Tinker Tailor Robot Pi 2 and Thinking like

Tinker Tailor Robot Pi 2 and Thinking like an Engineer Refining action research questions Dr Janet Hanson Centre for Real-World Learning, University of Winchester Manchester 23/24 November 2015 janet. hanson@winchester. ac. uk

Cultivating EHo. M through Action Research • Practitioners improve own Reflect & practice through collaborative Plan share inquiry intervention findings • Spiral process of activity and reflection, with intent to act • Gather data about the impact of your activities Take action again, Take deliberate • Tells a story in your report so adjusting action in action, try out others can learn from it something new light of reflection Notice what • The teacher controls the happens, research, not an external gather data researcher observing the & reflect on action what happened • AR complements every-day review of teaching; not large scale with control groups

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 [choose pedagogies, materials, visitors, visits likely to encourage it, use the split-screen technique - subject+habit] 4. Build learner engagement [students own it]

1. Understand it • Connecting • Pattern-making • Experimenting • Evaluating • Thinking out loud • Modelmaking • Generating ideas • Working in a team e h t O r e t r ? s m • Critical thinking • Deliberate practising Tinkering • Checking and clarifying • Investigating

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

3 a. Teach it – use a ‘signature pedagogy’ (Shulman 2005) What might it be for engineering? The engineering design process? (NASA) Tinkering?

3 b. Teach it: Split Screen Content The learning process (EHo. M or sub-habit) Learning objective or conceptual understanding: What are we learning about? What are we learning to do or be? Students are being active in their own learning We are learning about climate control and endangered species We are learning to be persuasive, have empathy and use questioning strategies. Claxton, G. et al. (2011) The learning powered school. Bristol: TLO.

4. Build learner engagement • Make content meaningful- link the lesson to learners’ lives • Make the activity rewarding – have EHo. M badges to collect or stickers for engineering inventions • Develop learner autonomy - create an eportfolio, scan and drop stuff • Give children roles they do not normally have • Use student peer coaching/mentoring • Capture attention with the wow factor.

Examples of EHo. M action research questions Sharon: (Sec Science) If I provide a simple improving template for students they will become more independent in improving and generating their own feedback & targets? Sean: (Sec Engineering) If I teach students to recognize geometric shapes and to deconstruct images into simpler shapes, will their sketching and visualization improve? Hannah: (Prim) If I actively teach my year 2 children to have ideas, will they get better at generating their own? Ian: (FE) If I make use of a range practical models relating to electronic circuits, will it help my students to improve their system thinking skills? Lindsay: (Sec Science) If I model how to evaluate as part of Year 7 projects, will their “improving and adapting” get better? Paul: (Sec D&T) If I give this STEM class much more ownership of their learning project, will that result in greater use of problem finding?

Turning questions into research questions – v 1 Intervention What’s - If I teach my EHo. M - will they the ‘y’? year 2 If I do x will y happen? children to have ideas Teaching creative thinking techniques get better at generating their own? EHo. M – creative problem solving

Your questions How does it fit with the school action plan? Where is the added value? Where does it fit in the curriculum? How much does it cost? How do we track progress? How do we persuade other colleagues to participate?

Turning questions into research questions – v 2 1. 2. 3. 4. 5. 6. 7. 8. 9. How do we design lessons/experiences to accommodate EHo. Ms, engineering/tinkering processes and how does this influence the teacher-pupil dynamic? If we adapt the lesson format to accommodate EHo. Ms, engineering/ tinkering processes, how will we know that progress is being made? If we adapt the lesson format to accommodate EHo. Ms, engineering/tinkering processes how will we evidence that progress is being made? If we introduce new resources/equipment with an engineering ‘feel’ into the classroom, how will the teachers/children respond to them? How do we adapt the classroom/whole school environment to accommodate more tinkering/EHOMs/engineering opportunities? Which parts of the Science curriculum is it desirable and feasible to develop EHo. Ms, engineering or tinkering within? Which parts of the D&T curriculum is it desirable and feasible to develop EHo. Ms, engineering or tinkering within? Which parts of the Computer Science curriculum is it desirable and feasible to develop EHo. Ms, engineering or tinkering within? If we develop the use of Engineering Heroes how will the children’s understanding and skills be influenced?

Evaluation: How will you notice the changes in learners, teachers & school? H A R D Collect and count numbers Observations and reflections Collect and analyse words D A T A School data: attainment, attendance, tests S O F T D A T A Surveys Observation grids, photos/video, logs and diaries Interviews and focus groups

Believable evaluation: triangulation (insert your own examples) Your topic Source 1: Student survey data Source 2: Your observation data Source 3: School/College data

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Thank you for participating Any questions? janet. hanson@winchester. ac. uk

http: //www. expansiveeducation. net/TLa. B www. winchester. ac. uk/realworldlearning www. raeng. org. uk/thinkinglikeanengineer www. educatingruby. org Tinker Tailor Robot Pi https: //www. youtube. com/watch? v=TRF-2 g 95_-k