science learning through engineering design (sled) teacher orientation
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Science Learning through Engineering Design (SLED) Teacher Orientation. Saturday, May 21, 2011 10:00am – 2:00pm Hall for Discovery and Learning Research Purdue University. This project is supported by the National Science Foundation, Grant #0962840. Welcome and Introductions. - PowerPoint PPT PresentationTRANSCRIPT
Science Learning throughEngineering Design (SLED)
Teacher OrientationSaturday, May 21, 201110:00am – 2:00pmHall for Discovery and Learning ResearchPurdue University
This project is supported by the National Science Foundation, Grant #0962840
Welcome and Introductions
Purdue SLED Team
(Clockwise from 6:00) Brenda Capobianco, Todd Kelley, Keith Bowman, Chell Nyquist, Jim Lehman, Johannes Strobel, Gabriela Weaver
Welcome to the SLED project!
What is SLED?SLED, Science Learning through
Engineering Design, is a partnership project of Purdue, four Indiana school districts, and community partners designed to help improve students’ science learning in grades 3-6.
The SLED project is supported by the National Science Foundation through its Math Science Partnership program.
SLED PartnersPurdue Colleges of
Education, Engineering,Science, Technology
Discovery Learning ResearchCenter
Lafayette School Corp.Tippecanoe School Corp.Taylor Community SchoolsPlymouth Community SchoolsCommunity Partners
SIA, Duke Energy, Plymouth Foundry, etc.
Targeted MSPNSF’s Math Science Partnership (MSP)
program supports linkages of higher education institutions with schools and other partners to improve K-12 mathematics and science education.
Targeted partnerships study and solve issues within a specific grade range or at a critical juncture in education, and/or within a specific disciplinary focus in mathematics or science.
Goal of the SLED PartnershipOur aim is to increase grade 3-6 student learning of science by developing an integrated, engineering design-based approach to elementary school science education.
Why Engineering Design?Indiana’s elementary science
standards now address elements of engineering design.
One basic rationale from the standards:“As citizens of the constructed world, students will participate in the design process.”
New Indiana Academic StandardsStudents will learn to use materials and tools safely and employ the basic principles of the engineering design process in order to find solutions to problems:Define a real world problem and list criteria for
a successful solution.Design a moving system and measure its
motion.Design a prototype that replaces a function of a
human body part.Apply a form of energy to design and construct
a simple mechanical device.
SLED Partnership Objectives
1. Create a partnership of university engineers and scientists, teacher educators, school teachers, school administrators, and community partners to improve science education in grades 3-6 through the integration of engineering design in science teaching and learning.
2. Enhance the quality and quantity, and diversity of in-service and pre-service teachers prepared to utilize engineering design as a means to teach science through authentic, inquiry-based, multi-disciplinary, design projects.
SLED Partnership Objectives3. Adapt, refine, and test existing
project- and design-based curricular materials/tasks, and where necessary develop new ones, to support the teaching of elementary science through authentic, inquiry-based, multi-disciplinary, design projects.
4. Generate evidence-based outcomes that contribute to our understanding of how teachers teach science through the engineering design process and how young students effectively learn science concepts through design-based activities.
Key SLED ComponentsAdaptation and/or development
of elementary-appropriate engineering design activities◦Faculty design teams have been
working throughout the academic year to create design activities for the classrooms
Key SLED ComponentsIn-service teacher professional
development and support◦Summer Institute◦Follow-up professional development◦Work with disciplinary faculty◦SLEDhub online community and
resource repository
Key SLED ComponentsPre-service teacher preparation
◦Special section of elementary science methods course focused on design
◦Linkages between pre-service teachers and SLED participating schools and teachers
◦Pre-service teachers in summer institute
Key SLED ComponentsResearch and dissemination
◦Research will address three key aspects of the project: the partnership, teacher implementation, and student learning.
◦Dissemination will include presentations at professional meetings, writings about the project, media exposure, and use of the SLEDhub site.
SLED OutcomesSLED hopes to generate: new research on the understanding of how
teachers teach science through the engineering design process and how young students learn science through design-based activities;
a library of tested, design-based curricular materials to support teaching science in grades 3-6; and
a prototype for high quality teacher professional development in engineering design for pre-service and in-service elementary educators.
Implementation TimelineYears 1 and 2
◦Development and integration of engineering design-based activities for grades 5 and 6.
Years 3 and 4◦Development and integration of engineering
design-based activities for grades 3 and 4.Year 5
◦Expansion of the partnership and integration of engineering design-based activities for grades 3 – 6 in all schools.
Expectations for TeachersParticipation in summer institute,
academic year integration, and other associates activities for at least one year.
Academic year integration will consist of implementing at least two (one fall and one spring) design-based activities in your classroom.
Other activities include: follow-up sessions, participation in online community, and research participation.
BenefitsYou will receive a stipend for your
participation in the project.You will receive PGP points for
participation in the summer institute and follow-up professional development.
You will have an opportunity to apply for a mini-grant for your classroom.
You will have fun!
More about SLED Research
SLED ResearchSLED research will examine how
teachers teach with design and will examine the impact of design activities on students’ learning of science, understanding of design, ability to apply design and inquiry skills, and ability to connect and transfer scientific concepts.
SLED Research Partnership Partnership factors that affect
teachers’ use of design in their classrooms
Administrative support Impact on participating scientists
and engineers Use of the SLEDhub online
community
SLED ResearchStudents (gr 3-6)
Students’ conceptualizations of design
Students’ learning of science Students’ ability to link scientific
concepts in the context of an engineering design-based task
SLED ResearchTeachers (gr 3-6)
Teachers’ conceptualizations of design Teachers’ implementation of design-
based science tasks and use of design-informed pedagogical methods
Teachers’ challenges and solutions Teachers’ collaborations Teacher’s reflections on design and the
implementation of design practices
External Evaluation by Center for Evaluation and Education Policy (CEEP)
To ensure fidelity to program objectives, the SLED Partnership Leadership Team enlisted CEEP to monitor and evaluate program objectives through:◦Designing pre, post, and follow-up surveys
to gauge teachers’ implementation of core SLED curriculum;
◦Ensuring that survey responses reflect the 4 objectives of SLED;
◦Monitoring the implementation of SLED objectives into participants’ classrooms over the course of the grant.
External EvaluationCEEP will employ advanced methodologies to
develop measurable criteria and outcome-oriented data to maximize program adaptability over the course of the grant:◦Aggregating survey data to determine
teachers’ fidelity to SLED program goals and objectives;
◦Holding continuous project meetings and program surveys;
◦Conducting staff interviews to gauge stakeholders’ support for SLED;
◦Implementing long-term strategies to reflect the ongoing nature of the grant.
Evaluation Tasks Year 1Task Timeline
Measure Partner Needs/Satisfaction Summer ‘11
Measure Partner Use/Satisfaction with Cyber Infrastructure
Summer ‘11
Administer/Analyze Teacher Pre-Post-FollowUp Surveys of Institute
Spring, Summer, Fall ‘11
Measure Pre-Service Teacher Comfort Level
Fall ’11
Survey Cooperating Teachers Fall ’11
Interview Participating Teachers Fall ‘11/Spr ’12
Interview SLED Leadership Summer ’11
Measure Student Performance Fall ‘11/Spr ‘12
Research/Evaluation ExpectationsSecure consent (teachers,
parents) and assent (students)Assist in data collection (e.g.,
administer student assessments)Collect student data to inform
your own practiceAssist in dissemination of results
(e.g., conference presentations, publications)
Experiencing Design
Exploring Packaging Design
Completing PaperworkPayee Certification Form (Form
PC)Photo Release Form
Lunch
Summer InstituteJune 13-17 and June 20-24
SLED Summer Institute ActivitiesWeek 1: Engineering design activities
◦Introduce engineering design ◦Try out examples of activities that can be
used to address science content in grades 5 and 6
Week 2: Building curriculum and context◦Field trips to science/engineering sites◦Mini-workshops to build knowledge/skills◦Curriculum mapping and lesson
development
SLED Summer Institute Schedule – Week 1
Monday, June 13
Tuesday, June 14
Wednesday, June 15
Thursday, June 16
Friday, June 17
AMWelcome and introductions Introductory brief design task
AMSLED Design Challenge #1 led by disciplinary faculty team 1
AMSLED Design Challenge #2 led by disciplinary faculty team 2
AMSLED Design Challenge #3 led by disciplinary faculty team 3
AMSLED Design Challenge #4 led by SLED team
PMComplete and reflect on introductory design task What is inquiry? What is design? Developing a model for engineering design-based science
PMSLED Design Challenge #1 completion and teacher debriefing
PMSLED Design Challenge #2 completion and teacher debriefing
PMSLED Design Challenge #3 completion and teacher debriefing
PMSLED Design Challenge #4 completion and teacher debriefing Week 1 wrap-up with focus on engineering design-based science
SLED Summer Institute Schedule – Week 2
Monday, June 20
Tuesday, June 21
Wednesday, June 22
Thursday, June 23
Friday, June 24
AMField experience / trip to research facility / partner (local to school)
AMField experience / trip to research facility / partner (Purdue area)
AMMini-workshops on selected topics Scientist/engineer panel discussion
AMMini-workshops on other selected topics
AMTeacher finalize curriculum maps and lesson plans
PMMapping curriculum Developing lesson plans
PM Mapping curriculum Developing lesson plans
PM Mapping curriculum Developing lesson plans
PMMapping curriculum Developing lesson plans
PMPresent and share curriculum maps and lesson plans Submit drafts of implementation plans
PGP PointsThe summer institute will involve
70 contact hours, so it will be worth 70 PGP points if you attend everything.
University credit (at your own expense) is an option if there is interest. However, our tentative plan is to award PGP points only.
What Will You Need?Comfortable clothingSomething to write withCurricular materials from your
school (e.g., textbook, other materials)
Laptop – if you wish to bring your own, we can provide wireless network access
An adventurous spirit!
Things to NoteWorking lunch (and light
breakfast items) will be provided daily except for Monday and Thursday of week 2. Your own your own for lunch on those days.
Monday morning of week 2 will involve a local site visit prior to Purdue activities.
Tuesday of week 2, plan to arrive here about 30 minutes early so that we can board a bus to visit SIA.
Summer LogisticsChell Nyquist
Summer LogisticsParking
◦Red “C Permit” signs (lot behind DLR)
◦White “Residence Hall” signs Not in Purdue Village (next to DLR)
◦
Summer LogisticsHousing
◦Hillenbrand Hall◦Check-in: 4:00-5:00pm Monday◦Check-out: Friday each week
◦Provide Sheets and Towels; refresh daily
◦Dinner provided Monday – Thursday in Hillenbrand Dining Court
Summer LogisticsPayment
◦Receive check in mail approximately 3-4 weeks after conclusion
◦Include stipend and mileage
◦Mileage $0.51 per mile Calculated from school to DLR
Summer LogisticsDining
◦Light continental breakfast and Lunch provided most days
Orientation Wrap-Up
Questions to PonderWhy do you think Indiana has
included the design process in the new science standards?
What barriers do you anticipate you will encounter when integrating design-based practices?
How can teachers cover everything in the curriculum if they use design-based teaching materials and methods?
Questions?
We’ll see you June 13th!