1. Welcome to Engineering Design

2. Engineering Learning and Learning Engineering
What determines how well you will learn in this course and others?
Write two ideas on a piece of paper.
This introduces students to individual thought, small group collaboration on whiteboards and then full-class response. Many will mention intelligence/IQ/talent/ability.
Write the different ideas on the whiteboard.

3. A person’s intelligence is a fixed thing and cannot be changed much.
Strongly Agree
Mostly Agree
Mostly Disagree
Strongly Disagree
Fixed Mindset
Growth Mindset
This introduces them to the MC questions and booklets. Booklets are placed face down so that the teacher has an idea when most students are ready to answer, without having students influenced by the fast student’s answers. Introduce this as a way of learning - not testing what they already know.
Think on your own. Place the answer booklet facedown when you are ready.

4. Intelligence is static. You want to ‘look’ smart.
Fixed Mindset
Intelligence is static.
You want to ‘look’ smart.
You avoid challenges.
You tend to give up.
Extra effort is useless.
You ignore criticism.
You feel threatened by other’s success.
Result?
Growth Mindset
Intelligence can grow.
You want to learn.
You seek challenges.
You tend to persist.
Extra effort will help.
You learn from criticism.
You feel inspired by other’s success.
Result?
Go through the diagram to see how the two theories about intelligence affect behaviour. Before showing the next slide have them discuss what they think will happen and why.

5. Students with Growth Mindset Students with Fixed Mindset
These are the results of a study of students who are just a bit younger. The transition from grade 7 to 9 is a critical one, especially in math and science. These students were surveyed about how flexible they thought intelligence was. The students who felt that intelligence can be grown did much better than those who felt that intelligence was fixed. The separation of their marks grew dramatically.
Students with
Fixed Mindset

6. These results show that ...
Fixed mindset students are not as smart
Growth mindset students work harder
Both A and B.
Not enough information.
There really isn’t enough information. A) Could be true. Students might develop a fixed mindset because notice that they aren’t learning as well as others. B) Is probably true. But is that why they do better? We are dealing with self-fulfilling prophecies.
How could you test which explanation – hard work or intelligence is the right one?

7. They aren’t as smart as teenagers. You used to be a baby.
Consider babies.
They aren’t as smart as teenagers.
You used to be a baby.
This shows that the brain can grow, but maybe stupid babies become stupid teenagers.

8. An experiment was done with rats
An experiment was done with rats. Half lived in cages with other rats and a variety of toys that were changed regularly. The other half were kept alone in empty cages.
At the end of the experiment, the brains of the first group were 10% larger and had many more neural connections. They were smarter.
This experiments removes the attitudes and choices and shows that using the brain will make it grow.
Note: Within each group there was a spread of ability and brain size, but this was not as big as the spread between the two experiences.

9. The control group got a 1-hour lesson on memorizing techniques
The control group got a 1-hour lesson on memorizing techniques. The experimental group a 1-hour lesson on how neurons can be grown. There is much more room for growth than most people realize.

10. In this course you will be given lots of challenges
In this course you will be given lots of challenges. You will be taught some skills and knowledge, which you will use to figure things out. This will grow your ability to solve problems - a very useful and transferable skill.
The problems are usually too hard to solve on your own. However, in a small group, if you work together well, you will succeed. The ability to work with others is another very useful and transferable skill.

11. Let’s Do Some Engineering
You have a set of 6 plastic cups. Your challenge is to stack them into a pyramid as shown. You may not touch the cups directly. You will use an elastic band with four strings attached. You may only touch the loops at the end. You may not talk.

12. Contests and Communication
It took a while before the group figured out how to work together. It was especially hard, because you weren’t allowed to talk.
On the whiteboard draw a diagram that shows what you needed to do. Do not use words.
Communication is not just about speaking and listening.

13. Contests and Communication
On the whiteboard, list the different ways that you can communicate in a group.
This could include body language, diagrams, equations, graphs, models, demonstrations. It should explicitly mention listening!

14. Contests and Group Work
Usually one person is a group is dominant. They handle the equipment more and speak more. In your group that person claimed _______% of the group’s space and time.
A) 90% B) 75% C) 60% D)45%
Make sure that they don’t look at each others answers.

15. Contests and Group Work
A group needs to make use of everyone’s ideas.
How can you ensure that everyone is heard?
List your ideas in point form on paper.
After listing ideas individually, have each group make a list of their best four ideas. Then rotate the board to the next group and have them add check marks to the three ideas that they think are best. The ideas need to encourage shy people to contribute, restrain the extroverts from dominating and provide ways to resolve conflicts. The ideas should involve some group structure – but it is best if every individual reflects on their own contribution and tries to improve it.

16. Time for another Contest
Stack the cups to make the tallest tower.
How was the group interaction?
A) More even.
B) Same.
C) Less even.
This is a feel good question. Most will say A. They have just had their attention focussed on working equitably and the task is less stressful because it is more familiar. There need to be many opportunities for group and individual reflection they will tend to revert to old habits.

17. Time for very Different Contest
You have a bag of Lego. You need to build a self-supporting structure that will stick as far as possible away from the table’s edge.
You may examine the Lego, but not build for 5 minutes. You must have a sketch of your plan on the whiteboard before starting.
People tend to just start playing with materials, but it is more efficient if some discussion and planning come first. Most group’s will be considering just balance. As they work they will realize that they need to prevent the Lego structure form bending and breaking apart. Hopefully, one group will realize that they can build a structure that prevents tilting by going underneath the table edge.

18. Repeating the Contest
Look at the strategies used by the other groups. On the whiteboard, use words and diagrams to show what you will do differently.
You may not start building until this is done and 5 minutes is up.
Groups should always be aware of what other groups are doing and make use of their good ideas.

19. Reflecting on Group Work
What role do you tend to take in a group?
A) Dictator
B) Leader
C) Helper
D) Observer
What can you do to improve your role?
Have students reflect silently and write.