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  • http://www.flickr.com/photos/maiac/3475672701/sizes/z/in/photostream/
  • Translates to importance of reflection and feedback
  • Mental management – get ready (visualize task, quiet time)Set goalsKeep track of thinking – self monitoringafter thinking reflectStrategic spiritState-Searcg_Evaluate_ElaborateTransfer- take knowledge and apply it- - this for me is the relevance and hook think- sense and meaning-
  • Skillfull thin
  • Leitner ScaleSpaced Repition
  • http://starttest.com/ITDVersions/
  • http://www.youtube.com/watch?v=NoOIRUeZKpw
  • Distinctions, systems, relationships, and perspectives

Engagement Engagement Presentation Transcript

  • THINKINGBased Learning withTechnology
  • Session Goals• A bit about thinking, learning, brain science• Some strategies and frameworks to teachthinking• Electronic Tools to support thinking• Ideas – pedagogical and technological - nothow to use a tool
  • Elizabeth HelfantMICDSSt Louis MO
  • ehelfantehelfant@micds.org
  • Partnership for 21st century learning
  • Think Self-MonitorLearninghttp://antonyjohn.net/blog/2012/10/touring-gets-you-thinking/
  • Emerging Brain Researchhttp://www.flickr.com/photos/jj_judes/346850124/sizes/z/in/photostream/
  • Brain Research•Importance of metacognition/reflection•Cultural changes impact how brain gets wired viaactivities/uses culture demands/encourages (Rosen)•We know very little (Judy Willis- Tokuhama-Espinosa)•Stress can be good and bad (ZPD/Flow)•Brain is a Garden- Control what you introduce into it(Willis)•Every brain is unique and has talents•Brains are plastic•Exercise for your brain and your body is good (Ratey)http://www.flickr.com/photos/aussiegall/3203524576/sizes/m/in/photostream
  • • Intelligence is not fixed (Dweck)• Effort /Motivation is as important as ability• Deep learning is an active process• Importance of “chunking” and “closure”• Teaching Focus• Learning is SocialPhoto Credit: Stockphoto/Vasiliy Yakobchuk )
  • For Learning• Need to develop metacognitive ability in kids• Exercise is good• Distinquish and address Types of Thinking• Stress – manage it• Focus – allow for it• Differentiate• Provide Feedback• Change the way we Assess• Importance of “chunking” and“closure”
  • KEY IDEASousaBrain needs information to make senseand have meaning – of thetwo, meaning is more important.• Creating relevancy –– Use of multimedia– Use of Current events– Explicit statement of Why and What-Learning Goals– Establishing Learning Goals
  • Educational ResearchJohn HattieTop Factors• Student Self- Reporting• Piaget’s Techniques –Student Centered• Feedback and Formative Assessment• Microteaching
  • Two Paths to FollowBrain Science and Learning Research• to inform curriculum design in a 1-to-1• to develop brain’s thinking capacityHow can technology help?
  • Perkin’s Thinking ClassroomDimensions of Culture of Thinking–Language– Thinking dispositions–Mental management–Strategic spirit–Higher order thinking– Transfer (sense and meaning-Sousa)
  • Consider Dispositions and HabitsPerkins Learning Dispositions for Good Thinking• The Disposition to be curious and questioning• The Disposition to think broadly andadventurously• The Disposition to reason clearly and carefully• The Disposition to organize one’s thinking• The Disposition to give time to thinking– From The Thinking Classroom-Learning and Teaching in aCulture of Thinking, Perkins, Tishman, Jay
  • Thinking Language• Terms to share with kids about thinking andthinking processes• Typically more specific than what is often usedin classrooms
  • Teacher’s job is to make explicitthat which we had hoped wouldbe implicit to our students.Carol Tomlinson
  • “Skillful thinking is the proficient and strategicapplication of appropriate thinking skills andproductive habits of mind, as needed, todevelop thoughtful products, such asdecisions, arguments, and otheranalytical, creative, or critical products.”P1What is Skillful Thinking?Also includes the ability toconsume, collaborate andcreate in a digital world.
  • Skillful Thinking- 3 PartsTHINKING SKILLSHABITS OF MINDMETACOGNITIONAnd Strugglesof Mind
  • Habits of Mind
  • Grading3P – Product, Progress, ProcessStandards Based Grades–• ActiveGrade• Blue Harvest• Jupiter Grades• Canvas
  • Habits of Mind
  • Brown’s Model of Executive FunctionAnd Strugglesof Mind
  • Types of “ Skillful” Thinking in aCulture of Thinking• Creative (Design)• Critical• Systems• Strategic/Logical (Problem Solving)• Empathetic• Disciplinary• Reflective• Ethical
  • Levels of ThinkingComplexitynot Difficulty
  • Complexity Bloom’s Taxonomy
  • Daggett’sRigorRelevanceFrameworkSKILLFULTHINKINGGAPFrederick DouglasGlobal ClimateChangeHistory MuseumPBL
  • Where are your Questions?SKILLFULTHINKING
  • SOLO Thinking Framework
  • SOLO Heirachy
  • How do I teach thinking?How do I teach student’s to takeresponsibility for their learning?
  • BOOM2012
  • Lumosity
  • Brainology
  • Thinking RoutinesHarvard Project Zerohttp://goo.gl/HvYUvVisible Thinking-Use of the Sensesto “see” thinking
  • Thinking Routines (Teacher Directed)
  • Thinking Routines MatrixRitchhart, Ron; Church, Mark; Morrison, Karin (2011-03-25). Making Thinking Visible:How to Promote Engagement, Understanding, and Independence for All Learners (p. 50).John Wiley and Sons. Kindle Edition.
  • Engagement
  • Equations for Learning
  • expectancy × value = motivationBrophy (2004) and Cross (2001) observe that much ofwhat researchers have found can be organized withinan expectancy × value model. This model holds that theeffort that people are willing to expend on a task is theproduct of the degree to which they expect to be ableto perform the task successfully (expectancy) and thedegree to which they value the rewards as well as theopportunity to engage in performing the task itself(value).Barkley, Elizabeth F. (2009-10-06). Student Engagement Techniques: A Handbook for College Faculty (Higherand Adult Education Series) (Kindle Locations 475-478). John Wiley and Sons. Kindle Edition.
  • STUDENT ENGAGEMENT TECHNIQUES(They encourage Student-Centricpractice, Thinking, Closure)
  • Flash CardsFormativeQuizzes
  • Focused Reading NotesClassroom Salon
  • Flash CardsBrainscape, Quizlet, StudyBlue
  • Standards-Based Formative AssessmentNaiku
  • Flash CardsFormativeQuizzes
  • Academic ControversyClassroom Collaborize
  • Flash CardsFormativeQuizzes
  • Concept MapsMindomo/Spiderscribe/Bubbl.us
  • Flash CardsFormativeQuizzes
  • Think Again – Blog or Docs Prompts
  • Insights, Resources, Applications –Google SpreadsheetsReading AssignmentRecord on a shared google spreadsheet withthree columns- Insights, Resources, Application• new perceptions or understandings (Insights)• a resource they have found that amplifies thereading’s themes or information (Resources)• an example from the student’s personalexperience that relates to the reading(Application).RESOURCES
  • Circular Response/FischbowlTitanPad
  • Learning LogsPortfolios
  • Formative QuizzesLearning Catalytics, Socrative, InfuseLearning
  • Where to Document the Thinking
  • RAFTS Blog Prompts
  • ThinkertoysElectronic Thinkertoys
  • Rethinking the Toolkit
  • Toolkit
  • Teaching Types of Thinkinghttp://bigthink.com/inside-singularity-university/exponential-thinking
  • Creative
  • Creativity / Design
  • Empathy Map
  • Who DosGroup DyKnow Panels
  • Jot NotKeeping itELECTRONICbut notunderestimatingthe power of f2fand traditionalmethods!
  • Critical ThinkingPerformance TaskCWRA/CLA  Assessing Critical Thinkinghttp://goo.gl/mA6VOhttp://goo.gl/WK2Py
  • STEPS• IDENTIFY SCENARIO• Write Problem Statement (Real Life)• Determine Evidence to use– 2 Detractors– 3 Pro position– 3 Con Position– 1 tipping the scale– Student Job is to take evidence and identify asolution
  • Systems Thinkingwith ISEE STELLA
  • Fathom
  • BlogsPassion and Metacognitive
  • Where to Document the Thinking
  • Toolkit
  • Brain Checklist- CeNTeReD CBrain ChecklistIs this appropriately chunked? Brain canmanage 4 items in working memory-Use graphic organizer to facilitatechunking by helping establish patternsIs there something Novel?Is this on brain Time – (20 minuteincrement, spaced repetition)Is there something Relevant- a hook?Is there Differentiation?Is there an opportunity for Closure?(reflective journal, exit cards, think-pair-share)
  • Background• Brain Conference• Reading of Brain Rules• Brain Research andLearning Area in Library• Learning Groups -TheCABAL• PD Report BackA Reading List
  • Tech Tools for Differentiation andFeedback, Changing Assessment• Conditional Activities– LAMS– Moodle 2– Canvas• Portfolio Assessment (focus on progress andprocess)– Chalk and Wire
  • Tony Wagner• Rigor Redefined• Seven Survival Skills
  • Habits of MindHow do you assess these?3P GradingGrading for ProductGrading for Process (Habits of Mind)Grading for Progress (Skills Development)
  • Portfolio Assessment
  • iDSRPDistinctions, systems, relationships, andperspectivesiDSRPDistinctions Systems Relationships PerspectivesThinking OrganizationDEREK CABRERA
  • Blog or Portfolio PromptsGoogle FormsDyKnowFormative Assessment Prompts
  • ReflectiveThinkingWhat kind ofthinking did Iuse?
  • Learning Journals• Portfolios• Blogs• Google Docs (shared)• OneNote Shared notebooks
  • ThinkertoysElectronic Thinkertoys
  • Lumosity
  • Stella
  • Fathom
  • vPython
  • Jibe
  • Thinking Worlds“Thinking Worlds is a tool that puts people with creativeideas, not just programmers, fully in control of high-impact immersive design.”
  • Going Forward• Introduce portfolio as assessment tool– Shift conversation to improving and growth overgrades (3P –process, progress, product)• Use portfolio for reflection about learning(provide a model)• Put concept of Habits of Mind in front of kids• Put growth mindset in front of kids• Thinking Strategies• Thinkertoys – Advisory Activities• Brain Owner’s Manual
  • The "How People Learn" FrameworkThe "How People Learn" (HPL) framework takes the form of four overlapping lenses (see Figure1) that can be used to analyze and enhance any learning situation (Bransford et al., 1999).Harris, Bransford, and Brophy (2002) describe the following dimensions of HPL learningenvironments:1. Learner centeredness. Instruction is tailored, based on a consideration of learners priorknowledge as well as their prior experiences, misconceptions, and preconceptions about aninstructional topic.2. Knowledge centeredness. Issues related to what learners need to know are emphasized, alongwith how knowledge is structured and applied in various contexts. (This lens has implications forhow instruction should be sequenced to support comprehension and use of this knowledge innew situations.)3. Assessment centeredness. Frequentopportunities to monitor students progresstoward the learning goals are provided.Results are fed back to both instructors andlearners.4. Community centeredness. This HPL lensrecognizes that students are members ofmultiple communities, including theirclassrooms, their departments, and theirfuture professions. Opportunities encouragestudents and instructors to share and learnfrom each other.
  • • Lumosity• Brainology• BOOM• Visual Thinking – Infographics- tie to research• Hot Spot VideosGames – Fathom- VPYTHONEngagement strategiesCognitive toolkit
  • Cubing with Blooms/Daggett(Differentiation)
  • Cubing with Blooms(Differentiation)Dice Maker
  • http://daretodifferentiate.wikispaces.com/file/view/nagc_cubing__think_dots.pdf