Integrating Technology, Higher-Order Thinking, and Student-Centered Learning Doug Adams ALTEC [email_address]

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.

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.

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

Levels of Teaching Innovation

http:// loticonnection.com

Free online survey

New survey in 2008

Not validated

Not comparable to old survey

Classroom observation tools

Agenda 21 st Century Skills Higher Order Thinking Questioning Complex Thinking Strategies Authentic Assessment Engaged Learning Thinking Tools Lesson Plan Enrichment

21 st Century Skills

Higher Order Thinking

Questioning

Complex Thinking Strategies

Authentic Assessment

Engaged Learning

Thinking Tools

Lesson Plan Enrichment

PowerPoint Slides http://www.slideshare.net/dadams.altec

http://www.slideshare.net/dadams.altec

Links and Files http://dadams- altec.wetpaint.com

http://dadams- altec.wetpaint.com

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

“Millennials”

“Digital Natives”

“Thumb Tribe”

Multi-tasking

Ubiquity

Technical Fluency

Risk-takers

Information sifting

The Millennial Generation Today’s students are no longer the people our educational system was designed to teach” Mark Prensky

Today’s students are no longer the people our educational system was designed to teach”

Mark Prensky

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.”

Characteristics of Digital Natives Active Multi-tasking Non-linear thinking Ubiquity Technical Fluency Expectations of Feedback Individualization Risk-takers Information sifting

Active

Multi-tasking

Non-linear thinking

Ubiquity

Technical Fluency

Expectations of Feedback

Individualization

Risk-takers

Information sifting

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

The brain developed to solve problems related to surviving in an unstable outdoor environment that occur in near constant motion.

John Medina, Brain Rules

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

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

21 st Century Skills 21 st Century Skills

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

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

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

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

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

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

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

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

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

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

Bloom’s Cognitive Taxonomy (1956)

Bloom’s Revised Taxonomy (2001) (Anderson & Krathwohl et al , eds., 2001) “ Knowledge” “ Comprehension” “ Synthesis”

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,

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

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

Questioning and Bloom Place your Post-it notes on the appropriate sign “ Knowledge” “ Comprehension” “ Synthesis”

Place your Post-it notes on the appropriate sign

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?

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?

Curriculum-Framing Questions Guide a unit of study and include: Essential Questions Unit Questions Content Questions

Guide a unit of study and include:

Essential Questions

Unit Questions

Content Questions

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?

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?

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?

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?

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?

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?

Complex Thinking Strategies Decision Making Reasoning Investigation Experimental Inquiry Directed Problem Solving Creative Problem Solving Reflective Thinking

Decision Making

Reasoning

Investigation

Experimental Inquiry

Directed Problem Solving

Creative Problem Solving

Reflective Thinking

Complex Thinking Strategies Identify some complex thinking strategies being used in this video

Identify some complex thinking strategies being used in this video

Complex Thinking Strategies Decision Making Reasoning Investigation Experimental Inquiry Directed Problem Solving Creative Problem Solving Reflective Thinking

Decision Making

Reasoning

Investigation

Experimental Inquiry

Directed Problem Solving

Creative Problem Solving

Reflective Thinking

Complex Thinking Strategies Identify some complex thinking strategies being used in this video

Identify some complex thinking strategies being used in this video

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

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

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

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”

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”

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

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

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

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

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.

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.

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?

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?

Differentiated Instruction

Differentiation - Content Student selection of topics/interests Compacting the curriculum Accelerated or remedial activities Example: ThinkTank ( http://thinktank.4teachers.org )

Student selection of topics/interests

Compacting the curriculum

Accelerated or remedial activities

Example: ThinkTank ( http://thinktank.4teachers.org )

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/ )

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/ )

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/ )

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/ )

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

“ 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

What kinds of theories? Student-centered learning Peer teaching Scaffolding Feedback Problem-solving Empathy, role-play Collaboration Practice Development of expertise

Student-centered learning

Peer teaching

Scaffolding

Feedback

Problem-solving

Empathy, role-play

Collaboration

Practice

Development of expertise

Agenda 21 st Century Skills Higher Order Thinking Questioning Complex Thinking Strategies Authentic Assessment Engaged Learning Thinking Tools Lesson Plan Enrichment

21 st Century Skills

Higher Order Thinking

Questioning

Complex Thinking Strategies

Authentic Assessment

Engaged Learning

Thinking Tools

Lesson Plan Enrichment

Resources http://www.slideshare.net/dadams.altec http://dadams-altec.wetpaint.com Doug Adams [email_address] http:// altec.org

http://www.slideshare.net/dadams.altec

http://dadams-altec.wetpaint.com

Doug Adams

[email_address]

http:// altec.org