Cross cutting concepts and scientific engineering practices in oregon classrooms
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Cross-cutting Concepts and Scientific & Engineering Practices in Oregon Classrooms. Bruce Schafer Phone: 503-725-2915 Email: [email protected] February 2014. Advisory & Review Panel. Engineering Design in Oregon Science Classrooms EDOSC

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Cross-cutting Concepts and Scientific & Engineering Practices in Oregon Classrooms

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Cross cutting concepts and scientific engineering practices in oregon classrooms

Cross-cutting Concepts and Scientific & Engineering Practices in Oregon Classrooms

Bruce Schafer

Phone: 503-725-2915

Email: [email protected]

February 2014


Advisory review panel

Advisory & Review Panel

Engineering Design in Oregon Science Classrooms EDOSC

Original Purpose: Help Oregon Teachers use engineering design to teach science

Computational Thinking

  • Major Milestones

  • Tested with ES, MS, & HS Teachers in February 2013

  • Train-the-Facilitator Workshop in June 2013 for 8 School Districts


Edosc overview

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

  • http://opas.ous.edu/EDOSC/Materials.php

Computational Thinking


Edosc lessons

EDOSC Lessons

Computational Thinking


Questions

Questions?

Computational Thinking


Planning for ngss

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

Computational Thinking


Intervention model

Intervention Model

0. Sweller, J., Van Merrienboer, J. J., & Paas, F. G. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10(3), 251–296.

1. 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.


High impact classrooms

High Impact Classrooms


1 asking questions for science and defining problems for engineering

1. Asking questions (for science) and defining problems (for engineering)

* From NGSS Appendix F


2 developing and using models

2. Developing and using models

* From NGSS Appendix F


3 planning and carrying out investigations

3. Planning and Carrying Out Investigations

* From NGSS Appendix F


Planning for ngss1

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

Computational Thinking


Discussion

Discussion

Computational Thinking


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