Teaching Students to Think Like Engineers

Warm Up Activity

• Directions
• In pairs use the Rokenbok kits to create a unique object.
• In pairs use the Rokenbok kits to create a unique object.
• Use must use 20 Rokenbok pieces
• Swap your design with another team and race to create an identical object with your partner.

WHY TEACH STUDENTS TO THINK LIKE ENGINEERS?

Big Picture

• Teaching students to think like engineers will prepare them to compete in the changing nature of the 21st-century workforce environment.
• Children are natural-born engineers, current research suggests that when children engineer in a school setting, they make stronger connections to class content.

Connection to Science and Math

• Engineering allows and requires learners to apply several mathematical and scientific concepts to solve relevant real-world problems.

Instructional Equity

• The engineering culture embraces failure as learning opportunities. Removing fear of failure provides kids with the confidence they need to explore the world and think critically.
• Struggling learners will increase the likelihood of finding their intellectual strengths.

Success in the New Economy

• As groups of students work together to answer questions like “How large should I make the canopy of this parachute?” or “What material should I use for the blades of my windmill?” they collaborate, think critically and creatively, and communicate with one another. Creativity, collaboration, communication, and critical thinking are key skills for succeeding during the 21st century computer and robotics revolution.

Empowered Citizens

HOW TO TEACH STUDENTS TO THINK LIKE ENGINEERS?

It’s all about mindset!

It starts with your internal beliefs about teaching, learning, education, and student achievement.

Growth vs Fixed Mindset

• You must have a Growth Mindset.
• This may be the HARDEST part for you!
• This is the most important change!

How we communicate to our children matters; model your growth mindset to your students.

Feedback Strategy

• Offer constructive feedback that emphasizes the work put into a task rather than how "smart" a student is for getting a right answer.
• Be careful in normalizing self-efficacy.
• Be careful of normalizing traditional social roles.

Trust the PROCESS

Focus on process, not product.

• When students are problem solvers, they learn that there are many solutions to an issue, and that with work, trial and error, and the willingness to experiment, anyone can succeed.

What does Teaching Students to Think Like Engineers Look Like?