science learning through engineering design (sled) summer institute welcome
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Science Learning through Engineering Design (SLED) Summer Institute Welcome. Monday, June 13, 2011 Hall for Discovery and Learning Research Purdue University. This project is supported by the National Science Foundation, Grant #0962840. Welcome and Introductions. Purdue SLED Team. - PowerPoint PPT PresentationTRANSCRIPT
Science Learning throughEngineering Design (SLED)
Summer Institute Welcome
Monday, June 13, 2011Hall for Discovery and Learning ResearchPurdue University
This project is supported by the National Science Foundation, Grant #0962840
Purdue SLED Team
(Front row, left to right) Todd Kelley, Brenda Capobianco, Gabriela Weaver, Johannes Strobel
(Back row, left to right) Keith Bowman, Chell Nyquist, Jim Lehman
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 Partners
Purdue Colleges ofEducation, Engineering,Science, Technology
Discovery Learning ResearchCenter
Lafayette School Corp.Tippecanoe School Corp.Taylor Community SchoolsPlymouth Community SchoolsCommunity Partners
SIA, Delphi, 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 Partnership
Our aim is to increase grade 3-6 student learning of science by developing an integrated, engineering design-based approach to elementary school science education.
SLED Partnership Objectives
1. Create the partnership of university faculty, school teachers and administrators, and community partners
2. Enhance the preparation of in-service and pre-service teachers to integrate engineering design in science teaching
3. Adapt, refine, and test project- and design-based curricular materials/tasks
4. Generate evidence of how well this works with teachers and students
Component: PartnershipProject organizational structure
supports input from all project partners.
SLEDhub online community will serve as a locus for project resources and communication.
Component: Teacher DevelopmentIn-service teacher professional
development and support◦ Summer Institute and follow-up professional
development◦ Work with disciplinary faculty◦ SLEDhub online community and resource
repositoryPre-service teacher preparation
◦ Special elementary science methods course focused on design
◦ Summer Institute participants◦ Linking pre-service teachers with SLED
participating schools and teachers
Component: MaterialsAdaptation and/or development of
engineering design activities for grades 3-6◦ Faculty design teams have created design
activities for the classroom that you will try out as part of the summer institute and implement with your students
Design Team 1Coordinator: Jenny Daugherty
Design Team 2Coordinator: Senay
Purzer
Design Team 3Coordinator: Brian Hubbard
Component: Evidence Research 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.
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.
What is Expected of You?Participation in summer institute,
academic year integration, and other associated 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, paid in
three installments, for participation.
You will receive 70 PGP points for participation in the summer institute and additional points for follow-ups.
You will have an opportunity to apply for a mini-grant for your classroom.
You will have fun while learning!
SLED Summer InstituteWeek 1: Engineering design activities
◦Introduction to engineering design◦Work with science/engineering
disciplinary faculty on design challenges◦Try out design activities that can be used
to address science content in grades 5 and 6
◦Think about how you can integrate these activities in your own classroom, and provide feedback to improve the activities
SLED Summer InstituteWeek 2: Building curriculum and
context◦Go on field trips to local and area sites to
see science/engineering in action◦Participate in mini-workshops to build
knowledge/skills◦Do curriculum mapping to determine where
to best address science concepts◦With school partners, develop lesson
implementation plans to integrate design activities into broader curriculum in your classroom
Summer Institute LogisticsPlan on a daily schedule of 8:30am to
3:30pm. If you must miss any workshop time, please let us know.
NSF requires us to take attendance daily. Full compensation and PGP points are conditional on full attendance.
Parking is available in C (red sign) spaces south of the building and, for overnighters, at the residence hall.
Working lunch (and light breakfast items) will be provided daily except for Monday and Thursday of week 2. You will be on your own for lunch on those days.
Summer Institute LogisticsOn Monday morning of week 2, you
will visit a local science/engineering site. Activities here will resume at 2:00pm.
Tuesday of week 2, plan to arrive here about 30 minutes early. The bus taking us to visit SIA departs at 8:30.
You have options for mini-workshops during week 2; sign-ups will be posted.
Purdue and school administrators are invited for lunch on the final day.
SLED BinderScheduleList of
participants/partners/personnelResources
◦Short readings◦IN Science and Math Academic Standards Gr 2-7
• Design Lesson Plans• SLED Implementation Plan Template
When reading the SLED Lessons…Guiding questionTime (estimated)ObjectivesStandardsRelevant concepts and
vocabularyEquipment and materialsSpecial notes (materials, prep, or
comments)
Procedure (purposeful steps)“Ask” questionsDesign notebook entriesSequencing of inquiry and design
(vice versa)AssessmentDesign challenge and handoutsNotebooks materials will be available
electronically at sledhub.org
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.
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?