5. Intel Visual Ranking Tool Synthesis. “ When students use the comparison feature they begin to construct new knowledge”.(Intel) Evaluation. “ To rank an item, a student must establish and apply criteria, apply a value to each item based on the criteria, and justify that placement with a comment”. ( Intel)
10. Seeing Reason Tool “ Students organize the factors that influence or affect a problem and show how these factors interact with each other in cause-and-effect relationships”. (Intel)
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Editor's Notes
Critical teaching skills important How to achieve?
• Free • High Quality • Supported by Research • Online • Easy • K-12>All subject areas
EASY SET-UP: No student emails>set up very quick>no hassles> RESOURCES: Lesson plans/project ideas K-12 ASSESSMENT RUBRICS: Not really touched on here>extensive searchable library>high quality
• ENTAILS>priorities>decision making>justifying with rationale>reflection • • MECHANICS: Teacher lists 7-10 items> groups rank>rational • OPTIONAL >teacher can ask groups to confer on differences>require some reconciliation • • RECOMMENDED> team members to agree on the position of each item in the ordered list. • STRATEGIES>Provided on Intel site • • Consider projects where comparisons with earlier lists can lead to reflection on learning. • Have two teams negotiate to get their lists more similar. • • POSSIBLE TOPICS/PROMPTS: • • Put this list of inventions in order of their importance to modern life • Rank these presidents in terms of their impact on civil rights
Benefits>Address the higher level’s of Bloom’s Taxonomy Domain
Intel noted the following teaching strategy using ordered lists from the landmark book How People Learn. • “ Ninth-grade history teacher has students list important artifacts from the past. • • Throughout the year, as they gain new knowledge, students return to the list. • • They articulate and discuss what constitutes historical significance that underlies the order of the list, and revise and elaborate on the rules for determining historical significance. • • By ordering artifacts by their historical significance and discussing the underlying rules, students go beyond memorizing facts and dates of historical events. • • They develop a deep understanding of the interpretive nature of history, which is one of the fundamental principles of the discipline.” (Intel) Intel provides: detailed high quality lesson AND unit plans with resources all necessary resources • • Rubrics, assessments, standards • Project ideas • Strategies
• Categorize and interpret the evidence. • Weigh the evidence • Use evidence to support their conclusion RIGHT COLUMN: • Students gather evidence for and against a claim. • • Checks indicate what students thought of the 1. quality of the evidence 2. the reliability of the source • Both require critical thinking • • Double click on the evidence • 1. Student sources used 2. Rational of the reliability of sources • MIDDLE COLUMN • 1. Evidence that supports a claim is “attached” to the claim • • LEFT HAND COLUMN • • Students provide • 1. Reason why the claim is valid or not 2. Rate how well the evident supports the claim. •
• Intel claims based research reports (see Intel site). • • Students using the Showing Evidence Tool • 1. Become more analytical (Higher Order Thinking Skill) ● 2. To “defend” an argument, students become more knowledgeable on the topic.
Jack and the Beanstalk : Is being bad for a good reason ever OK? Students read and discuss the fairy tale, Jack and the Beanstalk , then decide whether Jack should be deemed a hero. Using the Showing Evidence Tool to structure their support, students print out their project work from the tool and write a persuasive essay to answer the question of Jack’s heroism. (Intel) Curriculum-Framing Questions Essential Questions Is being bad for a good reason ever OK? Unit Questions • What are the traits of a hero? • • When is it stealing OK? Content Questions • Which character traits does Jack possess? • • How do choices by characters affect the outcome of a story? Source: (Intel)
• Given Topic: “What Causes Traffic Jams?” • • Tool Creates Maps of “Cause and Effect” • Great for visual learners • • Requires students to understand and then to explain relationships • • Map “Legend” • 1. Red arrows are factors that lead to decreases 2. Blue arrows are factors that lead to increases 3. Thicker lines>greater impact
• Ri • Ri • Richard III : How has our world been impacted by abuse of power? • • Grade 12, English • • Central Question: How does the world Richard creates contribute to his own dissatisfaction and eventual demise? • Students us the map as results for writing a character analysis of Richard III.
I offer one-on-one assistance>classroom support. Theses tools are winners>please give them your consideration. Interested in electronic version of .ppt with links name on list or email me.
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