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Integrating Technology, Higher-Order Thinking, and Student-Centered Learning

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Presented at the RCET-SW conference in Springfield, MO March 3-4, 2009

Presented at the RCET-SW conference in Springfield, MO March 3-4, 2009

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    • 1. Integrating Technology, Higher-Order Thinking, and Student-Centered Learning Doug Adams ALTEC [email_address]
    • 2. Description
      • This workshop is designed to expand awareness and understanding of the use of technology for teaching and student learning. Participants will explore technology resources that support authentic, student-centered learning utilizing higher-order thinking skills . Using a variety of free Web-based tools, participants will learn how to integrate project-based learning activities that support differentiated instruction to meet the needs of all learners.
    • 3. LoTi Connection
      • Levels of Teaching Innovation
      • http:// loticonnection.com
      • Free online survey
        • New survey in 2008
        • Not validated
        • Not comparable to old survey
      • Classroom observation tools
    • 4. Agenda
      • 21 st Century Skills
      • Higher Order Thinking
      • Questioning
      • Complex Thinking Strategies
      • Authentic Assessment
      • Engaged Learning
      • Thinking Tools
      • Lesson Plan Enrichment
    • 5. PowerPoint Slides
      • http://www.slideshare.net/dadams.altec
    • 6. Links and Files
      • http://dadams- altec.wetpaint.com
    • 7.  
    • 8. The Millennial Generation
      • “Millennials”
      • “Digital Natives”
      • “Thumb Tribe”
        • Multi-tasking
        • Ubiquity
        • Technical Fluency
        • Risk-takers
        • Information sifting
      “ Kids say e-mail is, like, sooooo dead.” – CNET News , July 18, 2007
    • 9. The Millennial Generation
      • Today’s students are no longer the people our educational system was designed to teach”
        • Mark Prensky
    • 10. Millennial Attitudes “ I have to ‘ power down ’ when I go to school.” “ When I am really busy, I hate going to school because I can’t do any work there.”
    • 11. Characteristics of Digital Natives
      • Active
      • Multi-tasking
      • Non-linear thinking
      • Ubiquity
      • Technical Fluency
      • Expectations of Feedback
      • Individualization
      • Risk-takers
      • Information sifting
    • 12. Brain Research
      • The brain developed to solve problems related to surviving in an unstable outdoor environment that occur in near constant motion.
        • John Medina, Brain Rules
    • 13. Brain Research
      • If you wanted to create an educational environment that is directly opposed to the way the brain is good at doing, you would probably design something like the modern classroom .
        • John Medina, Brain Rules
    • 14. 21 st Century Skills 21 st Century Skills
    • 15. 21 st Century Skills
      • Core Subjects and 21 st Century Themes
        • Math, Language Arts, Science, Social Studies
        • Global Awareness and Civic Literacy
        • Economic and Business Literacy
        • Health Literacy
      • Learning and Innovation Skills
        • Creativity
        • Critical Thinking and Problem Solving
        • Communication and Collaboration
    • 16. 21 st Century Skills
      • Information Media and Technology Skills
        • Information and Media Literacy
        • Communication and Technology Literacy
      • Life and Career Skills
        • Flexibility and Adaptability
        • Initiative, Productivity, and Self-direction
        • Social Skills
        • Leadership, Accountability and Responsibility
    • 17. Visual Ranking and 21 st C Skills
      • Intel’s Education Page
      • http://intel.com/education
      • K-12 Teaching Tools
      • Visual Ranking Tool
      • Click Student Log-In
        • [email_address]
        • Team ID
        • Team Password
    • 18. Visual Ranking and 21 st C Skills
      • In groups, sort the list from most important (top) to least important (bottom)
      • For the top three items , double click and explain why you ranked them as most important
      • For the bottom two items , double click and explain why you ranked them as least important
    • 19. Next activity!
      • As you are watching the movie clip, write questions you might ask
        • On a test
        • To the characters
        • To the actors/writers/producer
      • One question per Post-it note
    • 20. Bloom’s Cognitive Taxonomy (1956)
    • 21. Bloom’s Revised Taxonomy (2001) (Anderson & Krathwohl et al , eds., 2001) “ Knowledge” “ Comprehension” “ Synthesis”
    • 22. Mind-set Verbs Apply: Do, use, organize, collect, operate, summarize, practice, solve, try Remember: State, show, list, tally, define, identify, repeat, recall, label, quote Understand: Restate, reword, describe, illustrate, review, discuss, explain (in your own words) Create: Develop, invent, extend, hypothesize, compose Evaluate: Judge, interpret, justify, assess, weigh, appraise, criticize Analyze: Extract, deduce, investigate, fill in, combine, disassemble,
    • 23. Organizing Bloom’s Taxonomy
      • Level 3: High
        • Creating something unique (to the learner)
        • Making judgments, choices, decisions
        • Breaking down concepts into component parts
      • Level 2: Intermediate
        • Using information, skills, and concepts in new situations
      • Level 1: Low
        • Understanding and interpreting information
        • Acquiring and remembering new information
    • 24. Questioning and Bloom
      • Place your Post-it notes on the appropriate sign
      “ Knowledge” “ Comprehension” “ Synthesis”
    • 25. Supporting Higher-Order Thinking
      • It is estimated that 90% of all test questions asked in the US are of “Low level” - knowledge and comprehension (Wilen, W.W., 1992)
      • “ Low level” doesn’t mean easy:
          • Write an essay explaining the decline and fall of the Roman Empire incorporating at least five of the seven causes discussed in class from the writings of Gibbon and Toynbee
      • “ High level” doesn’t mean hard:
          • Which movie did you like more, WALL-E or Cars ? Why?
    • 26. Curriculum-Framing Questions
      • Guide a unit of study and include:
        • Essential Questions
        • Unit Questions
        • Content Questions
    • 27. Essential Questions
        • Are broad, open-ended questions
        • Address big ideas and enduring concepts
        • Often cross disciplines and help students see how subjects are related
        • Example:
          • Why is math important to my life?
          • How does conflict produce change?
          • What lessons can be learned by running a city?
    • 28. Unit Questions
        • Are open-ended questions that tie directly to a project or unit
        • Help students demonstrate the scope of their understanding of a subject
        • Examples:
          • How important is measurement in building a home?
          • How are changes in economics a factor in war?
          • In the story, Charlotte’s Web , how do the animals’ different abilities help Wilbur survive and succeed?
          • How does stress on the environment impact biology?
    • 29. Content Questions
        • Are fact-based, concrete questions
        • Have a narrow set of correct answers
        • Often relate to definitions, identifications, and general recall of information (example: questions found on a test)
      • Examples:
          • How do you find the values of unknowns in equations?
          • What is a fable?
          • Who is the main character in To Kill a Mockingbird ?
          • How are volcanoes made?
          • Why is it cold in the winter when the sun is shining?
    • 30. Complex Thinking Strategies
      • Decision Making
      • Reasoning
      • Investigation
      • Experimental Inquiry
      • Directed Problem Solving
      • Creative Problem Solving
      • Reflective Thinking
    • 31. Complex Thinking Strategies
      • Identify some complex thinking strategies being used in this video
    • 32. Complex Thinking Strategies
      • Decision Making
      • Reasoning
      • Investigation
      • Experimental Inquiry
      • Directed Problem Solving
      • Creative Problem Solving
      • Reflective Thinking
    • 33. Complex Thinking Strategies
      • Identify some complex thinking strategies being used in this video
    • 34. Technology and Complex Thinking
      • Intel Thinking Tools http:// www.intel.com /education/tools
        • Visual Ranking : Assign ranking to a list; and then debate differences, reach consensus, and organize ideas
        • Seeing Reason : Investigate relationships in complex systems
        • Showing Evidence : Construct well-reasoned arguments that are supported by evidence, using a visual framework
    • 35. Students retain… 90% of what they learn when they teach someone else 5% of what they’ve learned from a lecture 10% of what they’ve learned from reading 20% of what they’ve learned from audio-visual presentation 30% of what they learn from a demonstration 50% of what they learn when engaged in a discussion 75% of what they learn by doing Source: NTL Institute for Applied Behavioral Science
    • 36. Web 2.0
      • Users of the Web create information and have control over it
        • Blogs, Wikis, YouTube
      • The Web becomes truly interactive as different sites link data
        • Mashups - Flickr , Google Maps
        • Aggregators/Portals – IM, Twitter, RSS
        • Social Bookmarking, “Folksonomies”
    • 37. Authentic Assessment with Web 2.0
      • Workshop presented by blogger Alan Levine
        • Outline a story idea
        • Find some media
        • Pick a tool to build the story
      • 50 Ways to Tell the Dominoe Story
    • 38. Engaged Learning
      • Connect students to the world http:// www.earthalbum.com / http://www.tenbyten.org/10x10.html http:// www.epals.com
      • Learning Games http://www.food-force.com
      • http:// www.darfurisdying.com
    • 39. Lesson Plan Enrichment Activity
      • Lesson Plan – Math: Fraction Blocks
      • Lesson Plan – Reading: Book Reports
      • ( http://dadams- altec.wetpaint.com )
      • Activity:
      • Based on our discussions so far with 21 st Century Skills, Essential Questions, Higher Order Thinking and Complex Thinking Strategies, take this example lesson plan (math/reading) and enrich it for use in your teacher’s classroom.
    • 40. Differentiated Instruction & Technology
      • Adapting educational activities and instructional approaches to meet the needs of all students within a single classroom
      • Students vary in many ways:
      • Background Knowledge
      • Readiness
      • Language Skills
      • Learning Styles
      • Interests
      • more?
    • 41. Differentiated Instruction
    • 42. Differentiation - Content
      • Student selection of topics/interests
      • Compacting the curriculum
      • Accelerated or remedial activities
      • Example: ThinkTank ( http://thinktank.4teachers.org )
    • 43. Differentiation - Process
      • Vary the expectations and requirements
      • Allow students to participate in setting goals
      • Combine group work with individual activities
      • Example: RubiStar and PBL Checklists
      • ( http://rubistar.4teachers.org/ )
      • ( http://pblchecklist.4teachers.org/ )
    • 44. Differentiation - Product
      • Allow students to demonstrate knowledge in a variety of ways
      • Vary performance expectations
      • Example: KidsVid and Web Poster Wizard
      • ( http:// kidsvid.altec.org / )
      • ( http://poster.4teachers.org/ )
    • 45. Video Games and HOTS
      • “ Better theories of learning are embedded in the video games many children play than in the schools they attend.”
        • James Paul Gee What Video Games Have to Teach Us About Learning and Literacy
    • 46. What kinds of theories?
      • Student-centered learning
      • Peer teaching
      • Scaffolding
      • Feedback
      • Problem-solving
      • Empathy, role-play
      • Collaboration
      • Practice
      • Development of expertise
    • 47. Agenda
      • 21 st Century Skills
      • Higher Order Thinking
      • Questioning
      • Complex Thinking Strategies
      • Authentic Assessment
      • Engaged Learning
      • Thinking Tools
      • Lesson Plan Enrichment
    • 48. Resources
      • http://www.slideshare.net/dadams.altec
      • http://dadams-altec.wetpaint.com
      • Doug Adams
      • [email_address]
      • http:// altec.org