritos College offer PLTW courses.
• Articulation between HS and CC.
Guaranteed Admissions – an example,
SDSU
• Complete four PLTW courses with a “B” or better
• Complete CSU a-g requirements
• Maintain a 3.0 GPA
• Pass Entry Level Placement Tests
•Take the SAT or ACT
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