Thinking like an Engineer Planning to embed EHo

Thinking like an Engineer: Planning to embed EHo. M in schools and colleges Professional Development Workshop 1 23 January 2015

Aims for the day • understand the engineering habits of mind (EHo. M) approach • understand the different contexts of each project school/college • agree a plan for each school/college for the period January-July 2015 • agree the evaluation strategy and techniques • agree our own ways of working together • develop our community of practice

Why this project is necessary

s e p y t o r p l m o e o h t h c m s o g r f n i t g a n i e n r r C a e l d n a

Who we are Schools and colleges in South School in the Middle! Bohunt School, Liphook Priory School, Seaford The Petersfield School Summerlea School, West Sussex Camelsdale Primary School, Hazlemere New Forest Academy, Holbury Reading College JCB Academy Schools in North-West Great Moors Junior School St Chad's Primary School Christ the King RC Primary St Mary's RC Primary School Abraham Moss School St Ambrose Barlow High School

What we will be doing A Community ? ? ? ? Curriculum dev’t STEMNET Action research CPD Xtra curricular Employers

A round of introductions In 3 minutes - please tell us: Who you are and how your school/college has been engaged in engineering education Your current thoughts/plan for your participation in the project.

Cultivating EHo. M in schools and colleges Understanding and cultivating habits of mind

‘Intelligence is the habit of persistently trying to understand things and make them function better. Intelligence is working to figure things out, varying strategies until a workable solution is found… One’s intelligence is the sum of one’s habits of mind. ’ Lauren Resnick (1999). Making America Smarter. Education Week Century Series. 18(40), 38 -40

Mathematical Habits of Mind …pattern-sniffers, experimenters, describers, tinkerers, inventors, visualizers, conjecturers, guessers

Scientific Habits of Mind …open-mindedness, scepticism, rationality, objectivity, mistrust of arguments from authority, suspension of belief, curiosity

Building Learning Power

How do you cultivate any habit of mind? 1. Understand it [its components and what it looks like when students do it] 2. Create the climate for it [be a role model, displays, use language which encourages it, notice it, reward it] 3. Teach it (1) [choose pedagogies, materials, visitors, visits likely to encourage it] 4. Teach it (2) [split screen – subject + habit] 5. Build learner engagement [pupils own it]

[1. Understand it]

• Experimenting • Evaluating • Thinking out loud • Modelmaking • Generating ideas • Working in a team • Connecting • Pattern-making • Critical thinking • Deliberate • practising • Checking and clarifying • Investigating

[2. Create the climate]

Create the Climate ü Role models – talk about it in your life; bring in STEMNET ambassadors etc ü Displays – exemplifying EHo. M in action ü Use language which encourages it – Teacher Prompts such as: ‘What does that remind you of? ’; ‘What would you need to do to improve that? ’ ü Notice it – use Observation Schedule ü Reward them – use a range of praise/school reward mechanisms]

Teach it (1)

The idea of ‘signature pedagogy’ What might it be for engineering? Lee Shulman (2005) Signature pedagogies in the professions. Daedelus, 134, 52 -59

Planning, hypothesising, analysing, experimenting, reflecting, refining – developing a ‘growth mindset’ Modelling, mental rehearsal, infographics storyboarding Deep exploration of the engineering problemsolving cycle Games, computer modelling, complex simulations, role playing Reframing, analysing, practising in different contexts Project-based learning, thinking routines

4. Teach it (2)

Split Screen Content EHo. M Curriculum Sub-habit outcome

5. Build learner engagement

Build Learner Engagement

Developing our community of practice

Developing our community of practice q q q How we will work together Where we will meet When we will meet – timeline Sharing action plans Identifying and sharing resources Keeping on track

Roles of partners Schools & College

Joining the community http: //expansiveeducation. net/TLa. B

Action research and evaluation methods Teacher level & Project level

How will we notice if change occurs? The Thinking like an Engineer project evaluation Each teacher’s action research

Action Research: How it works q Practitioners improve own Reflect & practice through collaborative Plan share inquiry activity findings q Spiral process of activity and reflection q Gather data about the impact of your activities Take action again, Take deliberate q Tells a story in your report so adjusting action in action, try out something new light of reflection others can learn from it Notice what q Not external researcher happens, observing the action gather data & q Not large scale with control reflect groups (The research)

The research funnel Stimulus Your enquiry

Action Research - Leading a Learning Enquiry 1. Stimulus 2. Hypothesis 3. Research 4. Question(s) 5. Priorities 6. The intervention 7. Evaluation methods Your Enquiry

If I do X will Y happen? What’s the EHo. M ‘Y’ you are hoping to cultivate in your learners? What might you do – your ‘X’ – to bring this about?

Formulating your enquiry q In pairs, share the EHo. M issues that currently interest you q Use Leading a Learning Enquiry Funnel Diagram as a prompt q Take it in turns to talk through the processes 1 -5 on the funnel diagram q As each person speaks listen and be a critical friend to them inviting them to explain their emerging thought processes to you.

How will you notice the changes? Surveys can collect quantitative and qualitative data Observations and checklists Reflection: Learning logs, diaries, critical incidents Interviews and focus groups School data: Attainment, attendance, test scores

How will we notice the changes at the level of the whole project? q q q From analysis of your reports Talking with you and your colleagues Hearing from the students Hearing from the STEM ambassadors Collecting quantitative data Other ways?

Action planning

Action planning q q Working on action plans Discussion with colleagues Networking Resources

Planning your intervention (step 6) q Think of a class or a group of students… q What might you do differently with them and why? q When could you do it? q What will you need, eg: expertise, resources, space, etc? q Who else will you need to talk to about what you are planning?

Select evaluation methods (step 7) q In your group consider the possible research methods in the handout Action Research Evaluation Methods q Choose up to 5 methods that seem to be useful for your action research project q Share them with the rest of the group and reduce them to just three you plan to use q Choose those which you can integrate into a busy teaching life

Plenary and next steps • One thing you will take away from today? • One action you will take next week?

www. raeng. org. uk/thinkinglikeanengineer www. expansiveeducation. net www. winchester. ac. uk/realworldlearning