Presentation is loading. Please wait.

Presentation is loading. Please wait.

Cross-cutting Concepts and Scientific & Engineering Practices in Oregon Classrooms Bruce Schafer Phone: 503-725-2915 February.

Similar presentations


Presentation on theme: "Cross-cutting Concepts and Scientific & Engineering Practices in Oregon Classrooms Bruce Schafer Phone: 503-725-2915 February."— Presentation transcript:

1 Cross-cutting Concepts and Scientific & Engineering Practices in Oregon Classrooms Bruce Schafer Phone: February 2014

2 Advisory & Review Panel June 2013 Computational Thinking 2 Major Milestones Tested with ES, MS, & HS Teachers in February 2013 Train-the-Facilitator Workshop in June 2013 for 8 School Districts Engineering Design in Oregon Science Classrooms EDOSC Original Purpose: Help Oregon Teachers use engineering design to teach science

3 EDOSC Overview Supports current Oregon Science Standards Uses most of the Engineering Practices embodied in NGSS Teacher’s Guides Elementary School Middle School High School Sample Lessons Lesson Plans Readings Vocabulary Exploration Activity Design Activity Workshops For trainer/facilitators – 4 days – 1 to 3 people per grantee For teachers – 2 ½ days – grade-band specific June 2013 Computational Thinking 3

4 EDOSC Lessons Life ScienceEarth SciencePhysical Science Elementary School Joanie AppleseedBricks for PigsToad’s Car Middle SchoolFranken PlantsBioswalesUltimate Speed Challenge High SchoolBiofuel from AlgaeCalorimeter (Chemistry) Littlefoot’s Ride June 2013 Computational Thinking 4

5 Questions? June 2013 Computational Thinking 5

6 Planning for NGSS Translating cross-cutting concepts into cognitive skills Using scientific and engineering practices to enhance learning Lessons Leverage and improve EDOSC lessons Creating new lessons Lesson clearinghouse Issues: Timing, budget June 2013 Computational Thinking 6

7 Intervention Model Providing Affective & Conative Learning Environments Using High-impact Curricular and Teaching Methods Prepare (Reduce Stress, Enhance Focus) Lessons that build cognitive skills while optimizing cognitive load 0 MotivateUnits organized as small projects featuring models 1 that build skills associated with scientific and engineering practices 4 EngageClassroom discourse: Teacher-facilitated 2 transitioning to student-led 3 EnableFormative Feedback used to guide student learning 0. Sweller, J., Van Merrienboer, J. J., & Paas, F. G. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10(3), 251– Ref. Hestenes; Halloun; Sibley; Gotzer and Perkins 2. Tied to CCSS English Language Arts. 3. Ref. Kuhn, et al; Aufschnaiter, et al; Also Michaels et al. (2008) re: Accountable Talk 4. Tied to NGSS practices: pedagogically-effective progressions based on subsets of professional practices.

8 High Impact Classrooms Skill Building Units with Optimized Cognitive Load Teacher-Led, Student- Focused Classroom Discourse Formative Feedback

9 Cognitive Skills connecting to NGSS Crosscutting Concepts Concrete Skills: Objects, Characteristics and Quantity Basic abstraction skills: Patterns, Concepts, Scale, Proportion Advanced abstraction skills: Cause and Effect Structure and Function Stability and Change Flows, Cycles, Conservation Procedures, Algorithms Systems, Models Meta skills: Metacognitive, Meta strategic, and Critical Thinking skills

10 Cognitive Skills connecting to NGSS Crosscutting Concepts Concrete Skills: Objects, Characteristics and Quantity Basic abstraction skills: Patterns, Concepts, Scale, Proportion Advanced abstraction skills: Cause and Effect Structure and Function Stability and Change Flows, Cycles, Conservation Procedures, Algorithms Systems, Models Meta skills: Metacognitive, Meta strategic, and Critical Thinking skills NGSS Crosscutting Concepts 1. Patterns 2. Cause and effect: Mechanism and explanation 3. Scale, proportion, and quantity 4. Systems and system models 5. Energy and matter: Flows, cycles, and conservation. 6. Structure and function 7. Stability and change

11 NGSS Scientific & Engineering PracticesNature of science and engineering 1. Asking questions (for science) and defining problems (for engineering) Science focuses on questions about the natural world. Engineering focuses on practical problems. 2. Developing and using modelsScience is about models. Engineering exploit models. 3. Planning and carrying out investigationsScience is about research. Engineering as iterative improvement. 4. Analyzing and interpreting dataScience is analytical. Engineering is about data. 5. Using mathematics and computational thinking Mathematics is the language of science and engineering. Computational thinking allows scientists & engineers to exploit computers. 6. Constructing explanations (for science) and designing solutions (for engineering) Science is about explanations. Engineering is about solutions. 7. Engaging in argument from evidenceScience is arguments and argumentation. 8. Obtaining, evaluating, and communicating information Science as assessing available information and relating it to claims. Engineering as using information to evaluation methods and solutions.

12 Examples of Learning Skills* Grades K-2High School ScienceAsk questions based on observations to find more information about the natural world. Ask questions that arise from careful observation of phenomena, or unexpected results to clarify and/or seek additional information. EngineerDefine a simple problem that can be solved through the development of a new or improved object or tool. Define a design problem that involves the development of a process or system with interacting components and criteria and constraints that may include social, technical and/or environmental considerations. * From NGSS Appendix F 1. Asking questions (for science) and defining problems (for engineering)

13 Examples of Learning Skills* Grades K-2High School ScienceDistinguish between a model and actual object, process, and/or events the model represents. Evaluate merits and limitations of two different models of the same proposed process in order to select or revise a model that best fits the evidence. EngineerDevelop a simple model based on evidence to represent a proposed tool. Evaluate merits and limitations of two different models of the same proposed tool or mechanism in order to select or revise a model that best fits the design criteria. * From NGSS Appendix F 2. Developing and using models

14 Examples of Learning Skills* Grades K-2High School ScienceWith guidance, plan and conduct an investigation in collaboration with peers. Plan an investigation individually and collaboratively to produce data to serve as the basis for evidence as part of building and revising models or supporting explanations for phenomena. EngineerMake observations of a proposed object, tool, or solution to determine if it solves a problem or meets a goal. Manipulate variables and collect data about a complex model of a proposed process or system to identify failure points * From NGSS Appendix F 3. Planning and Carrying Out Investigations

15 Planning for NGSS Translating cross-cutting concepts into cognitive skills Using scientific and engineering practices to enhance learning Lessons Leverage and improve EDOSC lessons Creating new lessons Lesson clearinghouse Issues: Timing, budget June 2013 Computational Thinking 15

16 Discussion June 2013 Computational Thinking 16


Download ppt "Cross-cutting Concepts and Scientific & Engineering Practices in Oregon Classrooms Bruce Schafer Phone: 503-725-2915 February."

Similar presentations


Ads by Google