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Curriculum connections thompson 2

  1. Connecting 21 st Century Instruction with Student Achievement Matt Thompson Dan Winter August 23, 2010 Neshaminy’s Classrooms of the Future
  2. Source: Digital Natives “ Our students have changed radically. Today’s student’s are no longer the people our educational system was designed to teach” Source: Mark Prenksy 2001
  3. Formative Assessment Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.
  4. Curriculum Connections are BIG ideas:
  5. Things To Learn Along the Way
  6. Things To Observe Along the Way
  8. Importance of Play
  10. Bloom Taxonomy -an intersecting matrix of thought and knowledge. Discrete Thinking Operations What does it mean today to ask a student to do one of the following?????
  11. Complex Thinking Strategies Problem Solving Creative Problem Solving Decision-Making Reasoning Investigation Experimental Inquiry Reflective Thinking
  12. Bloom’s Taxonomy—Inverted Time = 80% Time = 20%
  14. L Evaluate Create Remember Analyze Understand Apply HOTS LOTS Higher Order Thinking Skills Lower Order Thinking Skills
  15. Instructional Strategies that Work! 1. Identifying similarities and differences 2. Summarizing and note taking 3. Reinforcing effort and providing recognition 4. Homework and practice 5. Nonlinguistic representations 6. Cooperative learning 7. Setting objectives and providing feedback 8. Generating and testing hypotheses 9. Cues, questions, and advance organizers
  16. Identifying similarities and differences Avg. Effect Size Percentile Gain No. Of ESs Standard Deviation 1.61 45 31 .31
  17. Identifying similarities and differences Read Write Think
  18. Identifying similarities and differences
  19. Identifying similarities and differences Mindmeister
  20. Summarizing and Note Taking Avg. Effect Size Percentile Gain No. Of ESs Standard Deviation 1.00 34 179 .50
  21. Summarizing and Note Taking Twitter
  22. Summarizing and Note Taking Flickr
  23. Summarizing and Note Taking Read Write Think
  24. Summarizing and Note Taking Evernote
  25. Summarizing and Note Taking A.nnotate
  26. Reinforcing effort and providing recognition Avg. Effect Size Percentile Gain No. Of ESs Standard Deviation .8 29 21 .35
  27. Reinforcing effort and providing recognition Have a book trailer contest!
  28. Reinforcing effort and providing recognition Give students their own blogs. Ask them to post their work for real-world recognition
  29. Reinforcing effort and providing recognition Let students publish articles on your blog!
  30. Reinforcing effort and providing recognition Podomatic Create a classroom podcast for the best booktalks
  31. Reinforcing effort and providing recognition Certificate Creator
  32. Homework and practice Avg. Effect Size Percentile Gain No. Of ESs Standard Deviation .77 28 134 .36
  33. Homework and practice Quia
  34. Homework and practice Homework Hub
  35. Homework and practice Homework Hub
  36. Homework and practice Quizlet
  37. Homework and practice Survey Monkey
  38. Homework and practice Audacity
  39. Nonlinguistic representations Avg. Effect Size Percentile Gain No. Of ESs Standard Deviation .75 27 246 .40
  40. Nonlinguistic representations
  41. Nonlinguistic representations Mindmaps and
  42. Nonlinguistic representations ToonDoo
  43. Nonlinguistic representations ToonDoo
  44. Nonlinguistic representations Voicethread
  45. Nonlinguistic representations Photo Story 3 for Windows Civil WAr
  46. Cooperative Learning Avg. Effect Size Percentile Gain No. Of ESs Standard Deviation .73 27 122 .40
  47. Cooperative Learning Wiki
  48. Cooperative Learning Storybird
  49. Setting objectives and providing feedback Avg. Effect Size Percentile Gain No. Of ESs Standard Deviation .61 23 408 .28
  50. Student Response Card Systems (Clickers) Setting objectives and providing feedback
  51. QUIA Setting objectives and providing feedback
  52. Setting objectives and providing feedback Matnificent With a blog, a teacher can provide feedback to students by replying to their comments.
  53. Google Docs Setting objectives and providing feedback
  54. Setting objectives and providing feedback Handipoints
  55. Generating and testing hypotheses Avg. Effect Size Percentile Gain No. Of ESs Standard Deviation .61 23 63 .79
  56. Generating and testing hypotheses Invention at Play
  57. Generating and testing hypotheses Amusement Park Physics
  58. Generating and testing hypotheses Exploratorium
  59. Generating and testing hypotheses Nobel Prize Ed. Games
  60. Generating and testing hypotheses PBS Building Big
  61. Generating and testing hypotheses FlyBy Math
  62. Cues, questions, and advance organizers Avg. Effect Size Percentile Gain No. Of ESs Standard Deviation .59 22 1.251 .26
  63. Cues, questions, and advance organizers Webspiration
  64. Cues, questions, and advance organizers Text2Mindmap
  65. Cues, questions, and advance organizers WiseMapping
  66. Nonfiction Reading Bloglines
  67. Bloglines Nonfiction Reading
  68. Turning Up the H.E.A.T.
  69. How much ‘HEAT’ is in your classroom?
  70. The Key
  71. Rollout Plan for N.S.D

Editor's Notes

  1. Press F5 or enter presentation mode to view the poll If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone. In an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser:
  2. Introduction Could ask for a show of hands to find out how many use Bloom’s, then Bloom’s 2.0 in their work with teachers. Remind then we have used the Anderson, Krathwohl Bloom’s 2.0 (2001) since the inception of CFF. Anderson worked with Bloom. Bloom knew the original needed review. Thus, Bloom’s 2.0 Bloom’s and colleagues decided to use Verbs to focus on the ACTION of the student. Foundation Familiarity with Bloom’s Cognitive Domain and the Bloom’s 2.0 Domain is necessary. The Discrete Thinkiing Skills associated with each level are important, but teachers need to design learning environments that support complex thinking skill strategies.
  3. Background: Direct participants to download the ThinkingSkillsClassification.pdf document on the moodle. This document can/should be used during co-planning collaborations and lesson review to ensure complex thinking is incorporated into projects and activities.. Activity using the Thinking Skills Document: (Lessons Learned!) While there is not much time, it is important to have the participants look at the observables surrounding these Complex Thinking Skills strategies as these play a role in the final activity for Bloom’s. PLEASE ADAPT AS NEEDED BASED ON NUMBERS. Smaller groups may have to use this differently. Point out the Connection between the Discrete Bloom’s and the Complex thinking strategies… Suggestion: (Adapt as needed) Given there are 6 major (Reflective Thinking should be an opportunity for students multiple times throughout the learning) Divide tables into 6 groups. Assign each group one Complex Thinking Strategy--I.e., Table 1 = Problem Solving, Table 2 = Creative Problem Solving, etc. Point out that Reflective Thinking is critical to every learning opportunity, but for this activity, they will be concentrating on one of the others. Ask each group to… Determine Reporter, Recorder Read and reflect on the observables associated with the assigned Complex Thinking Strategy Any Subject/Any Grade Level: Have tablemates quickly provide a concrete example within a subject area of what the students would “do” to demonstrate they are using the observables indicated in the Complex Thinking Strategy. This could be something they as former teachers have done or one that they have seen in a classroom or one they make up now as they reflect on the strategy. The overall goal is to make sure at least one of these strategies is part of the learning experience in order for the learning experience to be called a Higher Order Thinking Skills Activity and tied to a Higher Level of Bloom’s. Ask participants to Share out. Capture responses Get a reading from them on how hard/easy this was. Remind participants to use the ThinkingSkillsStrategies.pdf to guide the co-planning and learning design to ensure students are being asked to think at higher levels.
  4. Background/Foundation Look carefully at this slide. Bloom’s is turned upside down. The purpose is to make the direct connection to the vision of CFF and 21st Century Teaching and Learning whereby students are engaged in learning activities that are focused at the Higher levels of Cognitive demand. As we look at time related to purpose/learning experience, there is a need to ensure we (educators/teachers) design learning experiences that enable students to work at Higher Order Thinking. This requires a critical look at the work educators ask students to perform. This does not imply there is no need for foundational skills, rather, it helps us work toward the ideal. Turning Bloom’s “upside down” allows for reflection on where to focus time…20% on Foundation-LOTS-and 80% on HOTs. Concern over high stakes testing should be met with analysis of current learning environments. See Note C. below. Notes A: Web 2.0 tools in this diagram are arbitrarily placed. Focusing on the tool and Bloom’s alone is not sufficient. B, See reference below for inspiration for the inverted Bloom’s C. Consider learning experience for faculty…To assist administrators and teachers with analysis of the types of questions on the standardized test (PSSA), and the cognitive demand, have teachers and administrators evaluate Released Test items. This may help guide the discussion about the amount of time spent at the lower vs. higher levels…depending on the released items. References: Adapted from Mike Fisher’s graphic : Visual Blooms. (n.d.). Retrieved January 12, 2009, from ; Based on: Wineburg, S. & Schneider, J. (2009, October 2). Inverting Bloom’s Taxonomy. Education Week . Retrieved from
  5. Notes: While Bloom’s has often been looked at as a linear progressions from LOTS to HOTS similar to Piagetian theory, as we look at learning, we understand…learning is “messy” and may not occur in a linear progression. That said, the analysis of the end result may indicate each of the levels was used to achieve the end, but not necessarily in the order depicted on the linear chart. To acknowledge the varied learning of students, and the outcome of a conversation at PDE, the result is “Circular Bloom’s.” Ask participants to think about how they learn. Ask rhetorically if they think they learn in a linear fashion going from Remember to Understand, etc.? Some may, but others may learn from doing and recursively going back to fine tune thinking thus moving from gathering facts to apply to evaluate to thinking (complex0 welll, that didn’t work, and revising thinking…Learning is messy and fun! Participants should understand: Focus is on Instruction first, then choice of tool, not the other way around. No tool in search of a purpose or use Foundation: Direct Participants to the Circle Each Category comes in with associated tools Tools are arbitrarily selected and placed within the Bloom’s level Tools have no value unless instructional purpose is established prior to selection of tool It is NOT about the competency with the tool, but the instructional objective and student compentency related to Curriculum… the tool is a support. All items are “clickable” Demonstrate by clicking on one of the Categories, I.e., Remember--this will take you to Andrew Churches’ for that Bloom category. Demo and remind about NZ English spelling vs. US Demonstrate clicking on a tool icon as that will take the participant to the home page for that tool. Lead into the activity…See next slides. The next slides provide step-by-step for participants. Co Designed by: Joanne Romano, Ed.D. & Jim Gates—PDE Mentors, CFF/21st Century Teaching and Learning
  6. Kids in the control group who averaged 50 Kids in the treatment group averaged 95
  7. Compare food in Japan to food in CT. Compare anything!
  8. Free web application for brainstorming online. Compare the Aztec the Inca – which made the most important impact on . . .
  9. Collaborative Online mind mapping!
  10. Microblogging – you may not do it or see the point of it, but if you teach middle or high school, chances are your students do. If you have elementary students, it won’t be long before this new social media is part of their lives.
  11. You can have students link to your notebook You can have students email their notes/work to you Students can save work online
  12. Upload your own document or image or use something from the web. Here I used an article from NPR to make notes. You can change balloon colors and print from the browser. This app could also be featured under the “cooperative learning” section because multiple users can make notes.
  13. Podcasting: Best booktalks to be recorded in Voicethread and published Or recorded using Audacity and published
  14. Wow, create flashcards, matching, concentration, word search, battleship, cloze, hangman, rags to riches, jumbled words and many more. Also create quizzes or surveys.
  15. S
  16. Or, have students create the audio to Practice speaking in a foreign language Practice reading a poem aloud – practice alliteration,
  17. So easy Add images and your voice if you want: Everyone else can comment. Do booktalks, create a dragon slideshow for art; the one on the left is pictures from around the school of shapes being studied by kindergartners: squares, circles, etc.
  18. One of the most powerful and useful tools for student learning that can be used in many of these categories is a wiki. Here students can contribute work, collaborate, look at other student work, reflect on the process.
  19. Recipes
  20. Activating Prior Knowledge
  21. Let’s brainstorm everything we know about to activate prior knowledge
  22. Cue prior knowledge with a slideshow Cue prior knowledge with a word wall
  23. Remember, activating students prior knowledge is very powerful. Brainstorm everything you know about . . .save it and add to it as you go, go back to it throughout the unit to see if it needs updating. Put it somewhere that kids can get to it.
  24. This one is added in as a tenth ETS,