TIC TAK - Critical Thinking And Primary Sources


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  • TIME article starts with Rip Van Winkle He wakes up, sees people walking on the streets with metal things on their heads Totally lost, until he walks into a school, that’s familiar to him!! Schools were built on the Agrarian & Industrial model They do a nice job of highlighting the 21 st Century Skills necessary for kids to be competitive in a global economy: good examples Preparing for Jobs that don’t exist yet! China becoming #1 English speaking country India has more honors students than we have students Have to Power Down when they come to school NEED: Article link posted online (NING)
  • Nicknames Thumb Tribe—Brayden story Characteristics—just to give you a picture NEED: VISUAL RANKING activity--instructor: [email_address] team name: team1, team2, team3... team8 team password: team1, team2, team3... team8
  • Active Web 2.0 – students are creators. In his book Joystick Nation , J.C. Herz wrote “TV turned kids of the fifties and sixties into a nation of screen watchers, videogames have created a cadre of screen manipulators”. At the very least, kids expect to be able to comment. Usually they want to construct. Multi-tasking The brain is linear in its application. Multi-tasking is really quickly switching and frequently between tasks. This comes naturally to a digital native, but makes non-natives uncomfortable. Non-linear thinking Hypertext and information on demand allows students to explore. Depth of thought is often exchanged for breadth of experience, leaving detailed information for on-demand searching – why memorize the periodic table when you can look it up whenever you need it? Be aware stat student research may lead them away from their initial topic idea. Ubiquity Technology is everywhere, and kids expect to be able to connect with anyone, anytime. See “periodic table” above Technical Fluency Compare to a person who is speaking a foreign language. Even if you speak it well, a native speaker sounds like he is talking faster. A digital native just “knows” how to interact with technology just as a native of a foreign country knows how to interact in a new situation. A native speaker uses nuances, slang, and assumptions of cultural reference. “Invisible bike” or “Leeeroy Jenkins” or “RickRoll” Feedback Instant feedback is expected. Students will desire frequent reward opportunities. Very clear goals and requirements are desired. And those goals should be individualized as much as possible (next) Individualization Digital Natives expect that their technology will be customized for them. Gone are the days of the model-T (“any color you want as long as it is black”) or the princess phone. Web sites, stores, music, and even material things are individual and customized. Risk-takers Losing a game or failing a task just means that you need to try again. Learning new technology (which happens all the time) is a matter of just trying something and watching how it responds. Mastery principles should come into play to give students more opportunities – errors are chances to grow rather than failures to learn. Information sifting Students can manage vast amounts of information. They can quickly categorize data and find the relevant parts. For example, embedded advertising and popup windows.
  • http://www.iste.org/content/navigationmenu/research/reports/the_road_ahead_background_papers_1997_/project-based_learning.htm
  • TIC TAK - Critical Thinking And Primary Sources

    1. 1. Critical Thinking and Primary Sources Doug Adams ALTEC [email_address]
    2. 3. The Millennial Generation <ul><li>“ Today’s students are no longer the people our educational system was designed to teach” </li></ul><ul><ul><li>Mark Prensky </li></ul></ul>
    3. 4. The Millennial Generation <ul><li>“ Millennials” </li></ul><ul><li>“ Digital Natives” </li></ul><ul><li>“ Thumb Tribe” </li></ul>“ Kids say e-mail is, like, sooooo dead.” – CNET News , July 18, 2007
    4. 5. Characteristics of Digital Natives <ul><li>Active </li></ul><ul><li>Multi-tasking </li></ul><ul><li>Non-linear thinking </li></ul><ul><li>Ubiquity </li></ul><ul><li>Technical Fluency </li></ul><ul><li>Expectations of Feedback </li></ul><ul><li>Individualization </li></ul><ul><li>Risk-taking </li></ul><ul><li>Information sifting </li></ul>
    5. 6. 21 st Century Skills 21stCenturySkills.org
    6. 7. 21 st Century Skills <ul><li>Core Subjects and 21 st Century Themes </li></ul><ul><ul><li>Math, Language Arts, Science, Social Studies </li></ul></ul><ul><ul><li>Global Awareness and Civic Literacy </li></ul></ul><ul><ul><li>Economic and Business Literacy </li></ul></ul><ul><ul><li>Health Literacy </li></ul></ul><ul><li>Learning and Innovation Skills </li></ul><ul><ul><li>Creativity </li></ul></ul><ul><ul><li>Critical Thinking and Problem Solving </li></ul></ul><ul><ul><li>Communication and Collaboration </li></ul></ul>
    7. 8. 21 st Century Skills <ul><li>Information Media and Technology Skills </li></ul><ul><ul><li>Information and Media Literacy </li></ul></ul><ul><ul><li>Communication and Technology Literacy </li></ul></ul><ul><li>Life and Career Skills </li></ul><ul><ul><li>Flexibility and Adaptability </li></ul></ul><ul><ul><li>Initiative, Productivity, and Self-direction </li></ul></ul><ul><ul><li>Social Skills </li></ul></ul><ul><ul><li>Leadership, Accountability and Responsibility </li></ul></ul>
    8. 9. Why is it important to encourage higher-order, complex thinking?
    9. 10. Complex Thinking Strategies <ul><li>Decision Making </li></ul><ul><li>Reasoning </li></ul><ul><li>Investigation </li></ul><ul><li>Experimental Inquiry </li></ul><ul><li>Directed Problem Solving </li></ul><ul><li>Creative Problem Solving </li></ul><ul><li>Reflective Thinking </li></ul><ul><li>Evaluation </li></ul>
    10. 11. Poverty of Abundance <ul><li>Jamie McKenzie – “From Now On” </li></ul><ul><ul><li>http://www.fno.org/oct06/poverty.html </li></ul></ul><ul><ul><li>Vast ocean of material obscures rather than exposes information </li></ul></ul><ul><ul><li>Solutions: </li></ul></ul><ul><ul><ul><li>Teach searching skills </li></ul></ul></ul><ul><ul><ul><li>Manage “info glut” </li></ul></ul></ul><ul><ul><ul><li>Choose appropriate resources </li></ul></ul></ul>
    11. 12. Teach Searching Skills <ul><li>http://www.google.com/advanced_search </li></ul><ul><li>Exact phrase searching </li></ul><ul><ul><li>“ average rainfall” </li></ul></ul><ul><li>Exclude words </li></ul><ul><ul><li>-food, -dish, -plate </li></ul></ul><ul><li>Specify domain </li></ul><ul><ul><li>Only search “.gov” </li></ul></ul><ul><li>Date </li></ul><ul><ul><li>Within the past month </li></ul></ul>
    12. 13. Manage Info-Glut <ul><li>Ignore extraneous information </li></ul><ul><ul><li>Ads, Links, Tag Clouds, Widgets </li></ul></ul><ul><ul><li>Site Management, Controls </li></ul></ul><ul><li>Examples </li></ul><ul><ul><li>Google search: “ laptops ” </li></ul></ul><ul><ul><li>2 ¢ Worth </li></ul></ul>
    13. 14. Choose Appropriate Resources <ul><li>What kind of domain is it? </li></ul><ul><ul><li>.com .edu .gov .cn .tv .biz </li></ul></ul><ul><li>Who published it? When? WHY? </li></ul><ul><li>Is it well documented? Are there citations, footnotes, references? </li></ul><ul><li>What kinds of ads does the site attract? </li></ul><ul><li>Is it a “ squatter ”? </li></ul>
    14. 15. Five Key Questions <ul><li>Center for Media Literacy </li></ul><ul><ul><li>Who created the message? </li></ul></ul><ul><ul><li>How do they attract my attention? </li></ul></ul><ul><ul><li>How might different people see this? </li></ul></ul><ul><ul><li>What values are represented or omitted? </li></ul></ul><ul><ul><li>Why is this message being sent? </li></ul></ul>
    15. 16. Five Key Questions <ul><li>5 Key Questions That Can Change The World – Lesson Plans for Media Literacy </li></ul><ul><li>Free download </li></ul><ul><li>25 lesson plans to teach media literacy </li></ul><ul><li>Designed for any media – TV, newspaper, Web, advertising, even maps </li></ul>
    16. 17. Questioning Media <ul><li>http://questioning.org/jun09/video.html </li></ul><ul><ul><li>How are “video devices” similar to “literary devices”? </li></ul></ul><ul><ul><li>Deconstructing media messages </li></ul></ul><ul><ul><li>Recognize “Photoshop” in other areas </li></ul></ul><ul><ul><ul><li>Photoshopped news </li></ul></ul></ul><ul><ul><ul><li>Photoshopped reports </li></ul></ul></ul><ul><ul><ul><li>Photoshopped history </li></ul></ul></ul>
    17. 18. Dove Onslaught
    18. 19. Dove Evolution
    19. 20. Media Literacy Resources <ul><li>The Center for Media Literacy </li></ul><ul><li>http:// www.medialit.org </li></ul><ul><li>PBS Teachers - Media Literacy </li></ul><ul><li>http://www.pbs.org/teachers/media_lit/ </li></ul><ul><li>The Henry J. Kaiser Family Foundation </li></ul><ul><li>http://www.kff.org/entmedia/Media-Literacy.cfm </li></ul><ul><li>The Media Awareness Network </li></ul><ul><li>http://www.media-awareness.ca </li></ul><ul><li>The Media Literacy Clearinghouse </li></ul><ul><li>http:// www.frankwbaker.com / </li></ul>
    20. 21. Primary Source Material <ul><li>Engage Students </li></ul><ul><ul><li>Tie to prior knowledge </li></ul></ul><ul><ul><li>Evaluate the source </li></ul></ul><ul><ul><li>Look at details </li></ul></ul><ul><ul><li>Make it personal </li></ul></ul><ul><li>Promote Inquiry </li></ul><ul><ul><li>Make speculations (creator, purpose, audience) </li></ul></ul><ul><ul><li>Compare to other primary and secondary sources </li></ul></ul><ul><ul><li>Talk about other places to find primary sources </li></ul></ul>
    21. 22. Primary Source Example <ul><li>Library of Congress ( http:// www.loc.gov ) </li></ul><ul><ul><li>American Memory Project </li></ul></ul><ul><ul><li>World Digital Library </li></ul></ul><ul><ul><li>Thomas – Legislation Information </li></ul></ul><ul><ul><li>Veteran’s history </li></ul></ul><ul><ul><li>Teacher Resources ( http:// www.loc.gov /teachers ) </li></ul></ul>
    22. 23. More Primary Sources <ul><li>Similar resources exist at many high-level government sites </li></ul><ul><ul><li>Geology & Geography ( http://USGS.gov ) </li></ul></ul><ul><ul><li>Space and Physics ( http://NASA.gov ) </li></ul></ul><ul><ul><li>Oceanography & Meteorology ( http://NOAA.gov ) </li></ul></ul><ul><ul><li>Health & Medicine ( http://CDC.gov & http://HHS.gov ) </li></ul></ul><ul><ul><li>Energy ( http://www.energy.gov ) </li></ul></ul><ul><ul><li>Smithsonian Museums ( http:// si.edu ) </li></ul></ul><ul><li>CSU San Marcos Primary Documents Online </li></ul>
    23. 24. Project-Based Learning (PBL) <ul><li>“ I hear and I forget. </li></ul><ul><li>I see and I remember. </li></ul><ul><li>I do and I understand . ” </li></ul><ul><li>-- (Confucius) </li></ul>
    24. 25. Why Projects? <ul><li>To learn collaboration, work in teams . </li></ul><ul><li>To learn critical thinking, take on problems . </li></ul><ul><li>To learn oral communication, present . </li></ul><ul><li>To learn written communication, write . </li></ul><ul><li>To learn technology, use technology . </li></ul><ul><li>To develop citizenship, take on civic issues . </li></ul><ul><li>To learn about careers, do internships . </li></ul><ul><li>To learn content, do all of the above . </li></ul>
    25. 26. Project-Based Learning Resources <ul><li>Buck Institute for Education (BIE) </li></ul><ul><ul><li>http://www.bie.org </li></ul></ul><ul><li>iEARN (International Education and Resource Network) </li></ul><ul><ul><li>http://www.iearn.org/ </li></ul></ul><ul><li>Edutopia </li></ul><ul><ul><li>http://www.edutopia.org/project-learning </li></ul></ul>
    26. 27. Authentic Activities in the Classroom <ul><li>Building engagement through real world connections </li></ul><ul><li>Student ownership increases motivation </li></ul><ul><li>Web 2.0 provides hundreds of ways to demonstrate understanding </li></ul>
    27. 28. Web 2.0 <ul><li>Users of the Web create information and have control over it </li></ul><ul><ul><li>Blogs, Wikis, YouTube </li></ul></ul><ul><li>The Web becomes truly interactive as different sites link data </li></ul><ul><ul><li>Mashups - Flickr , Google Maps </li></ul></ul><ul><ul><li>Aggregators/Portals – IM, Twitter, RSS </li></ul></ul><ul><ul><li>Social Bookmarking, “Folksonomies” </li></ul></ul>
    28. 29. Engaged Learning <ul><li>Connect students to the world </li></ul><ul><li>http://muti.co.za/static/newsmap.html </li></ul><ul><li>http://www.tenbyten.org/10x10.html </li></ul><ul><li>http:// galleryofwriting.org </li></ul><ul><li>Connect students to each other </li></ul><ul><ul><li>http:// www.epals.com </li></ul></ul>
    29. 30. Authentic Learning with Web 2.0 <ul><li>Workshop presented by blogger Alan Levine </li></ul><ul><ul><li>Outline a story idea </li></ul></ul><ul><ul><li>Find some media </li></ul></ul><ul><ul><li>Pick a tool to build the story </li></ul></ul><ul><li>50 Ways to Tell the Dominoe Story </li></ul>
    30. 31. Google Earth <ul><li>Explore geographic locations both on Earth and in space. </li></ul><ul><li>View geography and buildings in 3D </li></ul><ul><li>View community content </li></ul><ul><li>Create interactive projects which include, images, text, video and sound. </li></ul>http://www.google.com/educators/geo.html http://earth.google.com/outreach/index.html
    31. 32. Google Earth
    32. 33. Google Lit Trips <ul><li>Use multimedia and Google Earth to take users on tours of places in literature. </li></ul><ul><li>Download a .KMZ file and open in Google Earth </li></ul><ul><li>http://googlelittrips.com/ </li></ul>
    33. 34. PowerPoint Slides <ul><li>http://www.slideshare.net/dadams.altec </li></ul>
    34. 35. Resources <ul><li>http://www.slideshare.net/dadams.altec </li></ul><ul><li>Doug Adams </li></ul><ul><li>[email_address] </li></ul><ul><li>http:// altec.org </li></ul>