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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

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.

2 developing and using models
2. Developing and using models

* 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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