During the last decade of working as a consultant one of my favorite partners to collaborate with has been Pacific Education Institute. They provide excellent free materials focused on getting students outside engaging in authentic science and engineering tasks.
There is an opportunity coming up soon to join PEI for an online workshop on Designing Field Investigations.
See information below and click HERE for the registration form. (I wish I wasn’t booked on these days so I could join in!)
Below is information from PEI:
This is a FREE workshop in three components:
Jan 11, 4pm – 6pm (ZOOM)
Asynchronous Tasks (approximately 2 hours)
Jan 25, 4pm – 6pm (ZOOM)
Participants completing all three components will receive 6 Washington State approved STEM clock hours and the opportunity to earn an implementation stipend.
In my work teaching preservice and inservice teachers about the Next Generation Science Standards I like to think that I have a certain “expertise” about the Science and Engineering Practices. But last year I realized that I had been neglecting (and making some assumptions about) the practice of Analyzing and Interpreting Data. As I started to dig in and engaged in some online learning activities about Analyzing and Interpreting Data I soon realized that my understanding of this practice was pretty shallow and that I was lacking in innovative ways of considering the practice.
One resource that I found during my learning was the website (and book) Dear Data. I immediately fell in love with the idea of the project and I could feel myself being pushed outside my comfort zone. I was seeing how collecting and representing data could be personal, fun, creative, and artistic. I was in.
Dear Data stems from a year-long project that involved two women (Giorgia and Stephanie) who lived on different parts of the globe. They decided to collect everyday data and then to represent their weekly findings visually by designing hand-made postcards. The postcards were mailed each week and then collected to form the book Dear Data. The authors also recently released a very thoughtful interactive journal titled Observe, Collect, Draw: A Visual Journal. Giorgia and Stephanie began the project and their ritual eventually became a catalyst for a friendship. See the embedded video below of the authors discussing the Dear Data project.
I’m considering having my college students immerse themselves in this type of data collection and representation. How might you use these type of data stories with your students?
Click HERE to review the PEEC-Alignment document as a PDF or Word document. Then you can provide feedback HERE by July 1, 2015.
Here is a piece of text from the front matter of the document on p. 2:
First, a few words about PEEC-Alignment. The acronym is intentionally a play on words. In one sense, the evaluation is a peek, or a quick look at a program. In another sense, this document describes a peak, the highest point, principal, or most important features of NGSS-aligned programs. PEEC-Alignment is designed to achieve both of these important goals.
But when it comes to engineering design I think we need some different questions and talk moves to guide students as they are collaborating to solve problems. I haven’t found a resource on “engineering talk”… so I created this engineering talk moves document.
This is very drafty and I would love some feedback. What is missing? What is redundant? Does this document even make sense? What needs to be improved to make this document useful for K-12 teachers?
The idea is that this 1 pager would be used by a teacher to guide students’ thinking as they are in the middle of collaborative work to solve an engineering problem.
I look forward to your feedback. Click HERE to download the document.