Integrating Technology, Higher-Order Thinking, and Student-Centered Learning


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Presented at the RCET-SW conference in Springfield, MO March 3-4, 2009

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  • Integrating Technology, Higher-Order Thinking, and Student-Centered Learning

    1. 1. Integrating Technology, Higher-Order Thinking, and Student-Centered Learning Doug Adams ALTEC [email_address]
    2. 2. Description <ul><li>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. </li></ul>
    3. 3. LoTi Connection <ul><li>Levels of Teaching Innovation </li></ul><ul><li>http:// </li></ul><ul><li>Free online survey </li></ul><ul><ul><li>New survey in 2008 </li></ul></ul><ul><ul><li>Not validated </li></ul></ul><ul><ul><li>Not comparable to old survey </li></ul></ul><ul><li>Classroom observation tools </li></ul>
    4. 4. Agenda <ul><li>21 st Century Skills </li></ul><ul><li>Higher Order Thinking </li></ul><ul><li>Questioning </li></ul><ul><li>Complex Thinking Strategies </li></ul><ul><li>Authentic Assessment </li></ul><ul><li>Engaged Learning </li></ul><ul><li>Thinking Tools </li></ul><ul><li>Lesson Plan Enrichment </li></ul>
    5. 5. PowerPoint Slides <ul><li> </li></ul>
    6. 6. Links and Files <ul><li>http://dadams- </li></ul>
    7. 8. The Millennial Generation <ul><li>“Millennials” </li></ul><ul><li>“Digital Natives” </li></ul><ul><li>“Thumb Tribe” </li></ul><ul><ul><li>Multi-tasking </li></ul></ul><ul><ul><li>Ubiquity </li></ul></ul><ul><ul><li>Technical Fluency </li></ul></ul><ul><ul><li>Risk-takers </li></ul></ul><ul><ul><li>Information sifting </li></ul></ul>“ Kids say e-mail is, like, sooooo dead.” – CNET News , July 18, 2007
    8. 9. 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>
    9. 10. 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.”
    10. 11. 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-takers </li></ul><ul><li>Information sifting </li></ul>
    11. 12. Brain Research <ul><li>The brain developed to solve problems related to surviving in an unstable outdoor environment that occur in near constant motion. </li></ul><ul><ul><li>John Medina, Brain Rules </li></ul></ul>
    12. 13. Brain Research <ul><li>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 . </li></ul><ul><ul><li>John Medina, Brain Rules </li></ul></ul>
    13. 14. 21 st Century Skills 21 st Century Skills
    14. 15. 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>
    15. 16. 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>
    16. 17. Visual Ranking and 21 st C Skills <ul><li>Intel’s Education Page </li></ul><ul><li> </li></ul><ul><li>K-12 Teaching Tools </li></ul><ul><li>Visual Ranking Tool </li></ul><ul><li>Click Student Log-In </li></ul><ul><ul><li>[email_address] </li></ul></ul><ul><ul><li>Team ID </li></ul></ul><ul><ul><li>Team Password </li></ul></ul>
    17. 18. Visual Ranking and 21 st C Skills <ul><li>In groups, sort the list from most important (top) to least important (bottom) </li></ul><ul><li>For the top three items , double click and explain why you ranked them as most important </li></ul><ul><li>For the bottom two items , double click and explain why you ranked them as least important </li></ul>
    18. 19. Next activity! <ul><li>As you are watching the movie clip, write questions you might ask </li></ul><ul><ul><li>On a test </li></ul></ul><ul><ul><li>To the characters </li></ul></ul><ul><ul><li>To the actors/writers/producer </li></ul></ul><ul><li>One question per Post-it note </li></ul>
    19. 20. Bloom’s Cognitive Taxonomy (1956)
    20. 21. Bloom’s Revised Taxonomy (2001) (Anderson & Krathwohl et al , eds., 2001) “ Knowledge” “ Comprehension” “ Synthesis”
    21. 22. 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,
    22. 23. Organizing Bloom’s Taxonomy <ul><li>Level 3: High </li></ul><ul><ul><li>Creating something unique (to the learner) </li></ul></ul><ul><ul><li>Making judgments, choices, decisions </li></ul></ul><ul><ul><li>Breaking down concepts into component parts </li></ul></ul><ul><li>Level 2: Intermediate </li></ul><ul><ul><li>Using information, skills, and concepts in new situations </li></ul></ul><ul><li>Level 1: Low </li></ul><ul><ul><li>Understanding and interpreting information </li></ul></ul><ul><ul><li>Acquiring and remembering new information </li></ul></ul>
    23. 24. Questioning and Bloom <ul><li>Place your Post-it notes on the appropriate sign </li></ul>“ Knowledge” “ Comprehension” “ Synthesis”
    24. 25. Supporting Higher-Order Thinking <ul><li>It is estimated that 90% of all test questions asked in the US are of “Low level” - knowledge and comprehension (Wilen, W.W., 1992) </li></ul><ul><li>“ Low level” doesn’t mean easy: </li></ul><ul><ul><ul><li>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 </li></ul></ul></ul><ul><li>“ High level” doesn’t mean hard: </li></ul><ul><ul><ul><li>Which movie did you like more, WALL-E or Cars ? Why? </li></ul></ul></ul>
    25. 26. Curriculum-Framing Questions <ul><li>Guide a unit of study and include: </li></ul><ul><ul><li>Essential Questions </li></ul></ul><ul><ul><li>Unit Questions </li></ul></ul><ul><ul><li>Content Questions </li></ul></ul>
    26. 27. Essential Questions <ul><ul><li>Are broad, open-ended questions </li></ul></ul><ul><ul><li>Address big ideas and enduring concepts </li></ul></ul><ul><ul><li>Often cross disciplines and help students see how subjects are related </li></ul></ul><ul><ul><li>Example: </li></ul></ul><ul><ul><ul><li>Why is math important to my life? </li></ul></ul></ul><ul><ul><ul><li>How does conflict produce change? </li></ul></ul></ul><ul><ul><ul><li>What lessons can be learned by running a city? </li></ul></ul></ul>
    27. 28. Unit Questions <ul><ul><li>Are open-ended questions that tie directly to a project or unit </li></ul></ul><ul><ul><li>Help students demonstrate the scope of their understanding of a subject </li></ul></ul><ul><ul><li>Examples: </li></ul></ul><ul><ul><ul><li>How important is measurement in building a home? </li></ul></ul></ul><ul><ul><ul><li>How are changes in economics a factor in war? </li></ul></ul></ul><ul><ul><ul><li>In the story, Charlotte’s Web , how do the animals’ different abilities help Wilbur survive and succeed? </li></ul></ul></ul><ul><ul><ul><li>How does stress on the environment impact biology? </li></ul></ul></ul>
    28. 29. Content Questions <ul><ul><li>Are fact-based, concrete questions </li></ul></ul><ul><ul><li>Have a narrow set of correct answers </li></ul></ul><ul><ul><li>Often relate to definitions, identifications, and general recall of information (example: questions found on a test) </li></ul></ul><ul><li>Examples: </li></ul><ul><ul><ul><li>How do you find the values of unknowns in equations? </li></ul></ul></ul><ul><ul><ul><li>What is a fable? </li></ul></ul></ul><ul><ul><ul><li>Who is the main character in To Kill a Mockingbird ? </li></ul></ul></ul><ul><ul><ul><li>How are volcanoes made? </li></ul></ul></ul><ul><ul><ul><li>Why is it cold in the winter when the sun is shining? </li></ul></ul></ul>
    29. 30. 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>
    30. 31. Complex Thinking Strategies <ul><li>Identify some complex thinking strategies being used in this video </li></ul>
    31. 32. 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>
    32. 33. Complex Thinking Strategies <ul><li>Identify some complex thinking strategies being used in this video </li></ul>
    33. 34. Technology and Complex Thinking <ul><li>Intel Thinking Tools http:// /education/tools </li></ul><ul><ul><li>Visual Ranking : Assign ranking to a list; and then debate differences, reach consensus, and organize ideas </li></ul></ul><ul><ul><li>Seeing Reason : Investigate relationships in complex systems </li></ul></ul><ul><ul><li>Showing Evidence : Construct well-reasoned arguments that are supported by evidence, using a visual framework </li></ul></ul>
    34. 35. 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
    35. 36. 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>
    36. 37. Authentic Assessment 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>
    37. 38. Engaged Learning <ul><li>Connect students to the world http:// / http:// </li></ul><ul><li>Learning Games </li></ul><ul><li>http:// </li></ul>
    38. 39. Lesson Plan Enrichment Activity <ul><li>Lesson Plan – Math: Fraction Blocks </li></ul><ul><li>Lesson Plan – Reading: Book Reports </li></ul><ul><li>( http://dadams- ) </li></ul><ul><li>Activity: </li></ul><ul><li>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. </li></ul>
    39. 40. Differentiated Instruction & Technology <ul><li>Adapting educational activities and instructional approaches to meet the needs of all students within a single classroom </li></ul><ul><li>Students vary in many ways: </li></ul><ul><li>Background Knowledge </li></ul><ul><li>Readiness </li></ul><ul><li>Language Skills </li></ul><ul><li>Learning Styles </li></ul><ul><li>Interests </li></ul><ul><li>more? </li></ul>
    40. 41. Differentiated Instruction
    41. 42. Differentiation - Content <ul><li>Student selection of topics/interests </li></ul><ul><li>Compacting the curriculum </li></ul><ul><li>Accelerated or remedial activities </li></ul><ul><li>Example: ThinkTank ( ) </li></ul>
    42. 43. Differentiation - Process <ul><li>Vary the expectations and requirements </li></ul><ul><li>Allow students to participate in setting goals </li></ul><ul><li>Combine group work with individual activities </li></ul><ul><li>Example: RubiStar and PBL Checklists </li></ul><ul><li>( ) </li></ul><ul><li>( ) </li></ul>
    43. 44. Differentiation - Product <ul><li>Allow students to demonstrate knowledge in a variety of ways </li></ul><ul><li>Vary performance expectations </li></ul><ul><li>Example: KidsVid and Web Poster Wizard </li></ul><ul><li>( http:// / ) </li></ul><ul><li>( ) </li></ul>
    44. 45. Video Games and HOTS <ul><li>“ Better theories of learning are embedded in the video games many children play than in the schools they attend.” </li></ul><ul><ul><li>James Paul Gee What Video Games Have to Teach Us About Learning and Literacy </li></ul></ul>
    45. 46. What kinds of theories? <ul><li>Student-centered learning </li></ul><ul><li>Peer teaching </li></ul><ul><li>Scaffolding </li></ul><ul><li>Feedback </li></ul><ul><li>Problem-solving </li></ul><ul><li>Empathy, role-play </li></ul><ul><li>Collaboration </li></ul><ul><li>Practice </li></ul><ul><li>Development of expertise </li></ul>
    46. 47. Agenda <ul><li>21 st Century Skills </li></ul><ul><li>Higher Order Thinking </li></ul><ul><li>Questioning </li></ul><ul><li>Complex Thinking Strategies </li></ul><ul><li>Authentic Assessment </li></ul><ul><li>Engaged Learning </li></ul><ul><li>Thinking Tools </li></ul><ul><li>Lesson Plan Enrichment </li></ul>
    47. 48. Resources <ul><li> </li></ul><ul><li> </li></ul><ul><li>Doug Adams </li></ul><ul><li>[email_address] </li></ul><ul><li>http:// </li></ul>