Cross-cutting Concepts and Scientific & Engineering Practices in Oregon Classrooms

1. Cross-cutting Concepts and Scientific & Engineering Practices in Oregon Classrooms Bruce Schafer Phone: 503-725-2915 Email: bruce_schafer@ous.edu February 2014

2. Advisory & Review Panel Engineering Design in Oregon Science Classrooms EDOSC Original Purpose: Help Oregon Teachers use engineering design to teach science Computational Thinking • Major Milestones • Tested with ES, MS, & HS Teachers in February 2013 • Train-the-Facilitator Workshop in June 2013 for 8 School Districts

3. EDOSC Overview • Supports current Oregon Science Standards • Uses most of the Engineering Practices embodied in NGSS • Teacher’s Guides • Elementary School • Middle School • High School • Sample Lessons • Lesson Plans • Readings • Vocabulary • Exploration Activity • Design Activity • Workshops • For trainer/facilitators – 4 days – 1 to 3 people per grantee • For teachers – 2 ½ days – grade-band specific • http://opas.ous.edu/EDOSC/Materials.php Computational Thinking

4. EDOSC Lessons Computational Thinking

5. Questions? Computational Thinking

6. Planning for NGSS • Translating cross-cutting concepts into cognitive skills • Using scientific and engineering practices to enhance learning • Lessons • Leverage and improve EDOSC lessons • Creating new lessons • Lesson clearinghouse • Issues: Timing, budget Computational Thinking

7. Intervention Model 0. Sweller, J., Van Merrienboer, J. J., & Paas, F. G. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10(3), 251–296. 1. Ref. Hestenes; Halloun; Sibley; Gotzer and Perkins 2. Tied to CCSS English Language Arts. 3. Ref. Kuhn, et al; Aufschnaiter, et al; Also Michaels et al. (2008) re: Accountable Talk 4. Tied to NGSS practices: pedagogically-effective progressions based on subsets of professional practices.

8. High Impact Classrooms

12. 1. Asking questions (for science) and defining problems (for engineering) * From NGSS Appendix F

13. 2. Developing and using models * From NGSS Appendix F

14. 3. Planning and Carrying Out Investigations * From NGSS Appendix F

15. Planning for NGSS • Translating cross-cutting concepts into cognitive skills • Using scientific and engineering practices to enhance learning • Lessons • Leverage and improve EDOSC lessons • Creating new lessons • Lesson clearinghouse • Issues: Timing, budget Computational Thinking

16. Discussion Computational Thinking