Design-based learning (DBL) is a form of project-based learning in which students learn what they need to learn in a just-in-time fashion while trying to design something. In my group, we build 6-to-8-week-long DBL units for middle school and highschool math, science, and technology classrooms. These units use engineering design processes as a foundational structure for the units—this structure improves the design outcomes and provides an organizaton of the math/science learning that happens inside the classroom. However, we need to add additional supports into the process to maximize learning in this classroom setting. We are currently exploring a particular form of DBL called Model Eliciting Activities, in which students are pushed to a deliver a general model design specification rather than just a particular solution; these MEAs surface student thinking to the instructor and themselves, provide a more authentic push for understanding of general relationships, and can help develop mathematics as a thinking tool.
Students from
the annual design competition that we host. Top teams from each
class who implement our DBL units come to the competition.
A video of the 2009 Design Competition
BLOOM (Biology Levers Out Of Mathematics). The project brings mathematics as a thinking and learning tool into high school biology instruction through the use of engineering-based modules focused on core biology topics. The modules will be developed by a collaborative team involving learning science, mathematics education, and biology expertise. The modules are designed for large-scale urban settings and we will study the ways in which teacher materials and various web-based tools can support high quality implementation at scale.
Connecting Research and Teaching Through Product Realization (RET). We work with high school science teachers in the summers to provide them with innovative engineering design experiences (over in the school of engineering with Amy Landis, and with Sondra Balouris from Health and Rehabilitation Sciences). We also work with the teachers to build design-based learning projects do be implemented during the school year in their high school classrooms.
Robot Algebra/CS2N . Robotics curricula designed to strengthen algebra and computer science skills in urban middle and high school students. This work is done collaboratively with Robin Shoop and Ross Hagashi at CMU's NREC, and Vincent Aleven, Albert Corbett, and Ken Koedinger at CMU's HCII. CS2N website
Policy Briefs
