Using Technology to Support Higher Order Skills<br />Ollie Bray<br />National Adviser<br />Emerging Technologies in Learni...
Warm up…<br />
“If I eat crunchy nut corn flakes but they are no longer crunchy, are they still crunchy nut corn flakes?”<br />
“Is a Pineapple an Apple?”<br />
“Is a broken down<br />car parked?”<br />Ian Gilbert<br />
www.thunks.co.uk<br />(Questions to make your brain go ouch!)<br />
“Google can teach you history BUT it can’t teach you to love history”<br />Sir John Jones<br />(SLF 2011)<br />
What to think rather than how to think<br />Culture change…<br />
Bloom’staxonomy<br />Higher Order Thinking Skills<br />Lower Order Thinking Skills<br />Benjamin Bloom (1956)<br />
Bloom’s (revised) taxonomy<br />Higher Order Thinking Skills<br />Lower Order Thinking Skills<br />Anderson & Krathwoh (20...
verbs<br /> nouns<br />Higher Order Thinking Skills<br />Higher Order Thinking Skills<br />Lower Order Thinking Skills<br ...
Bloom's as a learning process<br />1) Before we can understand a concept we have to remember it<br />2) Before we can appl...
Designing, Constructing, Planning, Producing, Inventing, Making & Building<br />Creating<br />Higher Order Thinking Skills...
How technology has changed things… <br />Shop<br />Socialize<br />Finance<br />Play<br />
Designing, Constructing, Planning, Producing, Inventing, Making, Building, Programming, Filming, Animating, Blogging, Vide...
Designing, Constructing, Planning, Producing, Inventing, Making, Building, Programming, Filming, Animating, Blogging, Vide...
Digital<br />Taxonomy<br />V1.0<br />
Digital<br />Taxonomy<br />V2.0<br />
Vs<br />
Vs<br />
Understanding<br />
'This article needs additional citation for verification'<br />'This article reads like an advertisement’<br />'This artic...
Evaluating<br />
Evaluating<br />
Creating<br />
Creating<br />
Educators need to understand what digital tools can do…<br />This is not the same as how to use every digital tool<br />
twitter.com/ukwarcabinet<br />
Tools to achieve, recall, understanding, application, analysis, evaluation and creativity<br />
“Collaboration is not a 21st Century Skill, it is a 21stCentury Essential”<br />Collaboration<br />
Key traits or abilities in 21st Century Employees (according to Google)<br />“Marshalling and understanding the available ...
Knowledge is important<br />
So are teachers!<br />
Scaffolding<br />
Remembering<br />Recalling specific information (Recall or recognition of specific information).<br />Recognising, Listing...
Understanding<br />
Understanding<br />Explaining/defining ideas or concepts (Understanding of given information).<br />Interpreting, Exemplif...
Applying<br />Using information, concepts and ideas in another familiar situation (Using strategies, concepts, principles ...
Dr Marcus de Sautoy<br />
http://primarygamesarena.com/<br />
Sim City<br />
Analysing<br />Breaking information into parts/components to explore/develop/construct understandings and relationships (B...
Copyright<br />
Evaluating<br />Justifying a decision, solution, answer or course of action (Judge/evaluate/analysethe value of ideas, con...
Creating<br />Generating/creating new ideas,products, or ways of viewing things (Putting together/combining ideas, concept...
Games design<br />
There is an<br />App for that…<br />
What impact does technology have on the skills agenda?<br />
Does technology make highly skilled jobs less skilled?<br />
"...technology is not going to make teaching easier, it's going to make it different."<br />Chris Kennedy<br />Superintend...
www.olliebray.com<br />Ollie Bray<br />ollie.bray@educationscotland.gov.uk<br />www.educationscotland.gov.uk<br />
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Digital Technology and Higher Order Skills

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Ollie Bray's presentation on Digital Technology and Higher order Thinking Skills and ELT Consultants Higher Order Skills Conference - October 2011.

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Digital Technology and Higher Order Skills

  1. 1. Using Technology to Support Higher Order Skills<br />Ollie Bray<br />National Adviser<br />Emerging Technologies in Learning<br />Education Scotland<br />www.educationscotland.gov.uk<br />
  2. 2.
  3. 3. Warm up…<br />
  4. 4. “If I eat crunchy nut corn flakes but they are no longer crunchy, are they still crunchy nut corn flakes?”<br />
  5. 5. “Is a Pineapple an Apple?”<br />
  6. 6. “Is a broken down<br />car parked?”<br />Ian Gilbert<br />
  7. 7. www.thunks.co.uk<br />(Questions to make your brain go ouch!)<br />
  8. 8.
  9. 9. “Google can teach you history BUT it can’t teach you to love history”<br />Sir John Jones<br />(SLF 2011)<br />
  10. 10. What to think rather than how to think<br />Culture change…<br />
  11. 11. Bloom’staxonomy<br />Higher Order Thinking Skills<br />Lower Order Thinking Skills<br />Benjamin Bloom (1956)<br />
  12. 12. Bloom’s (revised) taxonomy<br />Higher Order Thinking Skills<br />Lower Order Thinking Skills<br />Anderson & Krathwoh (2000)<br />
  13. 13. verbs<br /> nouns<br />Higher Order Thinking Skills<br />Higher Order Thinking Skills<br />Lower Order Thinking Skills<br />Lower Order Thinking Skills<br />
  14. 14. Bloom's as a learning process<br />1) Before we can understand a concept we have to remember it<br />2) Before we can apply the concept we must understand it<br />3) Before we analyse it we must be able to apply it<br />4) Before we can evaluate its impact we must have analysed it<br />5) Before we can create we must have remembered, understood, applied, analysed, and evaluated it<br />
  15. 15. Designing, Constructing, Planning, Producing, Inventing, Making & Building<br />Creating<br />Higher Order Thinking Skills<br />Checking, hypothesising, critiquing, Experimenting, judging, testing, Detecting, Monitoring<br />Evaluation<br />Analysing<br />Comparing, organising, deconstructing, attributing, outlining, structuring, integrating<br />Applying<br />Understanding<br />Implementing, carrying out, using & executing<br />Remembering<br />Interpreting, Exemplifying, Summarising, Inferring, Paraphrasing, Classifying, Comparing, & Explaining<br />Lower Order Thinking Skills<br />Recognising, Listing, Describing, Identifying, Retrieving, Naming, Recitation & Locating/Finding<br />
  16. 16. How technology has changed things… <br />Shop<br />Socialize<br />Finance<br />Play<br />
  17. 17. Designing, Constructing, Planning, Producing, Inventing, Making, Building, Programming, Filming, Animating, Blogging, Video Blogging, Mixing, Remixing, Wiki-ing, Publishing, Videocasting, Podcasting, Directing/producing<br />Creating<br />Higher Order Thinking Skills<br />Checking, Hypothesising, Critiquing, Experimenting, Judging, Testing, Detecting, Monitoring (Blog/vlog), commenting, reviewing, posting, moderating, collaborating, networking, reflecting, (Alpha & beta) testing<br />Evaluation<br />Analysing<br />Comparing, organising, deconstructing, attributing, outlining, structuring, integrating, mashing, linking, reverseengineering, cracking, mind-mapping<br />Applying<br />Understanding<br />Implementing, carrying out, using, executing, doing, running, loading, playing, operating, hacking, uploading, sharing, editing.<br />Remembering<br />Interpreting, Exemplifying, Summarising, Inferring, Paraphrasing, Classifying, Comparing, Explaining, Advanced searches, Boolean searches, Blog journalling, Twittering, Categorising and tagging, Commenting, Annotating, Subscribing.<br />Lower Order Thinking Skills<br />Recognising, Listing, Describing, Identifying, Retrieving, Naming, Recitation, Locating/Finding, Bullet pointing, Highlighting, Bookmarking, Social networking, Social bookmarking, Favouriting/local bookmarking, Searching, Googling<br />
  18. 18. Designing, Constructing, Planning, Producing, Inventing, Making, Building, Programming, Filming, Animating, Blogging, Video Blogging, Mixing, Remixing, Wiki-ing, Publishing, Videocasting, Podcasting, Directing/producing<br />Creating<br />Higher Order Thinking Skills<br />Checking, Hypothesising, Critiquing, Experimenting, Judging, Testing, Detecting, Monitoring (Blog/vlog), commenting, reviewing, posting, moderating, collaborating, networking, reflecting, (Alpha & beta) testing<br />Evaluation<br />Analysing<br />Comparing, organising, deconstructing, attributing, outlining, structuring, integrating, mashing, linking, reverseengineering, cracking, mind-mapping<br />Applying<br />Understanding<br />Implementing, carrying out, using, executing, doing, running, loading, playing, operating, hacking, uploading, sharing, editing.<br />Remembering<br />Interpreting, Exemplifying, Summarising, Inferring, Paraphrasing, Classifying, Comparing, Explaining, Advanced searches, Boolean searches, Blog journalling, Twittering, Categorising and tagging, Commenting, Annotating, Subscribing.<br />Lower Order Thinking Skills<br />Recognising, Listing, Describing, Identifying, Retrieving, Naming, Recitation, Locating/Finding, Bullet pointing, Highlighting, Bookmarking, Social networking, Social bookmarking, Favouriting/local bookmarking, Searching, Googling<br />
  19. 19. Digital<br />Taxonomy<br />V1.0<br />
  20. 20. Digital<br />Taxonomy<br />V2.0<br />
  21. 21. Vs<br />
  22. 22. Vs<br />
  23. 23.
  24. 24. Understanding<br />
  25. 25. 'This article needs additional citation for verification'<br />'This article reads like an advertisement’<br />'This article contradicts itself’<br />'This article contradicts another article’<br />‘The factual accuracy is disputed’<br />
  26. 26. Evaluating<br />
  27. 27. Evaluating<br />
  28. 28. Creating<br />
  29. 29. Creating<br />
  30. 30.
  31. 31.
  32. 32. Educators need to understand what digital tools can do…<br />This is not the same as how to use every digital tool<br />
  33. 33.
  34. 34. twitter.com/ukwarcabinet<br />
  35. 35.
  36. 36. Tools to achieve, recall, understanding, application, analysis, evaluation and creativity<br />
  37. 37. “Collaboration is not a 21st Century Skill, it is a 21stCentury Essential”<br />Collaboration<br />
  38. 38. Key traits or abilities in 21st Century Employees (according to Google)<br />“Marshalling and understanding the available evidence isn’t useful unless you can effectively communicate your conclusions.” <br />Communication<br />Skills<br />“Virtually every project at Google is run by a small team. People need to work well together and perform up to the team's expectations.”<br />Team<br />Players<br />
  39. 39. Knowledge is important<br />
  40. 40. So are teachers!<br />
  41. 41. Scaffolding<br />
  42. 42. Remembering<br />Recalling specific information (Recall or recognition of specific information).<br />Recognising, Listing, Describing, Identifying, Retrieving, Naming, Recitation, Locating/Finding, Bullet pointing, Highlighting, Bookmarking, Social networking, Social bookmarking, Favouriting/local bookmarking, Searching & Googling<br />
  43. 43.
  44. 44. Understanding<br />
  45. 45. Understanding<br />Explaining/defining ideas or concepts (Understanding of given information).<br />Interpreting, Exemplifying, Summarising, Inferring, Paraphrasing, Classifying, Comparing, Explaining, Advanced searches, Boolean searches, Blog journalling, Twittering, Categorisingand tagging, Commenting, Annotating & Subscribing.<br />
  46. 46.
  47. 47.
  48. 48.
  49. 49. Applying<br />Using information, concepts and ideas in another familiar situation (Using strategies, concepts, principles and theories in new situations). <br />Implementing, carrying out, using, executing, doing, running, loading, playing, operating, hacking, uploading, sharing & editing.<br />
  50. 50. Dr Marcus de Sautoy<br />
  51. 51.
  52. 52.
  53. 53. http://primarygamesarena.com/<br />
  54. 54.
  55. 55. Sim City<br />
  56. 56. Analysing<br />Breaking information into parts/components to explore/develop/construct understandings and relationships (Breaking information down into its component elements). <br />Comparing, organising, deconstructing, attributing, outlining, structuring, integrating, mashing, linking, reverseengineering, cracking & mind-mapping.<br />
  57. 57.
  58. 58. Copyright<br />
  59. 59.
  60. 60.
  61. 61.
  62. 62. Evaluating<br />Justifying a decision, solution, answer or course of action (Judge/evaluate/analysethe value of ideas, concepts, materials and methods by developing/constructing and applying standards and criteria). <br />Checking, Hypothesising, Critiquing, Experimenting, Judging, Testing, Detecting, Monitoring (Blog/vlog), commenting, reviewing, posting, moderating, collaborating, networking, reflecting & (Alpha & beta) testing.<br />
  63. 63.
  64. 64.
  65. 65.
  66. 66. Creating<br />Generating/creating new ideas,products, or ways of viewing things (Putting together/combining ideas, concepts or elements to develop/construct/build an original idea or engage/stimulate in creative thinking). <br />Designing, Constructing, Planning, Producing, Inventing, Devising, Making, Building, Programming, Filming, Animating, Blogging, Video Blogging, Mixing, Remixing, Wiki-ing, Publishing, Videocasting, Podcasting & Directing/producing.<br />
  67. 67. Games design<br />
  68. 68. There is an<br />App for that…<br />
  69. 69.
  70. 70. What impact does technology have on the skills agenda?<br />
  71. 71. Does technology make highly skilled jobs less skilled?<br />
  72. 72.
  73. 73. "...technology is not going to make teaching easier, it's going to make it different."<br />Chris Kennedy<br />Superintendent of Schools<br />West Vancouver School District<br />
  74. 74. www.olliebray.com<br />Ollie Bray<br />ollie.bray@educationscotland.gov.uk<br />www.educationscotland.gov.uk<br />
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