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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

    1. 1. THINKINGBased Learning withTechnology
    2. 2. 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
    3. 3. Elizabeth HelfantMICDSSt Louis MO
    4. 4. ehelfantehelfant@micds.org
    5. 5. Partnership for 21st century learning
    6. 6. Think Self-MonitorLearninghttp://antonyjohn.net/blog/2012/10/touring-gets-you-thinking/
    7. 7. Emerging Brain Researchhttp://www.flickr.com/photos/jj_judes/346850124/sizes/z/in/photostream/
    8. 8. 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
    9. 9. • 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 )
    10. 10. 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”
    11. 11. 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
    12. 12. Educational ResearchJohn HattieTop Factors• Student Self- Reporting• Piaget’s Techniques –Student Centered• Feedback and Formative Assessment• Microteaching
    13. 13. 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?
    14. 14. Perkin’s Thinking ClassroomDimensions of Culture of Thinking–Language– Thinking dispositions–Mental management–Strategic spirit–Higher order thinking– Transfer (sense and meaning-Sousa)
    15. 15. 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
    16. 16. Thinking Language• Terms to share with kids about thinking andthinking processes• Typically more specific than what is often usedin classrooms
    17. 17. Teacher’s job is to make explicitthat which we had hoped wouldbe implicit to our students.Carol Tomlinson
    18. 18. “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.
    19. 19. Skillful Thinking- 3 PartsTHINKING SKILLSHABITS OF MINDMETACOGNITIONAnd Strugglesof Mind
    20. 20. Habits of Mind
    21. 21. Grading3P – Product, Progress, ProcessStandards Based Grades–• ActiveGrade• Blue Harvest• Jupiter Grades• Canvas
    22. 22. Habits of Mind
    23. 23. Brown’s Model of Executive FunctionAnd Strugglesof Mind
    24. 24. Types of “ Skillful” Thinking in aCulture of Thinking• Creative (Design)• Critical• Systems• Strategic/Logical (Problem Solving)• Empathetic• Disciplinary• Reflective• Ethical
    25. 25. Levels of ThinkingComplexitynot Difficulty
    26. 26. Complexity Bloom’s Taxonomy
    27. 27. Daggett’sRigorRelevanceFrameworkSKILLFULTHINKINGGAPFrederick DouglasGlobal ClimateChangeHistory MuseumPBL
    28. 28. Where are your Questions?SKILLFULTHINKING
    29. 29. SOLO Thinking Framework
    30. 30. SOLO Heirachy
    31. 31. How do I teach thinking?How do I teach student’s to takeresponsibility for their learning?
    32. 32. BOOM2012
    33. 33. Lumosity
    34. 34. Brainology
    35. 35. Thinking RoutinesHarvard Project Zerohttp://goo.gl/HvYUvVisible Thinking-Use of the Sensesto “see” thinking
    36. 36. Thinking Routines (Teacher Directed)
    37. 37. 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.
    38. 38. Engagement
    39. 39. Equations for Learning
    41. 41. 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.
    43. 43. STUDENT ENGAGEMENT TECHNIQUES(They encourage Student-Centricpractice, Thinking, Closure)
    44. 44. Flash CardsFormativeQuizzes
    45. 45. Focused Reading NotesClassroom Salon
    46. 46. Flash CardsBrainscape, Quizlet, StudyBlue
    47. 47. Standards-Based Formative AssessmentNaiku
    48. 48. Flash CardsFormativeQuizzes
    49. 49. Academic ControversyClassroom Collaborize
    50. 50. Flash CardsFormativeQuizzes
    51. 51. Concept MapsMindomo/Spiderscribe/Bubbl.us
    52. 52. Flash CardsFormativeQuizzes
    53. 53. Think Again – Blog or Docs Prompts
    54. 54. 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
    55. 55. Circular Response/FischbowlTitanPad
    56. 56. Learning LogsPortfolios
    57. 57. Formative QuizzesLearning Catalytics, Socrative, InfuseLearning
    58. 58. Where to Document the Thinking
    59. 59. RAFTS Blog Prompts
    60. 60. ThinkertoysElectronic Thinkertoys
    61. 61. Rethinking the Toolkit
    62. 62. Toolkit
    63. 63. Teaching Types of Thinkinghttp://bigthink.com/inside-singularity-university/exponential-thinking
    64. 64. Creative
    65. 65. Creativity / Design
    66. 66. Empathy Map
    67. 67. Who DosGroup DyKnow Panels
    68. 68. Jot NotKeeping itELECTRONICbut notunderestimatingthe power of f2fand traditionalmethods!
    69. 69. Critical ThinkingPerformance TaskCWRA/CLA  Assessing Critical Thinkinghttp://goo.gl/mA6VOhttp://goo.gl/WK2Py
    70. 70. 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
    71. 71. Systems Thinkingwith ISEE STELLA
    72. 72. Fathom
    73. 73. BlogsPassion and Metacognitive
    74. 74. Where to Document the Thinking
    75. 75. Toolkit
    76. 76. 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)
    77. 77. Background• Brain Conference• Reading of Brain Rules• Brain Research andLearning Area in Library• Learning Groups -TheCABAL• PD Report BackA Reading List
    78. 78. Tech Tools for Differentiation andFeedback, Changing Assessment• Conditional Activities– LAMS– Moodle 2– Canvas• Portfolio Assessment (focus on progress andprocess)– Chalk and Wire
    79. 79. Tony Wagner• Rigor Redefined• Seven Survival Skills
    80. 80. Habits of MindHow do you assess these?3P GradingGrading for ProductGrading for Process (Habits of Mind)Grading for Progress (Skills Development)
    81. 81. Portfolio Assessment
    82. 82. iDSRPDistinctions, systems, relationships, andperspectivesiDSRPDistinctions Systems Relationships PerspectivesThinking OrganizationDEREK CABRERA
    83. 83. Blog or Portfolio PromptsGoogle FormsDyKnowFormative Assessment Prompts
    84. 84. ReflectiveThinkingWhat kind ofthinking did Iuse?
    85. 85. Learning Journals• Portfolios• Blogs• Google Docs (shared)• OneNote Shared notebooks
    86. 86. ThinkertoysElectronic Thinkertoys
    87. 87. Lumosity
    88. 88. Stella
    89. 89. Fathom
    90. 90. vPython
    91. 91. Jibe
    92. 92. Thinking Worlds“Thinking Worlds is a tool that puts people with creativeideas, not just programmers, fully in control of high-impact immersive design.”
    93. 93. 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
    94. 94. 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.
    95. 95. • Lumosity• Brainology• BOOM• Visual Thinking – Infographics- tie to research• Hot Spot VideosGames – Fathom- VPYTHONEngagement strategiesCognitive toolkit
    96. 96. Cubing with Blooms/Daggett(Differentiation)
    97. 97. Cubing with Blooms(Differentiation)Dice Maker
    98. 98. http://daretodifferentiate.wikispaces.com/file/view/nagc_cubing__think_dots.pdf