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Design and Implementation of Pegadogies of Engagement. Karl A. Smith Engineering Education – Purdue University Civil Engineering - University of Minnesota [email protected] http://www.ce.umn.edu/~smith STEP Project Workshop Louisiana State University College of Engineering May 2007. - PowerPoint PPT Presentation
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Design and Implementation of Pegadogies of Engagement
Karl A. SmithEngineering Education – Purdue UniversityCivil Engineering - University of Minnesota
[email protected]://www.ce.umn.edu/~smith
STEP Project WorkshopLouisiana State University
College of Engineering
May 2007
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Design and Implementation of Pedagogies of Engagement – Overview &
Resources• Design Framework – How People Learn• Design & Backward Design Process (Felder & Brent,
Dee Fink and Wiggins & McTighe)• Pedagogies of Engagement - Instructional Format
explanation (or exercise to engage workshop participants)– Smith web site – www.ce.umn.edu/~smith– University of Delaware PBL web site – www.udel.edu/pbl
• Design of Challenge-Based (PBL) exercises– Creating High Quality Learning Environments (Bransford, Vye &
Bateman) -- http://www.nap.edu/openbook/0309082927/html/– Cooperative Learning (Johnson, Johnson & Smith)
• Course, Class Session, and Learning Module Design: From Objectives and Evidence to Instruction
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Shaping the Future: New Expectations for Undergraduate Education in Science, Mathematics, Engineering and Technology – National Science Foundation, 1996
Goal B All students have access to supportive, excellent undergraduate education in science, mathematics, engineering, and technology, and all students learn these subjects by direct experience with the methods and processes of inquiry.
Recommend that SME&T faculty: Believe and affirm that every student can learn, and model good practices that increase learning; starting with the student=s experience, but have high expectations within a supportive climate; and build inquiry, a sense of wonder and the excitement of discovery, plus communication and teamwork, critical thinking, and life-long learning skills into learning experiences.
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National Research Council Reports:1. How People Learn: Brain, Mind, Experience, and
School (1999).2. How People Learn: Bridging Research and Practice
(2000).3. Knowing What Students Know: The Science and
Design of Educational Assessment (2001).4. The Knowledge Economy and Postsecondary
Education (2002). Chapter 6 – Creating High-Quality Learning Environments: Guidelines from Research on How People Learn
NCEE Report1. Rethinking and redesigning curriculum, instruction
and assessment: What contemporary research and theory suggests. (2006). http://www.skillscommission.org/commissioned.htm
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Some Important Principles About Learning and Understanding
The first important principle about how people learn is that students come to the classroom with preconceptions about how the world works which include beliefs and prior knowledge acquired through various experiences.
The second important principle about how people learn is that to develop competence in an area of inquiry, students must: (a) have a deep foundation of factual knowledge, (b) understand facts and ideas in the context of a conceptual framework, and (c) organize knowledge in ways that facilitate retrieval and application.
A third critical idea about how people learn is that a “metacognitive” approach to instruction can help students learn to take control of their own learning by defining learning goals and monitoring their progress in achieving them.
Jim Pellegrino – Rethinking and redesigning curriculum, instruction and assessment: What contemporary research and theory suggests
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EngineeringThe engineering method is design under constraints – Wm. Wulf, President, National Academy of Engineering
The engineering method is the use of heuristics to cause the best change in a poorly understood situation within the available resources – Billy Koen, Discussion of the Method
A scientist discovers that which exists. An engineer creates that which never was -- Theodore von Kármán (1881-1963)
Engineering = Design
Design in a major sense is the essence of engineering; it begins with the identification of a need and ends with a product or system in the hands of a user. It is primarily concerned with synthesis rather than the analysis which is central to engineering science. Design, above all else, distinguishes engineering from science (Hancock, 1986, National Science Foundation Workshop).
Design defines engineering. It's an engineer's job to create new things to improve society. It's the University's obligation to give students fundamental education in design (William Durfee, ME, U of Minnesota, Minnesota Technolog, Nov/Dec 1994).
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Engineering Design
Engineering design is a systematic, intelligent process in which designers generate, evaluate, and specify concepts for devices, systems, or processes whose form and function achieve clients’ objectives or users’ needs while satisfying a specified set of constraints.
Engineering Design Thinking, Teaching, and Learning -- http://www.asee.org/about/publications/jee/upload/2005jee_sample.htm
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Skills often associated with good designers – the ability to:
• tolerate ambiguity that shows up in viewing design as inquiry or as an iterative loop of divergent-convergent thinking;
• maintain sight of the big picture by including systems thinking and systems design;
• handle uncertainty;• make decisions;• think as part of a team in a social process; and• think and communicate in the several languages of
design.
Engineering Design Thinking, Teaching, and Learning -- http://www.asee.org/about/publications/jee/upload/2005jee_sample.htm
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Ideo's five-point model for strategizing by design: Hit the StreetsRecruit T-Shaped PeopleBuild to ThinkThe Prototype Tells a StoryDesign Is Never Done
Design Thinking
Discipline
Thin
king
Tom FriedmanHorizontalizeOurselves
AAC&U College LearningFor the New Global Century
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Effective Course Design
Students
Goals andObjectives
Assessment
ABET EC 2000
Bloom’sTaxonomy
Course-specificgoals & objectives
Cooperative learning
Lectures
Labs
Other experiences
Classroomassessmenttechniques
Tests
Instruction
Other measures
Technology
(Felder & Brent, 1999)
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Model 1
The Key Components Of INTEGRATED COURSE DESIGN
One of the benefits of this model is that it allows us to see the importance S i t u a t i o n a l F a c t o r s
Teaching and
Learning Activities
Feedback & Assessment
Learning Goals
A Self-Directed Guide to Designing Courses for Significant LearningL. Dee Fink. 2003. Creating significant learning experiences. Jossey-Bass.
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Backward DesignWiggins & McTighe
Stage 1. Identify Desired Results
Stage 2. Determine Acceptable Evidence
Stage 3. Plan Learning Experiences
and Instruction
Wiggins, Grant and McTighe, Jay. 1998. Understanding by Design. Alexandria, VA: ASCD
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Worksheet 1Worksheet for Designing a Course/Class Session
Ways of Assessing Actual Teaching-Learning Helpful Resources:
Learning Goals for Course/Session:
This Kind of Learning: Activities: (e.g., people, things)
1.
2.
3.
4.
5.
6.
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Vision: Purdue Engineers will be prepared for leadership roles in responding to the global technological, economic, and societal challenges of the 21st century.
Strategy: We will provide educational experiences that develop students’ technical strength, leadership, innovation, flexibility, and creativity to enable them to identify needs and construct
effective solutions in an economically, socially, and culturally relevant manner.
• science & math
• engineering fundamentals
• analytical skills
• open-ended design & problem solving skills
• multidisciplinarity within and beyond engineering
• integration of analytical, problem solving, and design skills
Knowledge Areas• innovative
• strong work ethic
• globally, socially, ethically, intellectually, and technologically responsible
• adaptable in a changing environment
• entrepreneurial and intrapreneurial
• curious and persistent lifelong learners
Traits
The Purdue 2020 Curricula Pillars
Purdue’s Engineer of 2020 Program Outcomes
Abilities• leadership
• teamwork
• communication
• decision-making
• recognize & manage change
• work effectively in diverse & multicultural environments
• work effectively in the global engineering profession
• synthesize engineering, business, and societal perspectives
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Backward Design
Stage 1. Identify Desired Results
Filter 1. To what extent does the idea, topic, or process represent a big idea or having enduring value beyond the classroom?
Filter 2. To what extent does the idea, topic, or process reside at the heart of the discipline?
Filter 3. To what extent does the idea, topic, or process require uncoverage?
Filter 4. To what extent does the idea, topic, or process offer potential for engaging
students?
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Backward DesignStage 2. Determine Acceptable Evidence
Types of Assessment
Quiz and Test Items: Simple, content-focused test items
Academic Prompts: Open-ended questions or problems that require the student to think critically
Performance Tasks or Projects: Complex challenges that mirror the issues or problems faced by graduates, they are authentic
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Backward Design Approach:
• Desired Results (Outcomes, Objectives, Learning Goals)– 5 minute university
• Evidence (Assessment)– Learning Taxonomies
• Plan Instruction– Cooperative Learning Planning Format &
Forms
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Taxonomies
Bloom’s taxonomy of educational objectives: Cognitive Domain (Bloom & Krathwohl, 1956)
A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives (Anderson & Krathwohl, 2001).
Facets of understanding (Wiggins & McTighe, 1998)
Taxonomy of significant learning (Dee Fink, 2003)
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The Six Major Levels of Bloom's Taxonomy of the Cognitive Domain(with representative behaviors and sample objectives)
Knowledge. Remembering information Define, identify, label, state, list, match Identify the standard peripheral components of a computer Write the equation for the Ideal Gas Law
Comprehension. Explaining the meaning of information Describe, generalize, paraphrase, summarize, estimate
In one sentence explain the main idea of a written passage Describe in prose what is shown in graph form
Application. Using abstractions in concrete situations Determine, chart, implement, prepare, solve, use, develop
Using principles of operant conditioning, train a rate to press a bar
Derive a kinetic model from experimental data Analysis. Breaking down a whole into component parts Points out, differentiate,
distinguish, discriminate, compare Identify supporting evidence to support the interpretation of a literary passage Analyze an oscillator circuit and determine the frequency of oscillation
Synthesis. Putting parts together to form a new and integrated whole Create, design, plan, organize, generate, write
Write a logically organized essay in favor of euthanasia Develop an individualized nutrition program for a diabetic patient
Evaluation. Making judgments about the merits of ideas, materials, or phenomena Appraise, critique, judge, weigh, evaluate, select
Assess the appropriateness of an author's conclusions based on the evidence given Select the best proposal for a proposed water treatment plant
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Remember Understand Apply Analyze Evaluate Create
Factual Knowledge – The basic elements that students must know to be acquainted with a discipline or solve problems in it.
a. Knowledge of terminology
b. Knowledge of specific details and elements
Recall Restate Employ Distinguish Select Arrange
Conceptual Knowledge – The interrelationships among the basic elements within a larger structure that enable them to function together.
a. Knowledge of classifications and categories
b. Knowledge of principles and generalizations
c. Knowledge of theories, models, and structures
Define Describe Translate Compare Defend Combine
Procedural Knowledge – How to do something; methods of inquiry, and criteria for using skills, algorithms, techniques, and methods.
a. Knowledge of subject-specific skills and algorithms
b. Knowledge of subject-specific techniques and methods
c. Knowledge of criteria for determining when to use appropriate procedures
Relate Identify Demonstrate Contrast Interpret Construct
Metacognitive Knowledge – Knowledge of cognition in general as well as awareness and knowledge of one’s own cognition.
a. Strategic knowledge
b. Knowledge about cognitive tasks, including appropriate contextual and conditional knowledge
c. Self-knowledge
Review Express Examine Deduce Discriminate Propose
The Cognitive Process DimensionThe Cognitive Process Dimension
Th
e K
now
led
ge D
imen
sion
Th
e K
now
led
ge D
imen
sion
Imbrie and Brophy, 2007
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Facets of UnderstandingWiggins & McTighe, 1998, page 44
When we truly understand,weCan explainCan interpretCan applyHave perspectiveCan empathizeHave self-knowledge
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Dee Fink – Creating Significant Learning Experiences
A TAXONOMY OF SIGNIFICANT LEARNING
1. Foundational Knowledge
• "Understand and remember" learning
For example: facts, terms, formulae, concepts, principles, etc.
2. Application
Thinking: critical, creative, practical (problem-solving, decision-making)
Other skills
For example: communication, technology, foreign language
Managing complex projects
3. Integration
Making "connections" (i.e., finding similarities or interactions) . . .
Among: ideas, subjects, people
4. Human Dimensions
Learning about and changing one's SELF
Understanding and interacting with OTHERS
5. Caring
Identifying/changing one's feelings, interests, values
6. Learning How to Learn
Becoming a better student
Learning how to ask and answer questions
Becoming a self-directed learner
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Backward DesignStage 3. Plan Learning Experiences & Instruction
• What enabling knowledge (facts, concepts, and principles) and skills (procedures) will students need to perform effectively and achieve desired results?
• What activities will equip students with the needed knowledge and skills?
• What will need to be taught and coached, and how should it be taught, in light of performance goals?
• What materials and resources are best suited to accomplish these goals?
• Is the overall design coherent and effective?
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Challenged-Based Learning• Problem-based learning
• Case-based learning
• Project-based learning
• Learning by design
• Inquiry learning
• Anchored instructionJohn Bransford, Nancy Vye and Helen Bateman. Creating High-Quality
Learning Environments: Guidelines from Research on How People Learn
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Problem-Based Learning (PBL)-- Small Group Self-Directed Problem Based Learning --
Problem-based learning is the learning that results from the process of working toward the understanding or resolution of a problem. The problem is encountered first in the learning process. (Barrows and Tamblyn, 1980)
Core Features of PBL Learning is student-centered Learning occurs in small student groups Teachers are facilitators or guides Problems are the organizing focus and stimulus for learning Problems are the vehicle for the development of clinical problem-
solving skills New information is acquired through self-directed learning
Problem Based Cooperative Learning Format
TASK: Solve the problem(s) or Complete the project.
INDIVIDUAL: Estimate answer. Note strategy.
COOPERATIVE: One set of answers from the group, strive for agreement, make sure everyone is able to explain the strategies used to solve each problem.
EXPECTED CRITERIA FOR SUCCESS: Everyone must be able to explain the strategies used to solve each problem.
EVALUATION: Best answer within available resources or constraints.
INDIVIDUAL ACCOUNTABILITY: One member from your group may be randomly chosen to explain (a) the answer and (b) how to solve each problem.
EXPECTED BEHAVIORS: Active participating, checking, encouraging, and elaborating by all members.
INTERGROUP COOPERATION: Whenever it is helpful, check procedures, answers, and strategies with another group.
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Cooperative Lesson Planning Form Grade Level: __________ Subject Area: ____________________ Date:__________
Lesson: ________________________________________________________________
Objectives
Academic: ______________________________________________________________
Teamwork Skills: _______________________________________________________
Preinstructional Decisions
Group Size: __________ Method Of Assigning Students: ____________________
Roles: _________________________________________________________________
Room Arrangement: ____________________________________________________
Materials: _____________________________________________________________
One Copy Per Group One Copy Per Person
J igsaw Tournament
Other: ______________________
Explain Task And Cooperative Goal Structure
1. Task: _______________________________________________________________
_____________________________________________________________________
2. Criteria For Success: _________________________________________________
_____________________________________________________________________
3. Positive Interdependence: ____________________________________________
_____________________________________________________________________
4. Individual Accountability: ___________________________________________
5. Intergroup Cooperation: ______________________________________________
6. Expected Behaviors: ____________________________________________________
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Monitoring And Intervening
1. Observation Procedure: ______ Formal ______ Informal
2. Observation By: ______ Teacher ______ Students ______ Visitors
3. Intervening For Task Assistance: _____________________________________
______________________________________________________________________
4. Intervening For Teamwork Assistance: ________________________________
_____________________________________________________________________
5. Other: ______________________________________________________________
Evaluating And Processing
1. Assessment Of Members’ Individual Learning: _________________________
_____________________________________________________________________
2. Assessment Of Group Productivity: ___________________________________
_____________________________________________________________________
3. Small Group Processing: _____________________________________________
_____________________________________________________________________
4. Whole Class Processing: _____________________________________________
_____________________________________________________________________
5. Charts And Graphs Used: ____________________________________________
____________________________________________________________________
6. Positive Feedback To Each Student: __________________________________
_____________________________________________________________________
7. Goal Setting For Improvement: _______________________________________
____________________________________________________________________
8. Celebration: _________________________________________________________
_____________________________________________________________________
9. Other: ______________________________________________________________
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Cooperative Learning:Key Concepts•Positive Interdependence•Individual and Group Accountability•Face-to-Face Promotive Interaction•Teamwork Skills•Group Processing
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Active Learning: Cooperation in the College Classroom
• Informal Cooperative Learning Groups
• Formal Cooperative Learning Groups
• Cooperative Base Groups
See Cooperative Learning Handout (CL College-804.doc)
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Pedagogies of Engagement:Classroom-Based Practices
http://www.asee.org/about/publications/jee/upload/2005jee_sample.htm
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“Learning ‘about’ things does not enable students to acquire the abilities and understanding they will need for the twenty-first century. We need new pedagogies of engagement that will turn out the kinds of resourceful, engaged workers and citizens that America now requires.”
Russ Edgerton (reflecting on higher education projects funded by the Pew Memorial Trust)
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It could well be that faculty members of the twenty-first century college or university will find it necessary to set aside their roles as teachers and instead become designers of learning experiences, processes, and environments. James Duderstadt, 1999
We never educate directly, but indirectly by means of the environment. Whether we permit chance environments to do the work, or whether we design environments for the purpose makes a great difference. John Dewey, 1906