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Higher order thinking with the PRS
Higher order thinking with the PRS
Higher order thinking with the PRS
Higher order thinking with the PRS
Higher order thinking with the PRS
Higher order thinking with the PRS
Higher order thinking with the PRS
Higher order thinking with the PRS
Higher order thinking with the PRS
Higher order thinking with the PRS
Higher order thinking with the PRS
Higher order thinking with the PRS
Higher order thinking with the PRS
Higher order thinking with the PRS
Higher order thinking with the PRS
Higher order thinking with the PRS
Higher order thinking with the PRS
Higher order thinking with the PRS
Higher order thinking with the PRS
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Higher order thinking with the PRS

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Classroom Response Systems, like the PRS, have a huge potential for engaging students in higher order thinking. But what is higher order thinking? How can technology be used in this way? What impact …

Classroom Response Systems, like the PRS, have a huge potential for engaging students in higher order thinking. But what is higher order thinking? How can technology be used in this way? What impact does PRS/CRS have on classroom pedagogy?

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  • Transcript

    • 1.  
    • 2. By Simon Evans With thanks to our Major Sponsor: Using PRS to support Higher Order Thinking Skills
    • 3. Which Framework best defines Higher Order Thinking?
      • A. DeBono’s Six Hats
      • B. Bloom’s Taxonomy
      • Multiple Intelligences
      • Habits of Mind
      • All of the above
    • 4. What was DeBono’s solution to the Middle East Crisis?
      • UN PeaceKeepers
      • Fish
      • Diplomatic Summit Meeting
      • Marmite
      Answer: D
    • 5. What was DeBono’s solution to the Middle East Crisis? Answer: D
    • 6. Which Framework best defines Higher Order Thinking?
      • A. DeBono’s Six Hats
      • B. Bloom’s Taxonomy
      • Multiple Intelligences
      • Habits of Mind
      • All of the above
    • 7. Bloom’s Taxonomy
      • Knowledge
      • Comprehension
      • Application
      • Analysis
      • Synthesis
      • Evaluation
      • Remember
      • Understand
      • Apply
      • Analyse
      • Evaluation
      • Create
    • 8. Bloom’s Taxonomy - Consider Remember Understand Apply Analyse Evaluate Create Show what they can retrieve from long term memory Make connections to new learning, give examples, predicting, finding patterns Following a procedure to complete a task. Breaking a task into parts and show how the parts relate to each other Identifying problems, judging, comparison with reasoning Produce original ideas or detailed plans.
    • 9. Match the activity
      • Find another book with a friendship theme
      • Draw a flowchart of the digestive system
      • How are the characters in these two stories similar?
      • What are the advantages and disadvantages of this game?
      Which Blooms Level is this?
      • Remember
      • Understand
      • Apply
      • Analyse
      • Evaluation
      • Create
    • 10. Match the activity
      • Find another book with a friendship theme
      • Draw a flowchart of the digestive system
      • How are the characters in these two stories similar?
      • What are the advantages and disadvantages of this game?
      Which Blooms Level is this? Answer: 2. Understand
    • 11. Match the activity 2
      • Write 2 different dramatic skits about the term ‘buyer beware’
      • Design a cartoon character who saves water
      • Write a new ending to Little Red Riding Hood.
      • Design unusual puppets for this story
      Which Blooms Level is this?
      • Remember
      • Understand
      • Apply
      • Analyse
      • Evaluation
      • Create
    • 12. Match the activity 2
      • Write 2 different dramatic skits about the term ‘buyer beware’
      • Design a cartoon character who saves water
      • Write a new ending to Little Red Riding Hood.
      • Design unusual puppets for this story
      Which Blooms Level is this? Answer: 6. Create
    • 13. Match the activity 3
      • Compare and contrast these toys
      • Find as many common links between these events as you can
      • What if Little Red Riding Hood carried a mobile phone.
      • What outcomes is this advertisement trying to achieve?
      Which Blooms Level is this?
      • Remember
      • Understand
      • Apply
      • Analyse
      • Evaluation
      • Create
    • 14. Match the activity 3
      • Compare and contrast these toys
      • Find as many common links between these events as you can
      • What if Little Red Riding Hood carried a mobile phone.
      • What outcomes is this advertisement trying to achieve?
      Which Blooms Level is this? Answer: 4. Analyse
    • 15. What is PRS?
      • True or False
      • Multiple choice
      • Short answer
      • Numeric (includes remainders, decimals & fractions)
    • 16. Why PRS? Anonymity Autonomy Speed of response Visualisation of the understanding of the class or group. Classroom management Demands a response Tactile and Visual
    • 17. PRS http://sitechclicker.wikispaces.com/PRS+presentation www.educatingthedragon.edublogs.org [email_address]
    • 18. Thank you to our Sponsors:
    • 19. Contact Information:

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