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

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  • + purplegal46 Pat Akers 8 months ago
    Excellent content, organization and interaction, Doug.
  • + guest0a4fdc guest0a4fdc 9 months ago
    Thank you Doug. You did a wonderful job!
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Integrating Technology, Higher-Order Thinking, and Student-Centered Learning - Presentation Transcript

  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

+ Doug AdamsDoug Adams, 9 months ago

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