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Ford PAS Teaching & Learning Pillars Learning Pillars: 21st Century Skills Application of academic knowledge and skills Critical thinking Problem-solving Teamwork Communication Creativity and Innovation Global Awareness Teaching Pillars: 21st Century Pedagogy Academically rigorous Integration of academic and career-related knowledge and skills Inquiry-based Project-based Real-world (authentic) Performance-based Technology-rich Career-relevant 11

Instructions 1. Each group has one part of a bigger puzzle 2. The groups must put there part of the puzzle together before They can connect their completed part of the puzzle to another groups complete part of the puzzle 4. All of the groups must eventually connect their puzzle pieces to create one “Master Puzzle”

Ground Rules I. You cannot see a picture of the puzzle before it was disassembled II. No talking III. You have 10 minutes to put the puzzle together

So Why a Puzzle? How was this activity relevant to our practice? Did you see any similarities between today’s opening moves and the Teaching and Learning Pillars?

Let’s Watch a Video

Chalk Talk Process: Silent activity Anyone may add to chalk talk You can comment on other people’s ideas, make connections by drawing lines/circles

Chalk Talk Process: Silent activity Anyone may add to chalk talk You can comment on other people’s ideas, make connections by drawing lines/circles

Chalk Talk Question Where is you opportunity to “cups and ice” in your practice and how will you do it?

Debrief Chalk Talk Activity

Concurrent Sessions Media and Messages (Module 2), Activity 1 – “What’s the Message?” Calculating Your Future (Module 16) – “Marcella’s Prom Dress.” Reverse Engineering (Module 10), Activity 4 – “Failure To Communicate.”

Activity 4, “Failure to Communicate,” from the module Reverse Engineering

A Failure to Communicate Create instructions and illustrations to precisely communicate the process for assembling a product Critique and improve process instructions to increase their ease of use

Have you ever bought something that needed to be assembled before you could use it? If so, were you able to follow the instructions to assemble it? Why or why not?

…or had instructions that were confusing?

If You Build It... As a team, use your LEGOS (at least 20) to create an original structure. Create a detailed (technical, if possible) drawing of your structure on a separate paper. (Another group, who will use instructions you write to re-create your structure, will use this drawing to check if they built the structure correctly.) Take a photo of your structure for your records

If You Build It... Record, in detail, how your structure was assembled Create a set of instructions that will enable another team to build your structure Once you are finished with your instructions, you will be directed to trade instructions and LEGOS with another team

Trade and Build Assemble the other team’s LEGO kit using their instructions.

Think about the following questions while you assemble the kit: Are the specific parts easy to find? If not, how could the kit be improved? Are the instructions/drawings clear? If not, what would help make them clearer? Is the sequence of steps understandable? How does the kit manufacturer indicate the sequence? How could it be improved?

Think about the following questions while you assemble the kit: Are any of the instructions particularly helpful in assembling the model? If so, what are they? How easy or difficult was the model to assemble? What features of the model do you think made it easy or difficult to assemble?

When your team is finished, compare your structure with the other team’s detailed drawing. Were you able to assemble it correctly? What features of the instructions made them particularly easy to use? What features were not particularly helpful? How could the kit’s instructions have been improved?

Questions for Reflection What skills and ways of thinking did you use as students in the engineering activity? As students, what made this activity engaging? What skills/teaching strategies did you observe? What was the role of the teacher? How would you characterize the teaching that took place in this activity?

Pillar Talk Learning Pillars: 21st Century Skills Application of academic knowledge and skills Critical thinking Problem-solving Teamwork Communication Creativity and Innovation Global Awareness Teaching Pillars: 21st Century Pedagogy Academically rigorous Integration of academic and career-related knowledge and skills Inquiry-based Project-based Real-world (authentic) Performance-based Technology-rich Career-relevant 11

Ford PAS NGL Curriculum Module Exploration

Lunch Time

Experiencing a Coordinated Learning Experience With Ford Dealership Representatives

CLE Debrief

Burning Questions About NGL Framework or Curriculum

Evaluation and Next Steps