The “Creative Thinking for the 21st Century” presentation, given at the AFACCT Conference in January 2015, examined how educators can embed 21st century skills into their teaching curriculum. The goal was to show that by using innovative teaching and learning processes students gain skills in collaboration and team building, enhanced communication through presentation, and applied analysis of information. Teaching and learning strategies to engage students to think differently about their own learning and to move beyond critical thinking to creative thinking was emphasized.
Teaching Higher Order Thinking & 21st Century SkillsTimothy Wooi
Higher Order Thinking and 21st Century Skills
I. Introduction of Higher-Order Thinking (H.O.T.) and Why?
II. Bloom’s Cognitive Taxonomy
III. Why Do We Want to Teach
Higher-Order Thinking?
IV. How Do We Teach Higher- Order
Thinking?
V. The High Investment of Higher-
Order Thinking
Ritchhart (2007) Education Quarterly Australia 1 The.docxWilheminaRossi174
Ritchhart (2007) Education Quarterly Australia
1
The Seven Rʼs of a Quality Curriculum
Ron Ritchhart
Project Zero, Harvard Graduate School of Education
To teach for understanding, teachers must be able to identify the big
ideas of their subject and know what it is they truly want students to
understand. They also must engage students in understanding
performances, that is, opportunities for actively building personal
understanding, and provide meaningful feedback on learning as it
unfolds. It is at this intersection of big ideas, understanding goals,
performances, and assessment feedback that curriculum lives, in what I
call the enacted curriculum.
Over the past fifteen years I have worked with teachers exploring the
enacted curriculum of understanding. During that time I’ve had the
opportunity to reflect on the qualities that make an activity, a unit, a
curriculum something that effectively engages students in developing a
deeper understanding. Seven common criteria emerge: rigorous,
rewarding, real, requires independence, rich in thinking, revealing, and
reflective. I present these here as guidelines for the planning, enacting,
and evaluating of a curriculum focused on understanding.
Ritchhart (2007) Education Quarterly Australia
2
Rigorous
What does it mean for a curriculum itself to be rigorous? For a task or a
lesson? Rather than think of difficulty, I think in terms of affordances. A
rigorous curriculum embodies and affords students opportunities to
develop a deeper understanding and not just show what they already
know. Too often curricula state carefully defined objectives that put an
unintentional cap on students’ understanding and obscure the big ideas of
the discipline, leading to superficial coverage. A rigorous curriculum
must point the direction for learning but be open enough to extend
students’ understanding beyond a minimal outcome.
When I look at an activity a class is to do, I ask myself, “How can
students further their learning of big disciplinary ideas through this task?
How does this task launch the learning but avoid truncating it?” I also
ask myself if students can do a particular task without understanding, by
merely walking through the steps or repeating back information. If so,
that performance doesn’t offer the rigor of understanding.
Real
Disciplinary learning can be thought of as a process by which individuals
gradually increase their participation in communities of practice. As
such, a curriculum that builds understanding must look to engage
students in authentic disciplinary activities so that students’ classroom
activities mirror the real work of adults in the field. Rather than learning
about math, science, writing, history, and so on, students must become
mathematicians, scientists, authors, and historians to build true
disciplinary understanding. When a topic is assigned to a curriculum, we
need to ask: When, where, and ho.
The “Creative Thinking for the 21st Century” presentation, given at the AFACCT Conference in January 2015, examined how educators can embed 21st century skills into their teaching curriculum. The goal was to show that by using innovative teaching and learning processes students gain skills in collaboration and team building, enhanced communication through presentation, and applied analysis of information. Teaching and learning strategies to engage students to think differently about their own learning and to move beyond critical thinking to creative thinking was emphasized.
Teaching Higher Order Thinking & 21st Century SkillsTimothy Wooi
Higher Order Thinking and 21st Century Skills
I. Introduction of Higher-Order Thinking (H.O.T.) and Why?
II. Bloom’s Cognitive Taxonomy
III. Why Do We Want to Teach
Higher-Order Thinking?
IV. How Do We Teach Higher- Order
Thinking?
V. The High Investment of Higher-
Order Thinking
Ritchhart (2007) Education Quarterly Australia 1 The.docxWilheminaRossi174
Ritchhart (2007) Education Quarterly Australia
1
The Seven Rʼs of a Quality Curriculum
Ron Ritchhart
Project Zero, Harvard Graduate School of Education
To teach for understanding, teachers must be able to identify the big
ideas of their subject and know what it is they truly want students to
understand. They also must engage students in understanding
performances, that is, opportunities for actively building personal
understanding, and provide meaningful feedback on learning as it
unfolds. It is at this intersection of big ideas, understanding goals,
performances, and assessment feedback that curriculum lives, in what I
call the enacted curriculum.
Over the past fifteen years I have worked with teachers exploring the
enacted curriculum of understanding. During that time I’ve had the
opportunity to reflect on the qualities that make an activity, a unit, a
curriculum something that effectively engages students in developing a
deeper understanding. Seven common criteria emerge: rigorous,
rewarding, real, requires independence, rich in thinking, revealing, and
reflective. I present these here as guidelines for the planning, enacting,
and evaluating of a curriculum focused on understanding.
Ritchhart (2007) Education Quarterly Australia
2
Rigorous
What does it mean for a curriculum itself to be rigorous? For a task or a
lesson? Rather than think of difficulty, I think in terms of affordances. A
rigorous curriculum embodies and affords students opportunities to
develop a deeper understanding and not just show what they already
know. Too often curricula state carefully defined objectives that put an
unintentional cap on students’ understanding and obscure the big ideas of
the discipline, leading to superficial coverage. A rigorous curriculum
must point the direction for learning but be open enough to extend
students’ understanding beyond a minimal outcome.
When I look at an activity a class is to do, I ask myself, “How can
students further their learning of big disciplinary ideas through this task?
How does this task launch the learning but avoid truncating it?” I also
ask myself if students can do a particular task without understanding, by
merely walking through the steps or repeating back information. If so,
that performance doesn’t offer the rigor of understanding.
Real
Disciplinary learning can be thought of as a process by which individuals
gradually increase their participation in communities of practice. As
such, a curriculum that builds understanding must look to engage
students in authentic disciplinary activities so that students’ classroom
activities mirror the real work of adults in the field. Rather than learning
about math, science, writing, history, and so on, students must become
mathematicians, scientists, authors, and historians to build true
disciplinary understanding. When a topic is assigned to a curriculum, we
need to ask: When, where, and ho.
* MODELING AND BUILDING MUTUAL RESPECT: TEACHER/STUDENT, STUDENT/STUDENT INTERACTION
* MODELING AND BUILDING MUTUAL RESPECT: TEACHER/STUDENT, STUDENT/STUDENT INTERACTION
* USING CONTRACTS TO BUILD INTRINSIC MOTIVATION
* IMPLEMENTING CLASS MEETINGS
Dalam perlaksanaan PBS , Kementerian Pelajaran telah menerapkan HOTS sebagai suatu penilaian akademik menjelang PMR, PBS pada tahun 2014. Oleh itu para guru perlu membuat persediaan yang mantap bagaimana HOTS ini perlu diserapkan ke dalam minda pelajar.
Teacher Resource Guidebook - Key Resources List ~ tessafrica.net ~ For more information, Please see websites below:
`
Organic Edible Schoolyards & Gardening with Children =
http://scribd.com/doc/239851214 ~
`
Double Food Production from your School Garden with Organic Tech =
http://scribd.com/doc/239851079 ~
`
Free School Gardening Art Posters =
http://scribd.com/doc/239851159 ~
`
Increase Food Production with Companion Planting in your School Garden =
http://scribd.com/doc/239851159 ~
`
Healthy Foods Dramatically Improves Student Academic Success =
http://scribd.com/doc/239851348 ~
`
City Chickens for your Organic School Garden =
http://scribd.com/doc/239850440 ~
`
Huerto Ecológico, Tecnologías Sostenibles, Agricultura Organica
http://scribd.com/doc/239850233
`
Simple Square Foot Gardening for Schools - Teacher Guide =
http://scribd.com/doc/239851110
About a month ago I hosted the first ever Photography Wine Night. During that evening's events, I shared some of the very basic concepts needed to understand digital SLR usage. Stay posted for future Photography Wine Night events!
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.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Embracing GenAI - A Strategic ImperativePeter 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.
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
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
1. Creating an Effective and
Proactive Learning Environment
Graduate Teaching Assistant, Sarah Cress
Art Ed 4273
2. MoStep Madness Agenda…
• MoStep Five Wrap-Up
• Xtranormal Videos
• Sketchbook Prompt
• Classroom Rules and
Regulations Brainstorm
• MoStep Six, Can I Have a
Volunteer?!
• Motivation Theories…
A Review/Discussion
• Break
• Decision Making vs. Problem
Solving
• Artifact Brainstorm
3. Sketchbook Prompt…
Think back to your earliest
school-based memory.
What rules did your
teacher set for you
classroom setting?
Describe the expectations
you recall.
4. Food for Thought…
“I’m a teacher. A
teacher is someone
who leads. There is
no magic here. I do
not walk on water. I
do not part the sea. I
just love children.”
- Marva Collins
5. Set the Scene for Productivity…
Working in pairs, create a
poster that you could
theoretically hang in your
future classroom space.
This poster must be
aesthetically appealing
while also detailing your
expected rules and
regulations.
6. MoStep Six…
• 1.2.6 The preservice teacher uses an understanding of
individual and group motivation and behavior to create a
learning environment that encourages positive social
interaction, active engagement in learning and self-
motivation.
• Performance Indicators: The preservice teacher
• 1.2.6.1 knows motivation theories and behavior
management strategies and techniques;
• 1.2.6.2 manages times, space, transitions and activities
effectively;
• 1.2.6.3 engages students in decision making.
7. MoStep Six Rubric…
The preservice teacher provides exemplary
evidence of not only knowing but also applying
motivation theories and behavior management
strategies and techniques to create a collaborative,
participatory and individualized learning
environment that encourages positive social
interaction, active engagement in learning and
self-motivation. The preservice teacher
demonstrates the capacity to actively engage
students in their own learning and the effort to
encourage all students to set, monitor and adjust
their learning goals and behavior.
8. Invisible Classroom Management…
Foundation
Foundation Prevention
Prevention Intervention
Intervention
- Anticipate problems - Hold your ground - Rules and
- Make decisions - Positive connections consequences
- Teach content - Teaching procedures - Breaking the cycle
- Teach procedures - Consistency
and behavior - Lesson design
- Maintain inner
authority
- Ask for help
- Take care of yourself
9. Operant Conditioning…Without the Label…
“According to Skinner,
supplying the correct answer--
and being informed by the
program that it is the correct
answer--motivates the student to
go on to the next frame; and as
the student works through the
program, the desired terminal
behavior is achieved.”
Source: Teaching concepts - motivation. Retrieved from
http://college.cengage.com/education/pbl/tc/motivate.html
10. Let’s Brainstorm!
Students have been trained to behave in an
educational suitable domain. Within groups of
two to three, brainstorm suitable ways in
which you would “reward” students in the art
classroom domain.
11. Cognitive Development…Yes, It’s Normal…
“Piaget proposes that children possess an inherent
desire to maintain a sense of organization and
balance in their conception of the world
(equilibration). A sense of equilibration may be
experienced if a child assimilates a new
experience by relating it to an existing scheme, or
the child may accommodate by modifying an
existing scheme if the new experience is too
different.”
Source: Teaching concepts - motivation. Retrieved from http://college.cengage.com/education/pbl/tc/motivate.html
http://college.cengage.com/education/pbl/tc/motivate.html
12. Existing Scheme…What is in the World Is That!?
During your internship
experience, how have
you attempted to relate
to the living context of
your students? In other
words, how have you
correlated your
students’ lives, to the
subjects you have
touched upon? Why is
this practice important?
13. Achievement…A Loaded Term
“Individuals with a high need for achievement
have a stronger expectation of success than they
do a fear of failure for most tasks and therefore
anticipate a feeling of pride in accomplishment.
Individuals with a low need for achievement
avoid such tasks because their fear of failure
greatly outweighs their expectation of success,
and they therefore anticipate feelings of shame.”
Source: Teaching concepts - motivation. Retrieved from http://college.cengage.com/education/pbl/tc/motivate.html
http://college.cengage.com/education/pbl/tc/motivate.html
14. Educational Stereotypes?
Among your groups discuss how you would
approach students along both sides of the Atkinson
spectrum. What accommodations would you make
for the high achievers, the low achievers…and for
EXTRA CREDIT…the middle achievers?
15. Teachers as Problem Solvers and Decision Makers…
The terms “problem
solving” and “decision
making” are often
used interchangeably,
however they are two
very different actions.
These two skills are
must-haves in the
world of teaching.
16. Teachers as Problem Solvers and Decision Makers…
“A decision occurs when a solution to a problem is
selected for implementation. Decisions can be made
either formally or informally.
• Formal decisions are complex. Policies and
procedures for making such decisions may not be in
place, therefore creativity may play a key role in
their formation.
• Informal decisions are repetitive and routine in
nature. Policies and procedures are generally in
place that make such decisions quick and easy to
make” (Al-Tarawneh, 2012, p. 3).
Source: Al-Tarawneh, H.A. (2012). The main factors beyond decision making. Journal of Management Research 4(1),
1-23.
17. Teachers as Problem Solvers and Decision Makers…
Decision making is the
process of identifying
and selecting from
among possible
solutions to a problem
according to the
demands of the
situation.
18. Teachers as Problem Solvers and Decision Makers…
A problem is the
difference between the
actual condition and the
desired condition. For
example: our students do
not understand how to
use a ruler.
Problem solving is a
continuous and conscious
process that seeks to
correct the difference
between the actual and
the desired conditions.
19. Teachers as Problem Solvers and Decision Makers…
The basic steps of problem solving:
• Recognize the problem and state it clearly.
• Determine the significance of the problem.
• Gather data and information relevant to the conditions
associated with the problem.
• Take part in decision making steps:
• Generate criteria for and develop alternative solutions.
• Evaluate the alternative solutions and choose from
among them.
• Plan, implement, monitor and evaluate the selected
alternatives.
• If the problem still exists, decide on future action.
Source: Al-Tarawneh, H.A. (2012). The main factors beyond decision making. Journal of Management Research 4(1), 1-23.
20. Practice What Cress is Preaching…
Individually, write down one
problem you have run into
during your internship
experience. Write each
problem on a separate sheet
of paper with as much
background information as
possible. Upon completion,
throw each of these
instructional challenges into
the “problem bucket.”
21. Practice What Cress is Preaching…
Now, within groups of
two to three, you will be
provided two to three
problems expressed by
your peers. Among your
group members, share the
instructional problems
chosen with each other
and come up with some
valid courses of action.
Make some decisions!
22. Practice What Cress is Preaching…
Now, within those same
groups, decide on two to
three problems in which
you could provide your
students to engage them
in proper problem-
solving and decision
making practice.