Engineering Instruction for High-Ability Learners in K-8 Classrooms is an application-based practitioners' guide to applied engineering that is grounded in engineering practices found in the new Next Generation Science Standards (NGSS) and the Standards for Engineering Education. The book provides educators with information and examples on integrating engineering into existing and newly designed curriculum. The book specifies necessary components of engineering curriculum and instruction, recommends appropriate activities to encourage problem solving, creativity, and innovation, and provides examples of innovative technology in engineering curriculum and instruction. Additionally, authors discuss professional development practices to best prepare teachers for engineering instruction and provide recommendations to identify engineering talent among K-8 students. Finally, the book includes a wealth of resources, including sample lesson and assessment plans, to assist educators in integrating engineering into their curriculum and instruction.
Table of Contents
ACKNOWLEDGEMENTS FOREWORD Developing Engineering Innovators Among Our Most Talented Students Robert E. Yager INTRODUCTION Designing Innovative Engineering Instruction for High-Ability Learners in K–8 Classrooms Debbie Dailey and Alicia Cotabish An Overview of Engineering/Technology Standards and Practices Cheryll M. Adams SECTION 1 Key Components of Engineering Instruction for K–8 High-Ability Learners Chapter 1: Spatial Ability, Engineering, and Robotics for High-Ability Learners Steve V. Coxon Chapter 2: Engineering Design and Gifted Pedagogy Eric L. Mann and Rebecca L. Mann Chapter 3: Differentiating Engineering Activities for Use in a Mathematics Setting Scott A. Chamberlin and Nielsen Pereira Chapter 4: Creating a Climate of Inventiveness, Innovation, and Creativity Laurie J. Croft Chapter 5: Enhancing K–8 Engineering Through Arts Integration Rachelle Miller and Callie Slider SECTION 2 Integrating Innovations Into Engineering Curriculum and Instruction Chapter 6: Redefining Curriculum Through Engineering Practices: Using 3-D Printing for Learning Jason Trumble Chapter 7: Computer Science, Coding, and Project-Based Learning for Engineering Instruction Irene Lee and April DeGennaro Chapter 8: From Consumer to Producer: Gifted Education and the Maker Movement Krissy Venosdale and Brian Housand SECTION 3 Designing Engineering Curriculum for High-Ability Learners and Assessing Student Performance Chapter 9: Integrating Engineering Design Processes Into Classroom Curriculum Michelle B. Buchanan and Debbie Dailey Chapter 10: Integrating Problem-Based Learning Into Engineering Curriculum for High-Ability Learners Joyce VanTassel-Baska and Bronwyn MacFarlane Chapter 11: Assessments for K–8 Engineering: What Is Available and Advisable for Talented Students? Ann Robinson, Kristy Kidd, and Jill L. Adelson SECTION 4 Teacher Professional Development and Student Identification Considerations for Implementing Applied Engineering in K–8 Classrooms Chapter 12: Designing Professional Development for K–8 Teachers of Engineering Alicia Cotabish, Umadevi Garimella, and Gina Howes Boshears Chapter 13: Integrating Engineering Into K–8 Classrooms: A Method of Identifying and Developing Strong Spatial Skills Kinnari Atit, Kay E. Ramey, David H. Uttal, and Paula M. Olszewski-Kubilius APPENDIX A Resources for Educators, Parents, and Students APPENDIXB Engineering in Formal and Informal Environments ABOUT THE EDITORS ABOUT THE AUTHORS
The National Association for Gifted Children’s mission is to support those who enhance the growth and development of gifted and talented children through education, advocacy, community building, and research. NAGC aims to help parents and families, K–12 education professionals including support service personnel, and members of the research and higher education community who work to help gifted and talented children as they strive to achieve their personal best and contribute to their communities.
Alicia Cotabish, Ed. D., is an Assistant Professor of Teaching and Learning at the University of Central Arkansas. Currently, Alicia teaches graduate-level K-12 teacher candidates and secondary science methodology. Alicia directed STEM Starters, a Jacob K. Javits project, and was the former Associate Director of the Jodie Mahony Center for Gifted Education at the University of Arkansas at Little Rock. As a public school teacher, Alicia taught middle school and Pre-AP science and was an award-winning gifted and talented teacher and coordinator for 8 years in Texas and Arkansas. Her recent work has focused on STEM, gifted education, and peer coaching.
For educators intending to integrate engineering design into their curriculum, this book provides a good combination of theory, practical considerations, and beginning suggestions to get them off to an effective and educated start . . . Mindprint Learning, 3/14/17
This book, edited by Debbie Dailey and Alicia Catobish, brings together the talent and expertise of well-known researchers in the fields of both gifted education and engineering in 13 chapters that include information regarding key components of engineering instruction for K-8 high ability learners, designing engineering curriculum based on new Next Generation Science Standards (NGSS) and the Standards for Engineering Education, and teacher professional development and student identification considerations for implementing applied engineering in the K-8 classroom. ,Gifted Child Today, 7/1/17