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Steps:
Steps:
Define a problem or challenge
Define a problem or challenge
- Present the challenge to the class. I usually use a Haiku Deck with pictures for visuals. You can use a Google Slide Deck, Power Point, Prezi, Near Pod, anything you feel most comfortable! I try to develop a strong connection of content-experience with my kiddos.
*I display each challenge on my Engineering Wall. I also create QR codes or links for students to help them in their research.
*I display each challenge on my Engineering Wall. I also create QR codes or links for students to help them in their research.
Ask: Do your research
Ask: Do your research
- Students start by asking all the questions they have. Some students will have background knowledge about the problem/challenge. Let students engage in a discussion about the questions or research they will need to do in order to help solve this problem/challenge.
- What information do you need?
- What already exists that tried to help the same problem?
- Can it be improved?
My Engineering Wall is an interactive wall where students can refer to for the entire year. I usually use post-it notes for most steps and have them keep an engineering journal/binder for their personal use.
My Engineering Wall is an interactive wall where students can refer to for the entire year. I usually use post-it notes for most steps and have them keep an engineering journal/binder for their personal use.
Imagine: Develop a solution
Imagine: Develop a solution
- How will your solution work? What will it look like?
- Design, draw, and sketch out your solution and idea.
- I have students do this independently and bring their "imagine idea" to a partner or group.
Plan: Work collaboratively
Plan: Work collaboratively
- Take all solutions, drawings, imagine ideas, and come up with ONE plan with a team.
- Students can choose to work as a team, with a partner, or by themselves, but they must share their idea and their solution with the group.
On my Engineering Board, I have students draw a quick sketch of their prototype & explain their vision on the whiteboard pictured. This way, other teams can see what others are creating. Most likely, my students are always in partners or groups.
On my Engineering Board, I have students draw a quick sketch of their prototype & explain their vision on the whiteboard pictured. This way, other teams can see what others are creating. Most likely, my students are always in partners or groups.
Create and Test: Build a Prototype
Create and Test: Build a Prototype
- Build a simple model to test out your design.
- Engineers need to test their design and improve along the way.
- Test as many times as you want!
Improve: Share out, evaluate your solutions, question everything!
Improve: Share out, evaluate your solutions, question everything!
- Review all of the facts and ask yourself questions!
- Ask yourself... Why/are things are working the way you want?
- What worked well?
- Why did it work?
- Why didn't it work?
- How can you improve to make it work better?
- Sometimes, this can set you back several steps, that's OK!
- Engineers go through this process multiple times!
When you improve and question, the process may start all over again! Improve on your original idea! Embrace the struggle. Embrace the challenge.
When you improve and question, the process may start all over again! Improve on your original idea! Embrace the struggle. Embrace the challenge.
I usually give a time frame for my students.... otherwise we would be engineering all day (which I'm totally okay with)! But, to keep them on track I like to stick to a schedule and display the time on the board. This is great tool for successful collaboration and time management and pacing.
Here's my structure:
Here's my structure:
*Don't try to lay out all the materials and prep each time!
*Don't try to lay out all the materials and prep each time!
To create independence, spread out the work of organizing and gathering materials! I lay out all the materials needed and have students grab what they need to create/design. This counts as a part of their create time frame... students must plan what materials they need, how many, etc. before grabbing them for their team.
*If you have a classroom reward/money system have students "buy" or put them on a "budget" to buy materials they need.
*If you have a classroom reward/money system have students "buy" or put them on a "budget" to buy materials they need.
This will encourage students to use materials wisely and so you don't have to keep running to the store to replenish them.
*Give students a specific "design and test day".
*Give students a specific "design and test day".
Students are SO excited to build and test their prototypes. Give them a specific day of testing and experimenting to eliminate questions and to give them a deadline/time frame for when their design must be finished.
*Catch Phrase!
*Catch Phrase!
I love when my students are so busy talking, designing, researching, collaborating, etc. They are so into their group work and design that at times it's hard to capture all of their attention. When making important announcements or giving reminders during engineer time. I yell out, "Engineers..." and students shout out, "Design..." I count down 3,2,1 hands off, eyes up.
More helpful hints to come... check back later.
More helpful hints to come... check back later.
The "Be Internet Awesome" program is a new and up and coming Google Program that teaches students and parents the fundamentals of digital citizenship and safety. "To make the most of the internet, kids need to be prepared to make smart decisions (Google, 2017)."
*I love D&C post-it notes because not only does it give students an opportunity to stop & jot, but also has prompts to guide and push their thinking!*
*I love D&C post-it notes because not only does it give students an opportunity to stop & jot, but also has prompts to guide and push their thinking!*
How do I use Depth and Complexity in my classroom?
How do I use Depth and Complexity in my classroom?
I use Depth and Complexity prompts all day, everyday in my classroom.
J Taylor Education publishes products and provides training focusing on "The Depth and Complexity Framework" aka "The Thinking Curriculum". It is meant to guide differentiated and rigorous learning experiences for all students.
At the beginning of the year, I introduce all prompts with a picture book or an image. Something that is not-content related. This way, students can experience the prompts and form a connection with something of interest.
Next, I incorporate some sort of text.
Structure:
First Read: Whole Class or Independent
Second Read: With partner
Third Read: We either annotate the text with Sketch Note Taking or use post-its to deepen our understanding.
My vision: For Post-It Notes
My vision: For Post-It Notes
After, annotating the text independently, students will get a page of pre-printed post-it notes and write down (together) their thoughts of the text. (It would get a little crazy printing each page of post-it notes for every student in your classroom! Group work would be best!)
Then, we discuss with partners or whole group what prompts we found that contribute to the theme/meaning/main idea of the story.
Finally, you can display each groups post-it note responses on an anchor chart in your classroom! Ta-Da! ***
Using the "About" Tab - The "About Tab" allows teachers to post resources that students need to access. You can attach additional materials, course syllabus, link to a sign-in sheet, ongoing resources, or a link to a Google Hang out with the Teacher.
Submit Paper Assignments - We can agree that not all assignments should be digital. Students should experience the hands-on assignments and projects where writing, gluing, art, takes place. 50 offers suggestions on submitting paper assignments through the camera and mobile device from an iPad or laptop... capturing the image of their work and either submitting it with an assignment or adding to their digital presentations.
Student Portfolio - Google Classroom has an option to view a sampling of work in an electronic profile format. Students may present their portfolio to their teacher for assessment purposes and "take it" with them to the next grade level. Teachers may also use the digital portfolio during parent conferences to demonstrate their learning over the course of the year.
Create Yearlong Journals- Definitely trying next year! Reflection is SO important and how cool would it be to create a journal where students can compile entries for the entire year, paperless! It explains how you can create a table of contents page with multiple headings/links to create a reflective yearlong journal. Alice also shares templates to get your started in the "Go Further" section. I LOVE this because you can literally create a copy and send off to your students TODAY if you would like. :)
Create a Student-Driven Classroom - Gradually release the control of the class and give opportunities to have students be in charge of their own learning. GC allows students to submit multiple attachments and various types of attachments to each assignment.
Go Further: (A section with each topic)... Teachers may want to keep parents updated on what their child is learning in class. You can create a Student-Driven reflection on Google Forms and have students fill out weekly. The form can describe what activities, assignments, challenges, and projects took place that week and how students feel their understanding/learning is going.
(Keeler and Miller, 2016)
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