Incorporating Engineering and Making in Grades 4-12, not just for STEM, Schroeder, Summer 2019
||EDU 5627 C25 (Graduate)
||Karen Schroeder, email@example.com
||Arlington Memorial High School
|Dates and Times:
||June 24 - 27 from 9:00 to 4:00 plus a four-hour fall meeting time TBD
||3 graduate credits
Note: Course payment or purchase order of $975 payable to CASTLETON UNIVERSITY is due at the time of registration. A purchase order number can be entered into the online registration form. Financial & Registration Services, Castleton University, 62 Alumni Drive, Castleton, VT 05753. To help us ensure that your payment is applied to the correct course, PLEASE WRITE “CFS” IN THE CHECK MEMO LINE. Thank you.
This professional development will cover methods that can be used to infuse engineering and making into the curriculum of multiple disciplines in grades 4 to 12. The class will emphasize collaborative making and participatory learning projects that promote creativity and teach the importance of process. Incorporating engineering and design practice into multiple disciplines helps students develop problem-solving and higher-order thinking skills.
Participants will develop a bank of usable projects that can be incorporated into science, math, social studies, and other classes. Participants will have the opportunity to design, prototype, and build projects during the class week, and work with teachers in other disciplines to develop cross-curricular projects. Also covered will be strategies for setting up a compact but usable maker-area in a normal classroom with a limited budget.
The course will take place at Arlington Memorial High School located in Arlington, VT.
- Using Arduino-based activities
- Using relatively inexpensive tools to make and build in your classroom
- How to incorporate NGSS engineering practices in multiple disciplines, engineering notebooks, design principles, collaborative making and participatory learning
- Placing engineering concepts within broad contexts to understand systems
- Engaging students through hands-on projects
- Integrating Building and Making in Grades 4-12
Course Goals & Objectives
- Learn by doing with hands-on experiences to infuse making into your curriculum
- Class sessions will emphasize collaborative making and participatory learning in a makerspace
- Engage students and promote creativity; teach the importance of process, problem-solving skills and higher-order thinking skills with makerspaces that are specifically designed for your own students, no matter the grade or discipline.
- Project-based learning around concrete, definable set of goals
- Decide on projects and build prototypes or models
- How to build a makerspace in your classroom
- Ideas and examples for developing a building/maker classroom, or corner, with a limited budget in a constrained space
- Define yourself as a maker, get practice with maker tools
- Walk away with developed, easily modifiable lessons
- Build a bank of usable project to take back to the classroom
- Design, prototype, and build a projects for your classroom
- Work with faculty from other disciplines to develop cross-curricular projects
- Science Grade Level Expectations, Vermont Department of Education
- Next Generation Science Standards, National Research Council
- Brophy, Sean, et al. "Advancing engineering education in P‐12 classrooms." Journal of Engineering Education 97.3 (2008): 369-387.
- Herger, Lorraine M., and Mercy Bodarky. "Engaging students with open source technologies and Arduino." 2015 IEEE Integrated STEM Education Conference. IEEE, 2015.
- Stohlmann, Micah, Tamara J. Moore, and Gillian H. Roehrig. "Considerations for teaching integrated STEM education." Journal of Pre-College Engineering Education Research (J-PEER) 2.1 (2012): 4.
- Dixon, Raymond A., and Ryan A. Brown. "Transfer of Learning: Connecting Concepts during Problem Solving." Journal of Technology Education 24.1 (2012): 2-17.
- Wallace, Scott, et al. "What will keep the fish alive? Exploring intersections of designing, making, and inquiry among middle school learners." International Journal of Designs for Learning8.1 (2017).
For additional course information
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