Bloom’s Taxonomy is frequently used as a guide for evaluating the level of thinking that a student achieves when completing a given learning task. Frequently technology projects that are are completed using high-tech tools are judged to require the highest level of Bloom’s Revised Taxonomy, CREATION, and thus are awarded the stamp of approval that the project possesses a high degree of educational value. But this judgement is misleading. While a student making a movie may be thinking at the CREATE level as they consider what camera angles would be most effective for creating the right mood or what choices will help them achieve the look and feel for their chosen genre of film-making, they may be only considering the content at the remembering and understanding level. Thus, the highly polished and effective movie is evidence that a student is adept at communication using this modality, but the movie itself does not necessarily demonstrate that the subject-matter content was analyzed, synthesized, evaluated, or more importantly that something was created, with regard to content. Students may be simply reproducing information from other sources. If this is the case, students have not achieved the CREATE level, with regard to the subject matter. This presentation will help educators decipher the difference between project-based assignments that require students to create with the content and those that only require students to create new products. We will also present several sure-fire strategies for how to design projects where students CREATE with content.
The document outlines an upcoming university course on teaching and learning strategies for adolescents, including topics such as 21st century learning, cooperative learning models, differentiation, reflective practice, and quality curriculum design. The course will utilize various interactive teaching methods and assessments to introduce pre-service teachers to current approaches for engaging and supporting adolescent learners.
The document discusses how digital game making in the classroom can promote higher-order learning. It notes that today's students are growing up in a world where computers will be vastly more powerful and that students need skills like problem solving, collaboration, and knowledge construction. The document argues that game making allows students to develop these skills by selecting and transforming information to construct new ideas and concepts. It also suggests that game making promotes cognitive, metacognitive, and affective development in students.
Sophia's passion: Sant Mat and the Gnostic Myth of CreationDr. Neil Tessler
The Gnostic creation myth has surprising similarities with the creation story described by Kabir and other contemporary gurus in the Eastern tradition known as Sant Mat. Here we explore the nature of Sant mat and gnosticism, the message of these unique tales and the unusual similarities between these traditions.
Myths attempt to explain major world events and include heroes and gods. Legends are based on true past events that change over time to become mythical stories usually centered around a real hero. Folk tales are passed down orally with no known author and often have animal characters, while fairy tales take place in invented worlds with magical creatures and are written for children.
This document lists and questions 12 common myths about creativity. It suggests that creativity feels good and supportive relationships encourage it, but dispels myths that creativity is innate or limited to artists. The document implies creativity can be learned and applied broadly, and that logical and creative thinking are not mutually exclusive. It also questions myths that creativity and financial success are incompatible or unimportant. The document prompts reflection on one's own creative self-concept and experiences.
The Greek creation myth held that in the beginning there was only chaos. Gaia (Earth) and Uranus (Sky) emerged and had children, including the Titans. The Titans overthrew their father Uranus, with Cronus becoming the new ruler. Cronus learned he would be overthrown by one of his children, so he ate them. However, Rhea saved her son Zeus by tricking Cronus. When grown, Zeus defeated Cronus and rescued his siblings. The Greeks viewed the world as a flat, circular disk divided by seas, with Greece at the center and places like the Elysian Fields and lands of the Hyperboreans and Ethiopians at the edges.
Creation myths are narratives that seek to explain fundamental questions about existence through imagined supernatural accounts of how the world and human beliefs/practices originated. There are five main types of creation myths: ex nihilo where a deity creates from nothing; chaos myths involving a breaking of primordial chaos; earth diver myths where a being retrieves land from waters; emergence myths of gradual creation through multiple worlds; and world parent myths of separated primal pairs or a parent's dismemberment creating the cosmos. Myths serve important religious and cultural functions by establishing an axis mundi and affirming a society's values in relation to first principles.
The document provides a summary of modern scientific theories about the origins of the universe from the Big Bang to the formation of stars and galaxies. It discusses how after the Big Bang around 13 billion years ago, the universe rapidly expanded from an incredibly small and hot size. Around 300,000 years later, the first atoms like hydrogen and helium formed as the universe continued expanding and cooling. Gravity eventually pulled matter together, forming dense clouds that collapsed under their own weight and spawned the first stars and galaxies. Our own solar system formed around 4.6 billion years ago from the debris of the Sun.
The document outlines an upcoming university course on teaching and learning strategies for adolescents, including topics such as 21st century learning, cooperative learning models, differentiation, reflective practice, and quality curriculum design. The course will utilize various interactive teaching methods and assessments to introduce pre-service teachers to current approaches for engaging and supporting adolescent learners.
The document discusses how digital game making in the classroom can promote higher-order learning. It notes that today's students are growing up in a world where computers will be vastly more powerful and that students need skills like problem solving, collaboration, and knowledge construction. The document argues that game making allows students to develop these skills by selecting and transforming information to construct new ideas and concepts. It also suggests that game making promotes cognitive, metacognitive, and affective development in students.
Sophia's passion: Sant Mat and the Gnostic Myth of CreationDr. Neil Tessler
The Gnostic creation myth has surprising similarities with the creation story described by Kabir and other contemporary gurus in the Eastern tradition known as Sant Mat. Here we explore the nature of Sant mat and gnosticism, the message of these unique tales and the unusual similarities between these traditions.
Myths attempt to explain major world events and include heroes and gods. Legends are based on true past events that change over time to become mythical stories usually centered around a real hero. Folk tales are passed down orally with no known author and often have animal characters, while fairy tales take place in invented worlds with magical creatures and are written for children.
This document lists and questions 12 common myths about creativity. It suggests that creativity feels good and supportive relationships encourage it, but dispels myths that creativity is innate or limited to artists. The document implies creativity can be learned and applied broadly, and that logical and creative thinking are not mutually exclusive. It also questions myths that creativity and financial success are incompatible or unimportant. The document prompts reflection on one's own creative self-concept and experiences.
The Greek creation myth held that in the beginning there was only chaos. Gaia (Earth) and Uranus (Sky) emerged and had children, including the Titans. The Titans overthrew their father Uranus, with Cronus becoming the new ruler. Cronus learned he would be overthrown by one of his children, so he ate them. However, Rhea saved her son Zeus by tricking Cronus. When grown, Zeus defeated Cronus and rescued his siblings. The Greeks viewed the world as a flat, circular disk divided by seas, with Greece at the center and places like the Elysian Fields and lands of the Hyperboreans and Ethiopians at the edges.
Creation myths are narratives that seek to explain fundamental questions about existence through imagined supernatural accounts of how the world and human beliefs/practices originated. There are five main types of creation myths: ex nihilo where a deity creates from nothing; chaos myths involving a breaking of primordial chaos; earth diver myths where a being retrieves land from waters; emergence myths of gradual creation through multiple worlds; and world parent myths of separated primal pairs or a parent's dismemberment creating the cosmos. Myths serve important religious and cultural functions by establishing an axis mundi and affirming a society's values in relation to first principles.
The document provides a summary of modern scientific theories about the origins of the universe from the Big Bang to the formation of stars and galaxies. It discusses how after the Big Bang around 13 billion years ago, the universe rapidly expanded from an incredibly small and hot size. Around 300,000 years later, the first atoms like hydrogen and helium formed as the universe continued expanding and cooling. Gravity eventually pulled matter together, forming dense clouds that collapsed under their own weight and spawned the first stars and galaxies. Our own solar system formed around 4.6 billion years ago from the debris of the Sun.
The document discusses integrating technology into classroom instruction through group activities and discussions. It will emphasize using technology to support higher-order thinking skills like complex problem solving and collaboration. The agenda includes topics like 21st century skills, project-based learning, and tools for collaboration and authentic learning experiences.
The document discusses integrating technology into classroom instruction. It describes how participants will learn to incorporate technology to support higher-order thinking skills and 21st century skills like collaboration. An agenda is provided covering topics like technology planning, project-based learning, Google tools, games for learning, and differentiated instruction using technology.
The document summarizes a presentation about integrating technology into classroom instruction. It discusses using technology to support higher-order thinking skills and collaboration through activities like project-based learning. Examples provided include using tools like Google Docs, visual ranking activities, and primary source materials to engage students in authentic tasks. Differentiation strategies are also addressed to meet varied student needs with technology.
This document discusses strategies for enhancing active learning communities. It provides examples of active learning techniques that can be used in both in-person and online courses. These include short writing exercises, clicker questions, and discussion forums to encourage collaboration and engagement with course material. The goals are to develop students' analytical skills, improve class participation and preparation, and make assessment more comprehensive with these interactive teaching methods.
Guatemala active learn strategies 2 110111marorussell
The document discusses strategies for enhancing active learning communities through various in-class and online activities. It provides examples of short writing exercises, clicker questions, and discussion forums that engage students in collaboration and problem-solving. The goals are to develop students' analytical, writing, and quantitative skills while efficiently assessing learning outcomes. Activities can be implemented in both small and large classes to involve all students in applied learning.
Integrating Technology, Higher-Order Thinking, and Student-Centered LearningDoug Adams
This workshop aims to help participants learn how to integrate technology into student-centered learning activities that promote higher-order thinking skills. Participants will explore free web-based tools and learn how to design project-based learning activities that support differentiated instruction. The workshop will cover topics like 21st century skills, essential questions, complex thinking strategies, and authentic assessment and will provide examples of how to enrich lesson plans to engage digital native students.
The document discusses integrating technology into classroom instruction to promote 21st century skills like higher-order thinking, collaboration, and communication. It covers topics like the characteristics of digital native students, using tools like visual ranking to develop critical thinking, differentiating instruction with technology, and incorporating authentic learning through primary sources and project-based learning.
The document discusses Revised Bloom's Taxonomy, which is an update to the original Bloom's Taxonomy of learning objectives. It provides details on the history and development of Bloom's Taxonomy, including the original taxonomy from 1956 and revisions made in 2001. The revised version uses verbs to describe six levels of thinking skills (remember, understand, apply, analyze, evaluate, create) and considers knowledge dimensions. Examples are provided of how teachers can incorporate different levels of thinking skills into classroom lessons and assessments using Bloom's Taxonomy.
Digital learning strategies to embed in the curriculumJune Wall
Using a digital literacy continuum, learn how to map an existing unit of work to identify learning skills and teaching strategies for students.Consideration as to how a unit can be developed using backward design to embed digital literacy
This document provides an overview of a lesson plan on geometry in nature. It includes examples of geometry appearing in nature, essential questions about geometry and order, and activities for students like collecting examples of geometry found in nature, comparing and contrasting the best and worst examples, sketching examples, and debating whether geometry helps make sense of the world. It also describes virtual field trips where students can learn about applying math concepts in areas like zoos, museums, baseball stadiums, and more. The document aims to help students develop concrete, visual, and abstract understandings of mathematics through exploring real-world examples and applications.
The document discusses project-based learning and how to structure it in the classroom. It defines project-based learning as being organized around an open-ended driving question that requires students to inquire and create something new. It emphasizes using skills like critical thinking, collaboration, and communication. Effective driving questions are open-ended, provocative, and connected to real-world issues. The document also provides examples of driving questions and discusses integrating traditional and 21st century skill sets into project-based units.
The Real World:
Answering Real World Problems with Real World Solutions using Real World Technology
NCAGT - February 12, 2010
Dr. Brian Housand, Dr. Elizabeth Fogarty, Dr. Katie O'Connor
In order for students to understand how to think mathematically, it is critical that they see how the algorithms help make sense of our world. Once they make that visual and physical connection, they begin to see value in learning mathematics. I encourage you to inspire your students to be more cognizant of the beauty that surrounds them and to learn how mathematics can being order to an otherwise chaotic existence!
Levels of thinking and reasoning [modo de compatibilidad]altamiraedu
The document discusses different levels of thinking and reasoning skills, specifically comparing Bloom's original taxonomy to a revised hybrid model combining elements of Bloom and Marzano. It defines the levels of the hybrid taxonomy, including lower-level skills like knowing, organizing, and applying, as well as higher-level skills like analyzing, generating, integrating, and evaluating. Examples are provided of objectives and test questions aligned to each level to illustrate how the taxonomy can be applied in classroom instruction and assessment.
The document describes three statements about the development of the BC grade 10-12 curriculum. It asks the reader to identify which statement is a lie.
1) The Ministry of Education is planning curriculum development this spring.
2) The BCTF was not involved in writing the draft curriculum.
3) The implementation timeline is still to be determined.
1. The Ministry of Education is planning to begin writing the grade 10-12 curriculum this spring and the BCTF was not involved in the drafting of the curriculum.
2. The second statement is a lie - the BCTF was involved in the writing of the draft curriculum.
3. The curriculum implementation timeline is still to be determined.
This document discusses Robert Sternberg's theories of intelligence, including his triarchic theory of intelligence and theory of successful intelligence. Sternberg's triarchic theory describes three types of intelligence: practical, creative, and analytical. His theory of successful intelligence involves four components: memory skills, analytical skills, creative skills, and practical skills. The document also discusses Sternberg's WICS model of intelligence, which stands for wisdom, intelligence, creativity, and synthesis. The WICS model views intelligence as a set of abilities to learn from experience and adapt. The document provides examples of how to teach each component of Sternberg's theories.
This lesson plan aims to teach students about global ecosystems and human impacts through three main activities. Students will first create an online "glog" summarizing the niche and community interactions within a global ecosystem. They will then play online ecology games to reinforce lesson concepts. Finally, students will work in groups to create a public service announcement raising awareness about how humans have negatively impacted global ecosystems. The goal is for students to make real-world connections and collaborate on solving an environmental issue.
This lesson plan aims to teach students about global ecosystems and human impacts through three main activities. Students will first create an online "glog" summarizing the niche and community interactions within a global ecosystem. They will then play online ecology games to reinforce lesson concepts. Finally, students will work in groups to create a public service announcement raising awareness about how humans have negatively impacted global ecosystems. The goal is for students to make real-world connections and collaborate on solving an environmental issue.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
The document discusses integrating technology into classroom instruction through group activities and discussions. It will emphasize using technology to support higher-order thinking skills like complex problem solving and collaboration. The agenda includes topics like 21st century skills, project-based learning, and tools for collaboration and authentic learning experiences.
The document discusses integrating technology into classroom instruction. It describes how participants will learn to incorporate technology to support higher-order thinking skills and 21st century skills like collaboration. An agenda is provided covering topics like technology planning, project-based learning, Google tools, games for learning, and differentiated instruction using technology.
The document summarizes a presentation about integrating technology into classroom instruction. It discusses using technology to support higher-order thinking skills and collaboration through activities like project-based learning. Examples provided include using tools like Google Docs, visual ranking activities, and primary source materials to engage students in authentic tasks. Differentiation strategies are also addressed to meet varied student needs with technology.
This document discusses strategies for enhancing active learning communities. It provides examples of active learning techniques that can be used in both in-person and online courses. These include short writing exercises, clicker questions, and discussion forums to encourage collaboration and engagement with course material. The goals are to develop students' analytical skills, improve class participation and preparation, and make assessment more comprehensive with these interactive teaching methods.
Guatemala active learn strategies 2 110111marorussell
The document discusses strategies for enhancing active learning communities through various in-class and online activities. It provides examples of short writing exercises, clicker questions, and discussion forums that engage students in collaboration and problem-solving. The goals are to develop students' analytical, writing, and quantitative skills while efficiently assessing learning outcomes. Activities can be implemented in both small and large classes to involve all students in applied learning.
Integrating Technology, Higher-Order Thinking, and Student-Centered LearningDoug Adams
This workshop aims to help participants learn how to integrate technology into student-centered learning activities that promote higher-order thinking skills. Participants will explore free web-based tools and learn how to design project-based learning activities that support differentiated instruction. The workshop will cover topics like 21st century skills, essential questions, complex thinking strategies, and authentic assessment and will provide examples of how to enrich lesson plans to engage digital native students.
The document discusses integrating technology into classroom instruction to promote 21st century skills like higher-order thinking, collaboration, and communication. It covers topics like the characteristics of digital native students, using tools like visual ranking to develop critical thinking, differentiating instruction with technology, and incorporating authentic learning through primary sources and project-based learning.
The document discusses Revised Bloom's Taxonomy, which is an update to the original Bloom's Taxonomy of learning objectives. It provides details on the history and development of Bloom's Taxonomy, including the original taxonomy from 1956 and revisions made in 2001. The revised version uses verbs to describe six levels of thinking skills (remember, understand, apply, analyze, evaluate, create) and considers knowledge dimensions. Examples are provided of how teachers can incorporate different levels of thinking skills into classroom lessons and assessments using Bloom's Taxonomy.
Digital learning strategies to embed in the curriculumJune Wall
Using a digital literacy continuum, learn how to map an existing unit of work to identify learning skills and teaching strategies for students.Consideration as to how a unit can be developed using backward design to embed digital literacy
This document provides an overview of a lesson plan on geometry in nature. It includes examples of geometry appearing in nature, essential questions about geometry and order, and activities for students like collecting examples of geometry found in nature, comparing and contrasting the best and worst examples, sketching examples, and debating whether geometry helps make sense of the world. It also describes virtual field trips where students can learn about applying math concepts in areas like zoos, museums, baseball stadiums, and more. The document aims to help students develop concrete, visual, and abstract understandings of mathematics through exploring real-world examples and applications.
The document discusses project-based learning and how to structure it in the classroom. It defines project-based learning as being organized around an open-ended driving question that requires students to inquire and create something new. It emphasizes using skills like critical thinking, collaboration, and communication. Effective driving questions are open-ended, provocative, and connected to real-world issues. The document also provides examples of driving questions and discusses integrating traditional and 21st century skill sets into project-based units.
The Real World:
Answering Real World Problems with Real World Solutions using Real World Technology
NCAGT - February 12, 2010
Dr. Brian Housand, Dr. Elizabeth Fogarty, Dr. Katie O'Connor
In order for students to understand how to think mathematically, it is critical that they see how the algorithms help make sense of our world. Once they make that visual and physical connection, they begin to see value in learning mathematics. I encourage you to inspire your students to be more cognizant of the beauty that surrounds them and to learn how mathematics can being order to an otherwise chaotic existence!
Levels of thinking and reasoning [modo de compatibilidad]altamiraedu
The document discusses different levels of thinking and reasoning skills, specifically comparing Bloom's original taxonomy to a revised hybrid model combining elements of Bloom and Marzano. It defines the levels of the hybrid taxonomy, including lower-level skills like knowing, organizing, and applying, as well as higher-level skills like analyzing, generating, integrating, and evaluating. Examples are provided of objectives and test questions aligned to each level to illustrate how the taxonomy can be applied in classroom instruction and assessment.
The document describes three statements about the development of the BC grade 10-12 curriculum. It asks the reader to identify which statement is a lie.
1) The Ministry of Education is planning curriculum development this spring.
2) The BCTF was not involved in writing the draft curriculum.
3) The implementation timeline is still to be determined.
1. The Ministry of Education is planning to begin writing the grade 10-12 curriculum this spring and the BCTF was not involved in the drafting of the curriculum.
2. The second statement is a lie - the BCTF was involved in the writing of the draft curriculum.
3. The curriculum implementation timeline is still to be determined.
This document discusses Robert Sternberg's theories of intelligence, including his triarchic theory of intelligence and theory of successful intelligence. Sternberg's triarchic theory describes three types of intelligence: practical, creative, and analytical. His theory of successful intelligence involves four components: memory skills, analytical skills, creative skills, and practical skills. The document also discusses Sternberg's WICS model of intelligence, which stands for wisdom, intelligence, creativity, and synthesis. The WICS model views intelligence as a set of abilities to learn from experience and adapt. The document provides examples of how to teach each component of Sternberg's theories.
This lesson plan aims to teach students about global ecosystems and human impacts through three main activities. Students will first create an online "glog" summarizing the niche and community interactions within a global ecosystem. They will then play online ecology games to reinforce lesson concepts. Finally, students will work in groups to create a public service announcement raising awareness about how humans have negatively impacted global ecosystems. The goal is for students to make real-world connections and collaborate on solving an environmental issue.
This lesson plan aims to teach students about global ecosystems and human impacts through three main activities. Students will first create an online "glog" summarizing the niche and community interactions within a global ecosystem. They will then play online ecology games to reinforce lesson concepts. Finally, students will work in groups to create a public service announcement raising awareness about how humans have negatively impacted global ecosystems. The goal is for students to make real-world connections and collaborate on solving an environmental issue.
Similar to The Creation Myth - Creating with Technology is Not Enough - t2 conference spring 2012 (20)
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
5. The update to Bloom’s Taxonomy in
2000 placed CREATING as the
highest level of thinking
New and emerging technologies
are exploding with tools and
opportunities for students to CREATE
with technology
9. Creating
Putting the elements together to form a coherent or
functional whole; reorganising elements into a new pattern
or structure through generating, planning or producing
10. Creation?
1. A student creates an animation of blood
flow through the heart
2. A student writes an opinion piece in her blog
arguing that Middle Georgia College and
Macon State College should not be merged.
3. A student collaborates to make an
informational wiki about the War of 1812.
Putting the elements together to form a coherent or
functional whole; reorganising elements into a new pattern
or structure through generating, planning or producing
11. Why is Bloom’s important?
In 1998 Academically made a Arum
Faculty Leon Gardiner Adrift by plea in
2011 overwhelmingly want to
The most effective way to teach critical
Why Roksa cites thinkingdemonstrating
developis to teach it explicitlybut a
thinking critical studies skills, as most
and We Must Change: The Research
Evidence focusedgoals reflect teaching
submittedtrack within a specific content
that many course mainly on the need
separate students are not
to develp critical thinking in students
concepts in a disciplinecritical thinking
demonstrating gains in rather than
course.
teaching to semester
semester critical thinking.
(Abrami, et al., 2008)
(Stark, et al., 1988)
12.
13.
14. Why are these new tools
important?
The new can provideproducts
Students tools connect students the
Creating technology with authentic
opportunity to createandinformation.
develops computing polished and
audiences and real-time software skills
authentic project-management skills
as well as products like videos, reports,
podcasts, websites, blogs,
and potentially collaborative and soft
presentations, tools, etc.
skills.
21. What is learned?
In a collaborative team, students create
an animation about the path of food
through the digestive track.
Project Management Skills – Course content–
brainstorming, planning, remembering, understanding level
dividing tasks, meeting thinking about the digestive system
deadlines Critical Thinking – ?
Collaborative Skills/Soft Skills – The majority of critical thinking
Cooperation, leadership, relates to the process of creating
group goal setting an animation NOT in CREATING
Technical Skills – Animation anything with the content ideas
software and concepts
22. Creating
Putting the elements together to form a coherent or
functional whole; reorganising elements into a new pattern
or structure through generating, planning or producing
23. Student Movie Creation…
• about how basketball would be played differently if
there were no friction
• about how friction affects the action of play during a
basketball game.
• that identifies examples of frictional forces in a
basketball game
• that identifies whether a particular force during a
basketball game is frictional
• that compares and contrasts frictional and applied
forces
• that defines frictional forces in science
27. Creation Taxonomy
Content digested at the CREATE level of
Bloom’s.
Content digested at the EVALUATION,
SYNTHESIS, APPLICATION level of Bloom’s.
Content digested at the REMEMBERING/
UNDERSTANDING level of Bloom’s.
In each case a technology product is CREATED
28. Creation?
1. A student creates an animation of blood
flow through the heart
2. A student writes an opinion piece in her blog
arguing that Middle Georgia College and
Macon State College should not be merged.
3. A student collaborates to make an
informational wiki about the War of 1812.
http://tinyurl.com/
createlevels
31. ; Problem-
Decide between two or more options where there is no
Decision Solving
clear right option.
Analogy -
What if?
History– In what war would it have been better to have fought in, the
Metaphor
Spanish-American War or the Civil War?
Science – Should wolves be reintrodued in plains states like Kansas and
Nebraska?
Piecing
Prediction
have decided on three layouts for theTogether/ these layouts
Math - A community is planning a coop garden for a neighborhood. They
garden. Which of
Induction
would be best for the community?
32. Consider an alternate reality – What if a key
What if? point, event, decision, law of nature, etc. was
different?
English - What if Antigone found herself in Hamlet’s situation where he
believes that his stepfather has killed his father, how would she respond?
How would her response be similar and different from Hamlet’s and why?
Science – What would the world be like without friction(or with very little
friction)?
World Religions – How would a key figure’s life and work be different if he or
she had converted to a different religion at a key point in his/her life?
33. Predict an unkown reality – Working within a set of
Prediction parameters, students predict an unkown. (Similar to
“What-if?” scenarios)
Social Sciences – If the Republicans gain control of the Oval Office and
both houses of Congress, how will the government approach to the
economy likely be changed?
Science – If an asteroid knocked the moon out of Earth’s orbit, how would
life on Earth be different?
Social Work – If drugs were legalized, how would this policy decision likely
affect the level of drug use with at risk youth?
34. ;Problem- Design a solution to a problem, especially one for
Solving which there is no adequate solution already.
English – Students often have a hard time understanding the structure of
texts. Design a job-aid to help students understand the structure of one the
types of texts listed
Education- Design a plan to increase student vocabulary and reading
fluency in a situation where there is an iPad for every student
Engineering - Design a plan to send a camera into the upper atmosphere
to take pictures of earth.
35. Analogy - Create an effective, informative
Metaphor analogy, metaphor, etc. for a concept, process, or skill
Math – Develop an analogy for understanding the difference between
squares, rhombuses, parallelograms, and rectangles
English – Develop an analogy for understanding the important similarities
and differences between Wuthering Heights and Pride and Prejudice
36. Piecing
Together/ Learners are given a limited number of raw clues and
are asked to develop a theory.
Induction
Foreign Language - Below is a display of pictures of things that Arturo saw
while he walked from his home to a cafe. The pictures are displayed in the
order in which he saw them. Develop a narrative in Spanish that makes
sense of what sorts of places and people he met along the way.”
Philosophy – Given a set of arguments and non-arguments develop a
definition of a philosophical argument.
42. Resources:
http://tinyurl.com/creationfff
Heidi Beezley
Instructional Technologist
Decatur Campus
Heidi.Beezley@gpc.edu
x2409
Jason Thibodeau
Assistant Professor of Philosophy
Clarkston Campus
Jason.Thibodeau@gpc.edu
x3785
Editor's Notes
Attribution 2.0 Generic (CC BY 2.0)Some rights reserved by lorraine santana Some rights reserved by Lara604
Attribution 2.0 Generic (CC BY 2.0) Some rights reserved by vinodvv aka vcube
Some rights reserved by Elle *
Some rights reserved by Horia Varlan
Gardiner – professor at Rutgers wrote several books on the topic of improving education Redesigning Higher Education : Producing Dramatic Gains in Student Learning (1996)
Build out
Add the study that indicates that critical thinking must be taught explicitly
Some rights reserved by Elle *
Some rights reserved by Horia Varlan
Some rights reserved by Elle *
Some rights reserved by Elle *
Deciders:1.1 Students define the problem - i.e. d1.2. Students plan a solution - students deliberate based on their analysis of the relevant information to make a decision (which also could be deemed a hypothesis about how they problem should be approached). etermine what parameters are relevant to making a decision and collect the relevant information necessary. 1.3 Students execute the solution - students would present in some form their decision including providing their justification based on their analysis and evaluation of information.
2.1 Students define the problem - i.e. they must understand the current version of events, and then identify and summarize the characteristics of events and variables related to the new reality.2.2 Students plan a solution - Students deliberate based on information from the current reality and define what the new reality would look like2.3 Students execute the solution - They develop a product that illustrates this alternate, what-if reality using important facts, concepts, ideas from the current reality to justify their what-if scenario.
2.1 Students define the problem - i.e. they must understand the current and historical factors relevant to the future events, and then identify and summarize the characteristics of events and variables related to the future reality.2.2 Students plan a solution - Students deliberate based on information from the current reality and define what the future reality would look like2.3 Students execute the solution - They develop a product that illustrates this future reality using important facts, concepts, ideas from the current reality to justify their what-if scenario.
4.1 Students define the problem - Students should identify what they need to know and understand in order to develop a coherent solution to the problem. What parameters are important?4.2 Students plan a solution - Students deliberate about ways to best solve the problem4.3 Students execute the solution - The students build, construct, create, etc. the solution to the problem using important facts, concepts, ideas from the relevant variables and information to justify their what-if scenario.
5.1 Students define the problem - Students consider the concept, process, or skill and identify the important features, concepts, ideas that are nested within it.5.2 Students plan a solution - Students brainstorm and deliberate in an attempt to find an appropriate analogy or metaphor.5.3 Student execute the solution - The students communicate their thesis (i.e. the analogy/metaphor) with supporting evidence.
6.1 Students define the problem - Students identify what relevant clues exist that could help them develop a thesis6.2 Students plan a solution - Students begin to deliberate about what the clues indicate and develop a thesis6.3 Students execute a solution - Students communicate their thesis (i.e. the theory) with supporting evidence