Engineering Design in Oregon Science Classrooms

Engineering Design in Oregon Science Classrooms

Training Guide

Day 1

Interactive teacher workshop on using the Engineering Design Process to improve teachers’ effectiveness at teaching science

Copyright 2013, Oregon University System, All Rights Reserved

Table of Contents

Objective: The Training Materials, based upon the Standards, will provide a manual to lead an interactive teacher workshop on using the Engineering Design Process to improve teachers’ effectiveness at teaching science.

1.  Overview and Introduction ………………………..……………………………….…………4

2.  Guidance to Workshop Facilitators ……………………………………………….……….…5

1.  Goals of the workshop materials

2.  Who can use the Workshop Materials

3.  Planning reference

1.  Formats for holding workshops and using materials

2.  Grade-level

3.  Preparation

1.  Before the Workshop

2.  During the Workshop

3.  After the Workshop

4.  Timeline for holding a workshop

1.  Six Months prior to event

2.  Three Months prior to event

3.  One month prior to event

4.  One week prior to event

5.  Food

6.  Table Arrangement

7.  Facility Needs

8.  Conducting the Workshop

1.  Off to a Good Start

2.  Conducting Workshop Activities

3.  Leading Post-Activity/Small-Group Discussions

3.  Workshop Structure …………………………………………………………….…………13

Day 1, Unit 1 (8:00-9:45)

Welcome and Overview

a.  I Spy Engineering

1. Participant Agenda and Overview, Bike Rack, Oregon content Standards, Science Inquiry Process and Engineering Design Process and Next Generation Science Standards

1.  Day 1, Unit 2 (10:00-11:45) ………………………………………………………...17

Engaging in the Engineering Design Process

a.  Welcome and Introduction to Engineering Design

b.  Tallest Tower Activity

c.  Day 1, Unit 3 (12:30-2:00) ………………………………………………………….23

Essential Skills

a.  Essential Skills Background Information

b.  Using the Engineering Design Process

c.  Day 1, Unit 4 (2:15-4:00) ……………………………………………………………26

Engaging in the Engineering Design Process

a.  Hands-on exercise – CO2 Cannon

1. Wrap-up – Plusses and Wishes

Overview and introduction

This guide was developed in collaboration between the Industry Affairs Department of the Oregon University System and the Oregon Department of Education (“ODE”) to further the implementation of the Engineering Design portion of the Science Content Standards (the ‘Standards”) in Oregon classrooms. It is designed to help facilitators plan and present a professional development workshop to teachers that are interested in using the engineering design process to improve their effectiveness at teaching science.

An additional goal is to incorporate, the following eight, “Scientific and Engineering Practices[1]” to the extent they conform with the Standards:

1.  Asking questions (for science) and defining problems (for engineering);

2.  Developing and using models;

3.  Planning and carrying out investigations;

4.  Analyzing and interpreting data;

5.  Using mathematics, information and computer technology, and computational thinking;

6.  Constructing explanations (for science) and designing solutions (for engineering);

7.  Engaging in argument from evidence; and

8.  Obtaining, evaluating, and communicating information.

The workshop will provide teachers with activities they can take back to the classroom, sample work samples, engineering design charts and references, templates and checklists. Teachers will think about how they teach, draw upon the collective wisdom of their colleagues, and participate in hands-on activities.

Guidance to Workshop Facilitators

Goals of the Workshop Materials

·  To increase understanding of the Oregon Engineering Design Core, Content, and Process Standards;

·  To increase understanding of the Elements of Effective Science Instruction; and

·  To develop understanding of teaching strategies that engage students in “Science as Practice” by incorporating engineering design to learn science content.

Who can use the workshop materials:

·  The workshop materials may be used by district level people to provide workshops to teachers in their districts.

·  Teachers may also use these workshop materials as an independent “train-the-trainer” system. It is available separately for those who don’t or can’t attend a workshop.

Planning reference

This guide recommends 30 participants and two facilitators per workshop. Larger workshops of 60 or more can be held but extra facilitation, space and materials are recommended.

Formats for holding workshops and using materials

The workshop is designed to be a 2-½ day event but can be split into 10 self-contained units of 2 hours each.

There are several delivery options:

·  Three-day summer training.

·  Series of half-day workshops.

·  Series of one-day workshops one month or more apart where teachers would be encouraged to try out what they learned and come back to engage in reflection, etc.

The agenda and schedule for the workshop provided here assumes the first-option – A three-day workshop – but it can be easily modified so the same material is delivered or several weeks or months. When the workshop is divided up in this way some time should be allocated for the teachers to discuss what they have learned from attempting to use what they learned at previous workshops.

Grade Levels

Participants of the workshop can be from the same grade-level band or mixed. Ideally, participants should be from the same band level but if that is not possible, you will need to adjust your presentation so that every participant leaves with ideas and inspiration for applying the concepts learned to their specific grade level band.

The lessons conducted during the workshop will be available in three versions – elementary, middle school and high school. If the number of participants from each band is about equal, it may be best to arrange them by table so the activities and small group discussions are more applicable. If there are only a few participants from a grade level band, it is recommended to partner them during the workshop activity section.

Preparation

Before the Workshop

The Engineering Design Workshop requires facilitators to plan ahead. Two-hour segments that contain hands-on activities will take longer to set up than segments without but it’s important to allow several hours for preparation. A few suggestions for being an effective facilitator include:

·  Read this entire guide to make sure you are familiar with the steps, time and resources needed for each segment of the workshop.

·  Download and read the Engineering Design Primer (http://www.ous.edu) to get the background information about our approach to using the Engineering Design Process to enhance the teaching of science and how it supports the Standards.

·  Prepare any handouts or PowerPoint slides.

1. Review the slides and handouts provided for the grade-level band
2. Consider how you will use the slides and materials for your workshop
3. Customize the slides and handouts according to the teachers you expect to attend your workshop and their needs

d.  Make copies of handouts and consider making copies of the slides as well

·  Try the activities yourself – making notes about potential roadblocks for your participants and students too.

·  Simplify preparation by organizing handouts and activity materials according to when they are used.

·  Assess your inventory and order materials if needed.

·  If you are co-facilitating, be sure to go over the workshop timeline, activities, and goals together. You will need to decide who is going to introduce the activity, lead the discussions and close the workshop.

·  Plan your space accordingly. Be sure to have tables that allow for small group discussions and also activity building space. Leave enough space between tables to prevent distractions during small group discussions.

On the Day of the Workshop

On the day of the workshop we recommend the following steps:

·  Make sure your PowerPoint slides work on the room computer and projector. If sound, video or Internet access are needed in your presentation, check to verify that everything is working.

·  Set out all the materials for the activities in the appropriate places.

·  Organize your handouts for easy distribution.

·  Set out your chart packs, markers or any other small group discussion tools.

·  Keep track of the time and stay on schedule, or adjust time as needed.

·  Clean up after each activity keeping materials organized for future use.

After the Workshop

Reflect on your experience. Make a note of issues experienced such as communication, logistics, management, activities, supplies and expectations. Did you meet your goals? Are the participants ready to use the Engineering Design Process in their classrooms? The Facilitator Review Page (in appendix) can help you record your thoughts on the workshop and identify challenges.

Because many facilitators are using these materials, we request that you fax or email a copy of your Facilitator Review to so the materials can be updated, improved and shared with other facilitators.

Timeline for holding a workshop

This timeline is a suggested guide to holding a workshop. Depending on your situation, you may or may not need to employ each item.

Six Months prior to event

·  Announce workshop through list serves and school district.

·  Secure a venue for the workshop

·  Solicit sponsors for the event (optional)

·  Secure a calendar date

Three Months prior to event

·  Continue announcing event through contacts and list serves

·  Invite special guests that you would like to have come so that they have it on their calendars

·  Consider who will provide catering for the event based on its length, etc. – light breakfast, lunch and snacks

·  Continued sponsorship requests

One month prior to event

·  Order any workshop materials and other supplies if needed (chart packs, projector, screen, etc).

·  Follow up with participants

·  Secure a photographer (if needed)

·  Order food for the event

·  Make sure AV and computer equipment is available for the workshop

·  If the workshop is open to teachers outside your own district and you want to promote it via the media, send out press releases to local newspapers and TV stations

·  Make hotel and travel arrangements for out-of-town workshop facilitators (if needed)

One week prior to event

·  Final head count for food is placed

·  Print out list of participants

·  Print out name badges

·  Check on room schematics and AV equipment

Food

Upon arrival, participants sign in, receive name tags and are provided with refreshments of coffee, water, juice and snacks - this allows participants to interact and socialize before the event begins. For an all-day event, lunch can be catered or kept cold and should be accompanied by drinks. Mid-afternoon, desserts such as coffee and brownies or cookies should be provided to sustain energy levels.

Table Arrangement

In the case of a workshop with 30 people, the room needs to be able to hold at least 40 or more persons setup in round tables if possible. Not only is participant space needed but also space for other facilitators, administrators, sponsors, news crews (if you have invited them) and any other special guests. Participants need to be able to work on their hands on projects unencumbered. Projects are usually team oriented with two participants to a project. Workshop presenter is located at the front of the room with screen in background and two tables nearby for organization and workshop materials.

Facility Needs

The facility chosen for the workshop should be in your district with easy access for your participants. It should:

·  Have a room big enough to accommodate the suggested table arrangement in the section above.

·  Have adequate rest room facilities.

·  Have a kitchen with a refrigerator to keep lunch cold if serving a cold lunch or otherwise consider need for water, ice, microwave ovens, etc.

·  Consider whether the exercises you’ll be using require a supply of tap water, etc.

·  Have accessible sound and Internet capability if needed for workshop.

Conducting the Workshop

Off to a Good Start

According to Workshop 1: Comparing Approaches to Hands-on Science by the Institute for Inquiry, to begin your workshop, “one facilitator establishes the tone by stating the purpose of the workshop and explaining how participants will work together. Letting everyone know what they will be doing and how they will be doing it is important in order to build trust and demonstrate your respect for the participants as learners. A respectful atmosphere is essential for fostering a free and open exchange of ideas.”

There are many ways to run a workshop. An important consideration is your audience. A workshop serving primarily high school teachers will be different than a workshop serving mostly elementary teachers. The tone, tips, activities and suggestions will be different between the two groups so be sure you know your audience before you begin. Helpful methods of beginning the workshop include:

·  Have the participants introduce themselves, state if they have been using the engineering design process in their classes and what they hope to get out of the workshop.

·  Facilitators introduce themselves. You may decide to add why you chose to facilitate the workshop and how it relates to goals or other professional development within your district.

·  Go over the schedule for the day and the expectations of each participant.

·  Address any housekeeping items such as the location of the restrooms, the lunch menu, breaks, location of beverages and snacks. You may also request that phones be silenced, and have the room develop a list of norms for how they will work together during the workshop.

Conducting Workshop Activities

The workshop activities presented are designed to encourage learners to explore, experiment, observe and question. Have your participants get into groups of two or more for the construction and/or modification of their projects. A few suggestions to keep the workshop on track are:

·  Keep track of time and let your participants know how much time they have left.

·  Encourage them to explore and try different approaches. It was said that Thomas Edison tried to invent the light bulb 1000 times before he was finally successful. James Dyson of Dyson Vacuums also said he failed 500 times before he produced a vacuum cleaner he could sell. Let your participants know there are no wrong answers – only that some projects may need more redesign than others.

·  Just like students, your participants will also have many different learning styles and opinions. Try to provide an atmosphere that accepts all opinions, experiments and differences – even if they produce strong reactions in other participants. These differences in thinking can help build a well-rounded view of engineering design and science in general.

·  Encourage your participants to ask questions of themselves.