Science Learning through Engineering Design (SLED) Summer Institute Welcome

1. Science Learning throughEngineering 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

2. Welcome and Introductions

3. Purdue SLED Team • (Front row, left to right) Todd Kelley, Brenda Capobianco, Gabriela Weaver, Johannes Strobel • (Back row, left to right) Keith Bowman, ChellNyquist, Jim Lehman

4. Welcome to the SLED project!

5. 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.

6. SLED Partners Purdue Colleges ofEducation, Engineering,Science, Technology Discovery Learning ResearchCenter Lafayette School Corp.Tippecanoe School Corp.Taylor Community SchoolsPlymouth Community Schools Community PartnersSIA, Delphi, Plymouth Foundry, etc.

7. Targeted MSP • NSF’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.

8. 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.

9. SLED Partnership Objectives • Create the partnership of university faculty, school teachers and administrators, and community partners • Enhance the preparation of in-service and pre-service teachers to integrate engineering design in science teaching • Adapt, refine, and test project- and design-based curricular materials/tasks • Generate evidence of how well this works with teachers and students

10. Component: Partnership • Project organizational structure supports input from all project partners. • SLEDhub online community will serve as a locus for project resources and communication.

11. Component: Teacher Development • In-service teacher professional development and support • Summer Institute and follow-up professional development • Work with disciplinary faculty • SLEDhub online community and resource repository • Pre-service teacher preparation • Special elementary science methods course focused on design • Summer Institute participants • Linking pre-service teachers with SLED participating schools and teachers

12. Component: Materials • Adaptation 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 2Coordinator: Senay Purzer Design Team 1Coordinator: Jenny Daugherty Design Team 3Coordinator: Brian Hubbard

13. 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.

14. Implementation Timeline • Years 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.

15. Great Expectations

16. 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.

17. Benefits • You 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!

18. Summer Institute

19. SLED Summer Institute • Week 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

20. SLED Summer Institute • Week 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

21. Summer Institute Logistics • Plan 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.

22. Summer Institute Logistics • On 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.

23. SLED Binder • Schedule • List of participants/partners/personnel • Resources • Short readings • IN Science and Math Academic Standards Gr 2-7 • Design Lesson Plans • SLED Implementation Plan Template

24. When reading the SLED Lessons… • Guiding question • Time (estimated) • Objectives • Standards • Relevant concepts and vocabulary • Equipment and materials • Special notes (materials, prep, or comments)

25. Procedure (purposeful steps) • “Ask” questions • Design notebook entries • Sequencing of inquiry and design (vice versa) • Assessment • Design challenge and handouts Notebooks materials will be available electronically at sledhub.org

26. Engineering Design

27. 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.”

28. New Indiana Academic Standards Students 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.

29. Questions to Ponder • Why 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?

30. Questions?