This document outlines strategies and concepts for developing higher-order thinking skills in 21st century learners. It discusses revisiting Bloom's taxonomy, developing metacognition, and applying Torrance's concepts of problem solving and creativity. Some specific strategies mentioned include using graphic organizers, teaching problem solving methods, encouraging creative thinking through activities like mind movies, and teaching question-answer relationships. The document emphasizes developing fluency, flexibility, elaboration, and originality in student thinking.
Effectively Differentiating Mathematics Instruction to Help Struggling StudentsDreamBox Learning
Donna Knoell will offer ideas for blended learning strategies to help students understand mathematical concepts, increase achievement, and enhance confidence. Learn how to incorporate vocabulary, problem solving strategies, and manipulatives to help students develop reasoning skills and proficiency.
Join the discussion of issues including:
• Using blended learning strategies to increase mathematical achievement
• Integrating mathematical discourse to help students develop effective reasoning skills and proficiency
• Combining manipulatives and problem solving strategies in the classroom
Effectively Differentiating Mathematics Instruction to Help Struggling StudentsDreamBox Learning
Donna Knoell will offer ideas for blended learning strategies to help students understand mathematical concepts, increase achievement, and enhance confidence. Learn how to incorporate vocabulary, problem solving strategies, and manipulatives to help students develop reasoning skills and proficiency.
Join the discussion of issues including:
• Using blended learning strategies to increase mathematical achievement
• Integrating mathematical discourse to help students develop effective reasoning skills and proficiency
• Combining manipulatives and problem solving strategies in the classroom
This presentation was given by David Waugh at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
Learn from two dyslexic UX designers and one UX researcher as they journey through what it means to see the world from different perspectives and how to harness this power for design thinking. Dive into the dyslexic perspective and learn techniques to help you solve complex problems and unlock your creative potential.
The talk was given at Big (D)esign / September 2017
By:
Jennifer Keene-Moore
Anita Barraco Cator
Sophi Marass
Due Midnight Sunday of Unit 4. KEY ASSESSME.docxsagarlesley
Due: Midnight Sunday of Unit 4.
KEY ASSESSMENT
This assignment will require you to plan an Engineering Challenge using the format provided in the
attached “Design Challenge Planning Template”. It must include a state early learning standard, be
developmentally appropriate and intentional in design, and meet the needs of all the students.
Remember to include vocabulary words that will enhance the concepts you are planning. The
requirements for your design challenge are as follows:
1. Choose a children’s book. Typically, a fiction picture book for this assignment will work. A good
fiction picture book contains a beginning, a middle and an end. It will also have a problem which will
lead to a conflict, and then possible resolutions and completion with a satisfying ending. There may
be more than one conflict that needs attention. This is where we can see the impact of an
engineering experience.
2. Create a Design Loop
A. What is the problem?
B. Brainstorm solutions.
C. Create the solution you think is best.
D. Test your solution.
E. Evaluate your solution.
Discuss the problem that the story’s characters are experiencing. Consider this example:
Read the story Goldilocks and the Three Bears. After reading the story, the children decide that
Goldilocks needs a new bed. That is the challenge that needs to be solved!
The class will suggest materials they would need to create a new bed for her.
They will discuss how materials might connect with each other, what materials are made of, and
specific properties.
These are all important concepts that will make this experience fruitful.
Draw a plan, build or create it, and try it out. The children will need to revise it (reiterate),
making the plan better. They will then be able to show the finished project and explain how it will
work.
Evaluate the solution. Which other STEM concepts did you use?
Which materials are going to make the bed as soft as she wants? (Science)
Did you take a picture of the bed with a camera? (Technology)
Did you measure the space you will need for the mattress? (Mathematics)
3. Family and Community Engagement
Your planned experience needs to engage the family and community. How will you help children’s
families recognize the steps in critical thinking while problem solving an authentic dilemma? Can the
children with their families find items in their homes and/or community that are “too something”?
Examples:
a book that is too hard to read
a light that is too bright
a cat that is too sleepy
a store counter that is too tall
CHS250 – STEM in ECE
Engineering Design Challenge Assignment & Rubric
Students: Be sure to read the criteria, by which your paper/project will be evaluated,
before you write, and again after you write.
Evaluation Rubric for Engineering Design Challenge Assignment: 70 points
NAEYC/ECTC Standard 4 3 2 1
Exemplary Proficient Adequat ...
http://www.create-learning.com
Creativity to Innovation program.
People that wish to remain competitive in the today’s environment must develop their capacity to generate creative ideas and then use their talent well to transfer these ideas into innovative practices. This leads to new processes and improved methods for the best use of existing resources, and increases the ability to solve problems and implement solutions that enhance their lives and work. In addition to broadening their personal capacity for creativity and innovation, leaders are better able to implement innovative ideas into their existing practices.
http://www.create-learning.com Creativity to Innovation program at Syracuse University. People that wish to remain competitive in the today’s environment must develop their capacity to generate creative ideas and then use their talent well to transfer these ideas into innovative practices. This leads to new processes and improved methods for the best use of existing resources, and increases the ability to solve problems and implement solutions that enhance their lives and work. In addition to broadening their personal capacity for creativity and innovation, leaders are better able to implement innovative ideas into their existing practices.
This presentation was given by David Waugh at the international conference “Fostering creativity in children and young people through education and culture” in Durham, United Kingdom on 4-5 September 2017.
Learn from two dyslexic UX designers and one UX researcher as they journey through what it means to see the world from different perspectives and how to harness this power for design thinking. Dive into the dyslexic perspective and learn techniques to help you solve complex problems and unlock your creative potential.
The talk was given at Big (D)esign / September 2017
By:
Jennifer Keene-Moore
Anita Barraco Cator
Sophi Marass
Due Midnight Sunday of Unit 4. KEY ASSESSME.docxsagarlesley
Due: Midnight Sunday of Unit 4.
KEY ASSESSMENT
This assignment will require you to plan an Engineering Challenge using the format provided in the
attached “Design Challenge Planning Template”. It must include a state early learning standard, be
developmentally appropriate and intentional in design, and meet the needs of all the students.
Remember to include vocabulary words that will enhance the concepts you are planning. The
requirements for your design challenge are as follows:
1. Choose a children’s book. Typically, a fiction picture book for this assignment will work. A good
fiction picture book contains a beginning, a middle and an end. It will also have a problem which will
lead to a conflict, and then possible resolutions and completion with a satisfying ending. There may
be more than one conflict that needs attention. This is where we can see the impact of an
engineering experience.
2. Create a Design Loop
A. What is the problem?
B. Brainstorm solutions.
C. Create the solution you think is best.
D. Test your solution.
E. Evaluate your solution.
Discuss the problem that the story’s characters are experiencing. Consider this example:
Read the story Goldilocks and the Three Bears. After reading the story, the children decide that
Goldilocks needs a new bed. That is the challenge that needs to be solved!
The class will suggest materials they would need to create a new bed for her.
They will discuss how materials might connect with each other, what materials are made of, and
specific properties.
These are all important concepts that will make this experience fruitful.
Draw a plan, build or create it, and try it out. The children will need to revise it (reiterate),
making the plan better. They will then be able to show the finished project and explain how it will
work.
Evaluate the solution. Which other STEM concepts did you use?
Which materials are going to make the bed as soft as she wants? (Science)
Did you take a picture of the bed with a camera? (Technology)
Did you measure the space you will need for the mattress? (Mathematics)
3. Family and Community Engagement
Your planned experience needs to engage the family and community. How will you help children’s
families recognize the steps in critical thinking while problem solving an authentic dilemma? Can the
children with their families find items in their homes and/or community that are “too something”?
Examples:
a book that is too hard to read
a light that is too bright
a cat that is too sleepy
a store counter that is too tall
CHS250 – STEM in ECE
Engineering Design Challenge Assignment & Rubric
Students: Be sure to read the criteria, by which your paper/project will be evaluated,
before you write, and again after you write.
Evaluation Rubric for Engineering Design Challenge Assignment: 70 points
NAEYC/ECTC Standard 4 3 2 1
Exemplary Proficient Adequat ...
http://www.create-learning.com
Creativity to Innovation program.
People that wish to remain competitive in the today’s environment must develop their capacity to generate creative ideas and then use their talent well to transfer these ideas into innovative practices. This leads to new processes and improved methods for the best use of existing resources, and increases the ability to solve problems and implement solutions that enhance their lives and work. In addition to broadening their personal capacity for creativity and innovation, leaders are better able to implement innovative ideas into their existing practices.
http://www.create-learning.com Creativity to Innovation program at Syracuse University. People that wish to remain competitive in the today’s environment must develop their capacity to generate creative ideas and then use their talent well to transfer these ideas into innovative practices. This leads to new processes and improved methods for the best use of existing resources, and increases the ability to solve problems and implement solutions that enhance their lives and work. In addition to broadening their personal capacity for creativity and innovation, leaders are better able to implement innovative ideas into their existing practices.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
7. 7
• LEARNER-CENTERED CLASSROOM AND PERSONALIZED
INSTRUCTIONS
• LOOK AT STUDENTS AS PRODUCERS
• LEARN NEW TECHNOLOGIES (CHECK
WWW.LYNDA.COM)
• GO GLOBAL
• BE SMART AND USE SMART PHONES
• BUILD YOU OWN DIGITAL FOOTPRINT
• BLOG
• COLLABORATE
• CONNECT
• PROJECT-BASED LEARNING
• INNOVATE
• KEEP LEARNING
9. 9
This is when our learners use
complex ways to think about
what they are learning.
10. WHAT IS HOTS?
THIS REQUIRES LEARNERS
• TO UNDERSTAND FACTS
• INFER FROM THEM
• CONNECT THEM TO OTHER FACTS AND CONCEPTS
• CATEGORIZE THEM
• MANIPULATE THEM
• PUT THEM TOGETHER IN A NEW OR NOVEL WAY
• APPLY THEM AS THEY SEEK NEW SOLUTIONS TO PROBLEMS
10
15. 15
Metacognition is awareness of
one’s own thought processes.
Metacognition refers to higher
order thinking which involves
active control over the
cognitive processes engaged in
learning.
16. 16
Activities such as
• planning how to approach a
given learning task,
• monitoring comprehension,
• and evaluating progress
toward the completion of a
task are metacognitive in
nature.
17. 17
“I make the learner become aware
of his accountability to learn for his
own sake and clarify my role in his
learning.”
22. FLUENCY
Production of a great number of
ideas
Key Words: compare, convert,
count, define, describe, explain,
identify, label, list, match, name,
outline, paraphrase, predict,
summarize
23. Application Activities:
• Trace a picture and label the parts
• Outline an article you find on your
topic
• How many uses can you think of for
a clothes hanger?
• List 10 things that are commonly
red or contain red.
24. FLEXIBILITY
Production of ideas that show
variety of possibilities or realms of
thought
Key Words: change, demonstrate,
distinguish, employ, extrapolate,
interpolate, interpret, predict
25. Application Activities
• What would happen if …there
were no automobiles?
• How would you feel if …you were
invisible for a day?
• How would you group the ideas
about “red” into categories?
26. ELABORATION
Enhancing ideas by providing more
details. Additional detail and clarity
improves interest in, and understanding
of, the topic.
Key Words: appraise, critique,
determine, evaluate, grade, judge,
measure, select, test
27. Application Ideas
• Tell your classmate about your last
family feast using as many details as
possible
• What can you do…to improve its quality
or performance?
• Describe all the possible characteristics
of the red quality in a wagon.
28. ORIGINALITY
Production of ideas that are unique or
unusual; putting info together in a new
way
Key Words: compose, create, design,
generate, integrate, modify, rearrange,
reconstruct, reorganize, revise
29. Application Ideas
• Find an original use for ___.
• What is the strangest way to get
out of bed?
• Design a new ___ that is better
than the one you have.
• Write an unusual title for the
ideas about red.
36. 36
Riddle
A man has married 20 women in
small town. All of the women are
still alive and none of them are
divorced. The man has broken
no laws. Who is this man?
37. The Candle Problem
You are given a box of thumbtacks, and a book of matches.
Affix the candle to the wall so that it will not drip wax onto the
table.
38.
39. 39
Apply problem solving skills
(a) There are 200 marbles in a box. All
marbles are either red or blue. If there
are 40 more red marbles than blue, how
many red marbles are there in the box?
A. 40
B. 80
C.120
D.160
E. 180
52. 52
7. Encourage creative thinking
Let them INVENT, IMAGINE,
DESIGN what they are
thinking.
Let’s use our creative sense to
help our learners utilise HOTS.
Let’s make them think ‘outside of
the box.’
53. 53
8. Use Mind Movies
When concepts being taught are hard,
encourage learners to create a movie
in their mind.
54. 54
9. Teach learners to elaborate their
answers and talk about what they are
learning
