CLARK CREEK STEM ACADEMY CREATE EXPERIMENT IMPROVE ASK PRESENT INVESTIGATE ENGINEERING DESIGN PROCESS IMAGINE PLAN

CORE Critical Thinking Cognitive Awareness Problem Solving Teamwork 21st Century Skills All parts work together utilizing 21st Century Skills Critical Thinking Cognitive Awareness Problem Solving Teamwork Communication Technology Collaboration Organization Self-Management

CLARK CREEK STEM ACADEMY ASK ENGINEERING DESIGN PROCESS

A sense of purpose and challenge is created by the Driving Question. ASK ASK WHAT IS THE PROBLEM? A sense of purpose and challenge is created by the Driving Question. DQ “starter” How can we (do) ______ so that (why) ______? Develop Knows/Need to Knows about the problem.

ASK - Teacher Determine Driving Question Start with the end in mind, and decide how flexible the course for getting there can be based on circumstances. The question should be provocative, open-ended, complex, and linked to the core of what you want students to learn. It could be abstract (When is war justified?); concrete (Is our water safe to drink?); or focused on solving a real world problem that students can connect with (How can we improve this website so that more young people will use it?). It should capture the heart of the project in clear, compelling language, which gives students a sense of purpose and challenge Consider community needs Can include lesson on content Encompass every aspect of learning that will occur and establish the need to know Create Entry Event (a video, a lively discussion, a guest speaker, a field trip, activity, learning event, or a piece of mock correspondence that sets up a scenario and initiates questioning) to engage interest and introduce the DQ Introduce Key Vocabulary What are the desired Need to Knows? Do they align with those of the students? Curriculum Content 21st Century Skills Need To Know Driving Question Blooms Knowledge – describe, recognize, recall Comprehension – ask, list, discuss

CLARK CREEK STEM ACADEMY ASK INVESTIGATE ENGINEERING DESIGN PROCESS

INVESTIGATE EXPLORE THE CURRICULUM Gather and share information, ask questions, find resources, and apply information. Take responsibility and autonomy for learning – questions, resources, answers, conclusions and innovation. Develop subject matter expertise Identify new concepts and make prior connections Develop personal Need To Knows

INVESTIGATE - Teacher Curriculum Content 21st Century Skills Need To Know Driving Question Student Voice & Choice In-Depth Inquiry How/What will you teach for understanding? Develop activities, workshops, lectures, homework, research or labs to convey the curriculum and the help the discovery process. Include benchmark tasks, check-ins or personal conferences for student understanding? How will you reteach if needed? How/when will you answer the Class Needs to Knows generated from the DQ? Coach students to add to their personal Needs to Knows. Create a classroom culture that values questioning, hypothesizing, and openness to new ideas and perspectives. Provide opportunities for students to assess themselves. Features real-world context, tasks and tools, quality standards, or impact or speaks to students’ personal concerns, interests, and issues in their lives. Student Voice and Choice: This learning element is key. In terms of making a project feel meaningful to students, the more voice and choice, the better. However, teachers should design projects with the extent of student choice that fits their own style and students. On the limited-choice end of the scale, learners can select what topic to study within a general driving question or choose how to design, create, and present products. As a middle ground, teachers might provide a limited menu of options for creative products to prevent students from becoming overwhelmed by choices. On the "the more, the better" end of the scale, students can decide everything. Blooms Knowledge – describe, recognize, recall Comprehension – ask, list, discuss Evaluation – synthesis information, explore resources

CLARK CREEK STEM ACADEMY ASK INVESTIGATE ENGINEERING DESIGN PROCESS IMAGINE

IMAGINE RESOLVE THE PROBLEM Generate solutions. Students propose solutions to solve the Driving Question. Students brainstorm possible solutions to a Culminating Challenge. Students can propose new Driving Questions to solve.

IMAGINE - Teacher 21st Century Skills Need To Know Driving Question Student Voice & Choice In-Depth Enquiry Reflection & Revision Provide simulations, discussions, models, reading materials, interviews to aid process Lead students in brainstorming possible solutions (examples: enacting laws, designing better products or systems, or raising public awareness) Check research notes, reviewed rough drafts and plans, and meet with teams to monitor progress Provide opportunities for students to assess themselves Assign collaborative working groups Provide a limited menu of options for creative products to prevent students from becoming overwhelmed. Blooms Knowledge – describe, recognize, recall Comprehension – ask, list, discuss, predict Evaluation – synthesis information, explore resources

CLARK CREEK STEM ACADEMY ASK INVESTIGATE ENGINEERING DESIGN PROCESS IMAGINE PLAN

Determine the best solution. PLAN RESOLVE THE PROBLEM Determine the best solution. Determine how the team will function. Consult rubric made specifically for project by teacher or group. Collaborate to identify steps/actions needed to achieve the solution. Sketch and label solution prototype if needed. Define responsibilities and roles for team members. Create timeline for action items.

Group Rubric

PLAN - Teacher Determine how much Student Voice/Choice you can offer. 21st Century Skills Need To Know Driving Question Student Voice & Choice Reflection & Revision Determine how much Student Voice/Choice you can offer. Set parameters, constraints, deadlines, expectations for completing project. Determine if a packet outlining what kids are to do is needed. Create a Group Rubric - How will thinking-learning and success of project be assessed? Aid students with work schedules - suggest timelines if needed. Offer role-playing, team-building, time management, or role/job card options. Provide opportunities for students to assess themselves. Blooms Comprehension – explain, discuss Application – schedule, sketch, solve, execute

CLARK CREEK STEM ACADEMY CREATE ASK INVESTIGATE ENGINEERING DESIGN PROCESS IMAGINE PLAN

CREATE RESOLVE THE PROBLEM Create the solution. Follow the plan, but make corrections as needed. Apply prior knowledge and skills. Involve all team members. Use rubrics and exemplars to critique work. Seek further training if needed.

CREATE - Teacher Curriculum Content 21st Century Skills Driving Question Student Voice & Choice In-Depth Enquiry Reflection & Revision Practice oral presentation skills and learn to produce videos and podcasts. Provide opportunities for students to assess themselves. Check research notes, review rough drafts and plans, and meet with teams to monitor progress. Provide training/skills needed to complete creations. Blooms Application – create, solve, build, modify, produce

CLARK CREEK STEM ACADEMY CREATE EXPERIMENT ASK INVESTIGATE ENGINEERING DESIGN PROCESS IMAGINE PLAN

RESOLVE THE PROBLEM Test the solution. EXPERIMENT RESOLVE THE PROBLEM Test the solution. Culminating Challenge What observations were made from the experiment? What worked and didn’t work? Receive/provide feedback – I like and I wonder statements from peers. Product Proof the final product. Use peer editing. Is the product effective for the intended authentic audience?

EXPERIMENT - Teacher 21st Century Skills Driving Question Student Voice & Choice In-Depth Enquiry Reflection & Revision Share that most people's first attempts don't result in high quality and that revision is a frequent feature of real-world work. Create testing rubric for prototypes. Create feedback sheets. Identify subject matter experts to witness experiments (use technology for experts that can’t physically be present). Provide prototype or work sample exemplars. Provide feedback during/after experiment phase. Blooms Application – report Analysis –conclude, question, test, relate, examine, differentiate

CLARK CREEK STEM ACADEMY CREATE EXPERIMENT IMPROVE ASK INVESTIGATE ENGINEERING DESIGN PROCESS IMAGINE PLAN

Make the solution better. IMPROVE RESOLVE THE PROBLEM Make the solution better. Provide critical feedback to self and others. Use feedback to improve the process and/or product. Reflect on your learning. What did you learn from the process? What could you have done differently? How did your team work together? What improvements did you make during the process?

IMPROVE - Teacher Aid students with providing critical feedback. Curriculum Content 21st Century Skills Student Voice & Choice In-Depth Enquiry Reflection & Revision Aid students with providing critical feedback. Hold conferences with students to discuss interpreting feedback and how to use that information to make improvements. Provide encouragement, structure, or compliments as deserved. Reflect on the process and make improvements/notes in your lesson plans for next time. Blooms Synthesis – revise, plan Evaluation – critique, assess, conclude, judge

CLARK CREEK STEM ACADEMY CREATE EXPERIMENT IMPROVE ASK PRESENT INVESTIGATE ENGINEERING DESIGN PROCESS IMAGINE PLAN

RESOLVE THE PROBLEM Share the solution. PRESENT RESOLVE THE PROBLEM Share the solution. Share project work or prototype with an authentic audience by explaining, submitting, displaying and/or presenting.

Audience – Presented Product Curriculum Content 21st Century Skills Driving Question Student Voice & Choice In-Depth Inquiry Reflection & Revision Audience – Presented Product PRESENT - Teacher Provide training on Web 2.0 or Microsoft creation tools. Help students understand who their audience is. Provide consultation input/feedback prior to publication. Find audience outside the classroom to whom students can publish/present their work. 21st Century Skills Authentic Learning

Key Differences

Teacher Rubric for Designing Lessons

Questions To Aid Lesson Design

Student Rubric for Grading