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Judith D’Amico Director of State and Corporate Relations Project Lead the Way. CSU, Chico Engineering Academies November 15, 2007. Project Lead the Way EDUCATING THE WORKFORCE OF THE FUTURE. THE RELEVANCE QUESTION. RELEVANT TO STUDENTS RELEVANT TO TEACHERS - PowerPoint PPT Presentation
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Judith D’Amico Director of State and Corporate Relations
Project Lead the Way
Project Lead the WayEDUCATING THE WORKFORCE OF
THE FUTURE
CSU, ChicoEngineering Academies
November 15, 2007
THE RELEVANCE QUESTION
RELEVANT TO STUDENTS
RELEVANT TO TEACHERS
RELEVANT TO PARENTS
RELEVANT TO BUSINESS
RELEVANT TO COMMUNITY
Reaching all Students (80 % HS)
What does High Rigor & High Relevance
look like in a school curriculum ?
Project Lead The Way is a model.
Evaluation 6
High RigorLow Context
High RigorHigh Context
Synthesis 5
Analysis 4
Application 3
Low RigorLow Context
Low RigorHigh Context
Understanding 2
Awareness 1
1 2 3 4 5
Knowledge Apply indiscipline
Apply across
disciplines
Apply to predictablereal-worldsituations
Apply to unpredictable
real-worldsituations
Application Model Adapted from W. Daggett
Bloom’s Levels of Learning
From: Principles of Engineering
Design and build a modifiable device that will launch a ping pong ball into a 10 inch bowl with 100% accuracy.
On launch day the distance will be varied by the instructor within a range of 5 to 15 feet.
High Rigor, High Context with Predictable Outcome
This is Project/Problem Based Learning!
Evaluation 6
High RigorLow Context
High RigorHigh Context
Synthesis 5
Analysis 4
Application 3
Low RigorLow Context
Low RigorHigh Context
Understanding 2
Awareness 1
1 2 3 4 5
Knowledge Apply indiscipline
Apply across
disciplines
Apply to predictablereal-worldsituations
Apply to unpredictable
real-worldsituations
Application Model Adapted from W. Daggett
Bloom’s Levels of Learning
From: Digital Electronics
Design and build an electronic device to automatically measure
the distance a person is away from the device.
High Rigor, High Context with Unpredictable Results
This is Project/Problem Based Learning!
Evaluation 6
High RigorLow Context
High RigorHigh Context
Synthesis 5
Analysis 4
Application 3
Low RigorLow Context
Low RigorHigh Context
Understanding 2
Awareness 1
1 2 3 4 5
Knowledge Apply indiscipline
Apply across
disciplines
Apply to predictablereal-worldsituations
Apply to unpredictable
real-worldsituations
Application Model Adapted from W. Daggett
Bloom’s Levels of Learning
STUDENT COMMENTSPLTW is a better learning experience because you are self-motivated.The learning that comes when it doesn’t work is just as valuable as the learning when it does work.You think differently because you cannot just look up the answers. You have to come up with the solution. It is more critical thinking.Though I’m not pursuing an engineering degree, the problem-solving skills learned are important no matter your field.
Teacher & Principal Comments:Our teachers recognize that the same skills emphasized in PLTW classes make a student successful in any class. (Diane Lashinsky, Administrator, The Innovation School)
I am excited to see PLTW courses challenging students with good problems that require strong math, science, and analytical skills. As an engineer teaching these kinds of things to high school kids is as good as it gets. (Craig Devine, PLTW Teacher & Former Engineer.)
Business Comments:I hired four PLTW students right out of high school. They came to us with real-life job skills and their work has been used in successful proposals, products, and systems installations. This program is a win for everyone involved. (Andrea L. Mann, Ph.D. President, Mann Wireless, Ltd.)
Business Comments:We are an electronics manufacturing facility, so the idea of PLTW fits well into what we do. It is exciting to us that our local school has embraced the technology field, and that local students can finally look at us, know what we do, and want to be part of it. (Peg Murphy, Director HR, Espey Mfg. & Electronics Corporation)
BUSINESS & INDUSTRY SUPPORT
CMTA (California Manufacturers & Technology AssociationAeA (American Electronics AssociationIntelComcast
APPA (American Public Power AssociationIBMNorthrup GrummanQualcommGencorp/Aerojet
14
PLTW’s NEW BIOMEDICAL SCIENCES
CURRICULUM: Critical Component of the
21st Century Workforce
PLTW™ Biomedical Sciences Program
Design is based on the successful PLTW Engineering Program to: Address the impending critical shortage of qualified biomedical science and health professionals.Prepare students for rigorous post-secondary education and training.
Biomedical Careers--- some examples ---
Doctor
Nurse
Dentist
Veterinarian
Medical Technologist
Pharmaceutical Scientist
Biomedical Engineer
Social worker
Health Information Manager
Pharmacist
Ultrasound Technician
Medical Technical Writer
Radiologist
17
Biomedical Sciences High School Courses
Principles of the Biomedical SciencesStudent work involves the study of human medicine, research processes and an introduction to bio-informatics Human Body SystemsThis course will engage students in the study of basic human physiology, especially in relationship to human health. Use LabVIEW software and Vernier probes to measure EKG, heart rate, and blood pressure
Medical InterventionsStudents will investigate various medical interventions that extend and
improve quality of life, including gene therapy, pharmacology, surgery, prosthetics, rehabilitation, and supportive care Science Research
This capstone course gives student teams the opportunity to work with a mentor, identify a science research topic, conduct research, write a scientific paper, and defend team conclusions and recommendations to a panel of outside reviewers
Key Biological Concepts:
Cellular basis of life
Homeostasis
Metabolism
Inheritance of traits
Defense against disease
Key Engineering Concepts:
Process of design
Feedback loops
Fluid dynamics
Relationship of structure to function
Systems
Next Curriculum Area of Focus
CREATION OF NEW COURSEWORK FOCUSED ON ENERGY AND POWER
FOR BOTH MIDDLE SCHOOL AND HIGH SCHOOL PLTW
CURRICULUM.
Energy & Power: A Course for PLTW High Schools and Middle Schools
A full year course will be developed in Energy and Power for high schools and a 9 week unit of study for middle schools.
The course will contain at least the following content:Fossil FuelsBio FuelsSolar EnergyNuclear EnergyGeothermal EnergyPower SystemsEnergy and Power Conversion Systems
Experts from industry and higher education will be engaged to identify the key learning concepts as well as project/problem themes intended to show that students have learned the key learning concepts.
22
National Recognition
PLTW program is recommended as the model curriculum for
creating “K-12 rigorous curricula, standards and assessments based on world-class standards.”
“Students participating in PLTW courses are
better prepared for college engineering programs.”
National Academy of Engineering, National Academy of Science and the Institute of Medicine October 2005
Innovative Technical Activity in Academics
Project Lead The Way, Inc. and San Diego State University
Education Program of the Year -2007
Project Lead The Way2006 Manhattan InstituteSocial Entrepreneurship Award
Project Lead The Way2006 Bayer Science FoundationK-12 STEM Best Practices Award
Received endorsement of the American
Aerospace Industry Association (AIA) in December, 2006 as offering “proven curriculum and teacher professional development” with “the potential to increase the quantity and quality of engineers and engineering technologists graduating from our education system.”
Visit our Website for more Visit our Website for more InformationInformation
WWW.PLTW.ORGWWW.PLTW.ORGJudith D’Amico, DirectorJudith D’Amico, Director
State and Corporate RelationsState and Corporate RelationsWestern RegionWestern Region
[email protected]@comcast.net