Engineering byDesign

1
Engineering byDesignPreparing Students for the
Challengesof TomorrowTHE Primary Source for
Standards-Based STEM Resources!
ITEA Annual Conference March 15, 2007 San
Antonio, Texas
2
Begin with the End in Mind
Steven Covey, Habit 2

• Acronyms Whats in a name?
• Review What does it mean to be Standards-Based?
• What is Engineering byDesign ?
• The Curriculum
• eTIDEonline - Examples of Teacher work
• CATTS Consortium The Cost Effective Solution!

3
We Have a Very Tough Job!

• Schools are under intense pressure for students
  to achieve higher gains on tests
• Teachers are coping to change from the way they
  learned to teach, to research-based methods
• Districts are moving towards smaller schools
  around career themes and looking for innovative
  focused alternatives
• Everyone has an opinion about testing, change,
  smaller learning communities, and school reform
• Competition for student interest is INTENSE!

4
Engineering byDesign
A National Standards-based Model For Teaching
Learning STEM
Science Technology Engineering Mathematics
5
Technology Innovation Design Engineering
1939 New York Worlds Fair
6
A National Center For Standards-Based Teaching
and Learning CATTS
Center to Advance the Teaching
of Technology Science
7
A National Collaborative For Standards-based Teach
ing and Learning CATTS Consortium

• 11 States Collaborating
• Curriculum
• Instruction
• Assessment

FL, GA, IL, KY, MD, MO, NC, ND, OH, PA, TX
8
A National Standards-based Professional
Development Model For Teaching Learning EbD
Engineering byDesign Network
FL, GA, IL, IN, KY, MD, MO, NC, ND, OH, OK, PA,
TX
9

• EbD Network Teachers
• FY07 - 19 schools in 11 states
• FY08 34 schools in 13 states

10
EbD Implementation Growth
11
Do We Teach engineering or Engineering?
engineering little e used as a verb to
teach all students to think or learn to engineer
or use engineering concepts Engineering big
E used as a noun prepare students to be
Engineers career oriented
12
What does it mean to be Standards-Based? When
the standards and benchmarks from STL are used as
the major content organizer, the process is
considered standards-based.


13
S.T.L. Standards and Benchmarks K-2 3-5 ET II TS FoT TI I of T TD ADA ATA ED Science Math
5 Understanding the effects of technology on the environment 4 8 8 4 9 4 21 6 19 13 13 11 Science Math
A Some materials can be reused and/or recycled. 4                  
B Waste must be appropriately recycled or disposed of to prevent unnecessary harm to the environment.   4                
F Decisions to develop and use technologies often put environmental and economic concerns in direct competition with one another.     4 3 2          
G Humans can devise technologies to conserve water, soil, and energy through such techniques as reusing, reducing and recycling.             4 3 2 2 3  
H When new technologies are developed to reduce the use of resources, considerations of trade-offs are important.             3 4 2 3 4  
I With the aid of technology, various aspects of the environment can be monitored to provide information for decision-making.             4 2     9/S21/L33/J
L Decisions regarding the implementation of technologies involve the weighing of trade-offs between predicted positive and negative effects on the environment.           3 3 4 4 3 9/S21/L33/J, 62/H
14
PROGRAM
THE CURRICULUM IS ANCHORED ON THE BENCHMARKS
Curriculum is developed using the Backwards
Design Model Wiggins McTighe
15
THE CURRICULUM IS ANCHORED ON THE BENCHMARKS
Based on Achieving Scientific Literacy From
Purpose to Practices by Roger W. Bybee
16
THE CURRICULUM IS ANCHORED ON THE BENCHMARKS
Based on Achieving Scientific Literacy From
Purpose to Practices by Roger W. Bybee
17
THE CURRICULUM IS ANCHORED ON THE BENCHMARKS
Based on Achieving Scientific Literacy From
Purpose to Practices by Roger W. Bybee
18
THE CURRICULUM IS ANCHORED ON THE BENCHMARKS
Based on Achieving Scientific Literacy From
Purpose to Practices by Roger W. Bybee
19
Standards-Based Model Grades K-16
K-2 1 Integrated concepts lessons
3-5 2 Integrated concepts lessons
6 MS-1 Exploring Technology 18 weeks
7 MS-2 Invention and Innovation 18 weeks
8 MS-3 Technological Systems 18 weeks
9 HS-1 Foundations of Technology 36 weeks
10-12 HS-2/3 Technological Issues and Impacts 36 weeks
10-12 HS-4 Technological Design 36 weeks
11-12 HS-5 Advanced Design Applications 36 weeks
11-12 HS-6 Advanced Technological Applications 36 weeks
11-12 HS-7 Engineering Design (Capstone) 36 weeks
13-16 CL Engineering Design Semester
Endorsed by
ProBase and I3 NSF funded projects
20
Alignment with STEM IT Career Clusters
21
?
22
Course Guides
23

• 5E Lesson Planning Format
• Engagement
• Exploration
• Explanation
• Extension
• Evaluation

24
Emphasizing Big Ideas
Ideas we want students to get inside of and
retain after theyve forgotten many of the
details.
Based on Achieving Scientific Literacy From
Purpose to Practices by Roger W. Bybee
25
Rigor
Instead of Emphasizing Big Ideas
We OFTEN teach MY FAVORITE STUFF Or A Few of
My Favorite Things
26
Julie Andrews Curriculum
I think I will teach a few of my favorite things
this year
27
We Must Begin at an Early Age!

• Invention, Innovation, and Inquiry (I3)
• Grades 5-6
• Innovation Inches, Feet and Hands
• Invention The Invention Crusade
• Manufacturing The Fudgeville Crisis
• Construction Buildings and Beams
• Transportation Across the United States
• Communication From Print to Radio
• Power and Energy The Wizards of Willing Wind
• Inquiry The Ultimate School Bag
• Technological Systems Creating Mechanical Motion
• Design Toying with Technology

28
Exploring Technology Grade 6

1. Technology in Motion
2. Design Engineering
3. Human Exploration
4. Greenhouse

29
(No Transcript)
30

• Invention and Innovation Grade 7
• Intro to Invention/Innovation
• Core Concepts of Technology
• Problem-Solving Design, Troubleshooting, RD,
  Experimentation
• Lets Invent Innovate
• Impacts of Invention Innovation

31

• Technology Systems Grade 8
• Definition of a System
• Systems Interaction
• Systems Evolution
• Systems Adjustments
• Systems Failure
• System Trends

32
(No Transcript)
33
(No Transcript)
34
(No Transcript)
35
Rated as Pre-AP Engineering
36
(No Transcript)
37
Manufacturing Technologies
Examines the advances that maintain manufacturing
efficiency, how human consumption affects
manufacturing, and how manufacturing affects the
standard of living of various peoples. Explores
the process of changing raw materials into more
desirable products.
Energy Power Technologies
Focuses on the relationship between energy and
power technologies and all other technologies,
and on how modern energy and power systems impact
cultures, societies, and the environment.
Examines how energy and power systems can be made
more efficient and how they may be utilized in
problem-solving.
38
Construction Technologies
Explores the factors influencing the design and
construction of structures, including the
infrastructural elements and the community
development factors. Provides experience with
modeling structures to scale.
Transportation Technologies
Explores the complex networks of interconnected
transportation subsystems and their role in the
overall functional process of transportation.
Provides an analysis of the improvements and the
impacts of transportation technologies on the
environment, society, and culture.
39
(No Transcript)
40
Information Communication Technologies
Examines how technology facilitates the
gathering, manipulation, storage, and
transmission of data, and how this data can be
used to create useful products. Explores how
communications systems can solve technological
problems.
Medical Technologies
Provides an analysis of how medical technologies
are used to increase the quality and length of
human life, and how increased use of technology
carries potential consequences, which require
public debate. Examines the tools and devices
used to repair and replace organs, prevent
disease, and rehabilitate the human body.
41
Agriculture Related Biotechnologies
Examines how agricultural technologies provide
increased crop yields and allow adaptation to
changing and harsh environments, enabling the
growth of plants and animals for various uses.
Provides an analysis of the various uses of
biotechnology and the ethical considerations of
those uses.
Entertainment Recreation Technologies
Explores technological entertainment and
recreation systems, the differences between these
technologies, how their use enhances human
leisure-time performance, and the social,
cultural, and environmental implications of their
usage.
42
Sample Menu
43
(No Transcript)
44
PILOT STAGE!
45
Human Exploration Project (HEP)Designing Human
ExplorationPeople, Education, and Technology

• Phase I
• 3 Units
• Elementary, Middle, High School
• Living and Working on the Lunar Surface
• Phase II
• 4 Units
• Middle and High School
• Transportation

By engineers for future engineers and
technologists
46
STS-118 Design Challenge

• Phase I Design Challenge
• Design Build Track
• Design Evaluate Track
• Phase II Seed Experiment

By engineers for future engineers and
technologists
47
Creating a Community of Learners
48

• Partnership and cooperative effort between
  ITEA-CATTS and Valley City State University
• Video and audio conferencing/collaboration
• Engineering Design course guide
• Exploring Technology course guide

49
A National Standards-based Model For Teaching and
Learning EbD Network

• Schools Participate in Model Implementation
• Online Collaboration

50
Resources

• High School Foundations of Technology-Grade 9

• Unit 5 Lesson 1 Engagement
• Unit 3 Lesson 1 Exploration
• Unit 2 Lesson 1 Explanation
• Unit 5 Lesson 2 Extension
• Unit 6 Lesson 2 Evaluation

51
Exemplars of Student Work

• High School Foundations of Technology-Grade 9

• Portfolio
• Above Target
• At Target
• Below Target
• Sample Rubrics

52
(No Transcript)
53
EbD End-of-Course Online Assessments

• Design Challenge
• Online questioning Six Facets of Understanding
• Explain, Interpret, Apply, Perspective, Empathy,
  Self Knowledge
• Measures Technological Literacy through
  Technology, Mathematics, Science, and Engineering
  standards.

54
Consistency!

• How do the Engineering byDesign Sites Develop
  Consistency?
• Curriculum
• Using the curriculum guide and resources provided
• Content delivered without modification
• Instruction
• Training provided at ITEA Conference
• Teachers participating in eTIDEonline develop
  student exemplars and resources
• Curriculum Specialists provide opportunities for
  state training
• Assessment
• Student participation in EbD end-of-course
  Assessments
• Design Challenge plus selected response items
  that require analysis
• EbD Collaboration Team Program Evaluation

55
VERY Cool! How do I make this happen in my
school, school district, or state??
56
ITEA Resource Booth ITEA Product Catalog CATTS
Consortium
57
CATTS Consortium Be the FIRST and Have It
ALL !

• Curriculum
• 2 products/year unlimited distribution in state
• Instruction
• Learning Communities Trainer of Trainers
• eTIDEonline, Curriculum Specialists
• Assessment
• performance and online selected response
  collaboration with Old Dominion University and
  NCETE

THE Cost-Effective Solution for Research-Based
and Standards-Based STEM Materials
58
FY2008
Engineering Design Exploring Technology

• EbD Network Training sessions at the ITEA annual
  conference
• eTIDEonline Training starts in March
• Create standards-based examples of student work
  (exemplars) Resources
• Implement Engineering Design in the Fall
  (August/September) 2007
• Offer the Assessment in May, 2008

59
EbD Curriculum Specialists
Now available to do workshops in YOUR State!
60
Building the Plane in Flight
61
bburke_at_iteaconnect.org Barry Burke, DTE
www.engineeringbydesign.org