Copyright © 2006, Intel Corporation. All rights reserved. Intel ® Teach to the Future Workshop on...

Copyright © 2006, Intel Corporation. All rights reserved.

Intel® Teach to the FutureWorkshop on Teaching Thinking with

Technology

2Copyright © 2006, Intel Corporation. All rights reserved.

Workshop Overview — Overview ii

GoalParticipants will leave the workshop with a standards-based unit plan and implementation strategies to improve students‘ higher-order thinking with the use of free online tools.

Workshop focuses on

– Enhancing students’ higher-order thinking skills– Using the Internet in new and constructive ways– Integrating online thinking tools designed to help students

visually represent their understanding of complex and interconnected issues

– Supporting good teaching practices


Overview of the Intel® Education Web Site — Overview iii

• Visit: www.intel.com/education

• Resources, tools, and strategies that support effective practices in technology integration– Learning with Technology – Interactive Thinking Tools – Professional Development – Science and Math– Community Education for Youth

http://www.intel.com/education


Overview of the Thinking Tools — Overview iv

Visual Ranking Tool

• Establish criteria to evaluate and prioritize information

• View issues from multiple perspectives and make decisions by seeking consensus and negotiating new options

• Collaborate with peers and community members

http://www97.intel.com/workspace/tryit/VRTryIt.aspx?LID=en



Seeing Reason Tool

• Understand complex problems or systems that involve cause-and-effect relationships

• Discuss, represent, and defend their interpretations of problems or systems that involve cause and effect

• Use mathematical and scientific reasoning and understanding across the curriculum– Use of logic – Visual representation of direct and

inverse relationships

http://www97.intel.com/workspace/tryit/SRTryIt.aspx?%20LID=en



Showing Evidence Tool

• Develop effective argumentation skills

• Develop strategies for encouraging discussion as students make claims, support their claims with evidence, debate differences, and reach conclusions

• Analyze and evaluate criteria students use for their decisions

Standard version

Simplified version

http://www97.intel.com/workspace/tryit/SETryIt.aspx?LID=en


Workshop Objectives — Overview v

ObjectivesParticipants will

• Learn strategies for addressing and assessing thinking skills

• Create an instructional plan, sample projects, and assessments that integrate the use of online thinking tools and are aligned to standards

• Understand the online thinking tools and workspaces

• Leave prepared to implement a project in the classroom that integrates the Visual Ranking, Seeing Reason, and/or Showing Evidence tools


Building the Unit through the Modules — Overview vi

An image appears on the back of each module divider to serve as a map to show you where you have been and where you are going.

• A half-tone color (gray in the curriculum or light blue on the module divider) = sections that you have not yet started

• White = the module and work are currently under way

• Dark color with white text = the work has been completed (or it was an optional module that was not included in your workshop)


Agenda

Module 1: Targeting Thinking in the Classroom

Module 2: Designing Standards-Based Projects

Module 3: Creating Curriculum-Framing Questions to Support Thinking Skills

Module 4: Planning Student-Centered Assessment

Module 5: Considering the Visual Ranking Tool for Your Unit


Agenda

Module 6: Using the Seeing Reason Tool to Target Thinking Skills

Module 7: Considering the Seeing Reason Tool for Your Unit

Module 8: Using the Showing Evidence Tool to Target Thinking Skills

Module 9: Considering the Showing Evidence Tool for Your Unit

Module 10: Completing Your Unit


Opportunity to Purchase University Credits

University credits are available for participants who complete the full 40-hour workshop and a one-page paper.

Portland State University—5 graduate quarter credits at the "professional development level," which means most can use this as an elective for a program at most colleges and universities.

Requires a one-page reflection in addition to completing the program. Tuition is $50 per credit or $250 for a five credit class. The process is completely supported online.

Visit: www.ict.org/units.html

http://www.ict.org/units.html


Module 1Targeting Thinking in the Classroom

Module ObjectivesTeachers will

• Discuss the goals of the Intel® Teach to the Future Workshop on Teaching Thinking with Technology and participant expectations

• Discuss essential 21st century skills necessary for their students’ futures

• Analyze different models of thinking

• Create a "Habits of Learning Taxonomy" for their own classroom

• Identify positive and negative influences that can affect deeper thinking in the classroom



Activity 1Introducing Yourself — Module 1.01

• Your name

• Grade level and subject you teach



Activity 2Taking a Look into Two Classrooms — Module 1.02

• Read both sets of vignettes—pages 1.02–1.04

• Choose one vignette and with a partner discuss the differences between the two classrooms—page 1.04



Activity 3Reflecting on Your Own Classroom — Module 1.05

• Think of a lesson/unit you want to improve

• Consider:– Classroom environment– Your modeling and coaching– Your student’s active engagement

• Answer the questions on page 1.05



Activity 4Applying Different Models of Thinking — Module 1.06

Research on higher-order thinking skills

• Support of higher-order thinking skills = greater levels of learning

Many models help identify and categorize thinking skills. You will use them to create targeted higher-order thinking skills for your own classroom:

• Bloom’s Taxonomy of Thinking Skills

• Marzano’s Dimensions of Learning

• Costa and Kallick’s 16 Habits of Mind


Step 1: Applying Bloom’s Taxonomy of Thinking Skills

First: Need three volunteers who are familiar with Bloom’s Taxonomy

The Glass Is Half Full ProblemTwo glasses are each filled half-way with soda, one with cola, the other with lemon-lime. A small amount of the lemon-lime is removed from the glass and put into the cola glass. The glass is stirred thoroughly so that the lemon-lime is completely mixed into the cola. Then the same amount of the mixture is removed from the cola glass and put back into the glass with the lemon-lime.

Question:After the soda has been exchanged, is there more cola in the lemon-limeglass or more lemon-lime in the cola glass?


Activity 4 Applying Different Models of Thinking — Module 1.08


Predict which of the following is most likely to

be correct:

• More cola in the lemon-lime

• More lemon-lime in the cola

• The same in both glasses






Join a group that has the same prediction as yours

• An observer will be assigned to your group who will– Observe the group solving the problem– Record what is observed – Make check marks or brief comments in the chart about the

behaviors observed

After initial discussions, you MAY choose to join another group.

• Complete the checklist yourself and then compare with the observer



Activity 4 Applying Different Models of Thinking — Module 1.09

• Which levels of Bloom's Taxonomy did you use? What could you have done differently to come up with your answer?

• By applying Bloom’s Taxonomy in this way, how did it affect your reflection about your problem solving process and the thinking skills employed?

• What was it like being observed? What was it like observing?

• What kind of information could teachers and students get from a checklist like this one?


Step 2: Applying Marzano’s Dimensions of Learning

• Review the thinking skills model—which elements are important in your own classroom?

• Go to the Visual Ranking Tool on the Intel® Education Web site at: www.intel.com/education/visualranking

• Add to Favorites

• Review the sections of the thinking tools

• Review project River City Water

• Consider this plan in light of Marzano’s Dimensions of Learning and theorize what students would be doing when demonstrating the skills within those dimensions



http://www.intel.com/education/visualranking




At a Glance: Marzano’s Dimensions of Learning

• Categories do not build upon each other in a hierarchical fashion

• Each cognitive category is just as important as the others

• All categories are worthy of focus and inclusion within a unit of study




Step 3: Applying Costa and Kallick's 16 Habits of Mind

• Review the thinking skills model

• Identify the top three habits of mind that you consider important for your own classroom

• What seems particularly interesting or striking about these habits, considering your own students and classroom?

• Can all of these skills be specifically taught?




At a Glance: Costa and Kallick’s 16 Habits of Mind

• Provide a definition of habits that are required to meet “challenging conditions”

• Identify habits that help students resolve complex problems, such as– Strategic reasoning– Insightfulness– Perseverance– Creativity– Craftsmanship



Activity 5Creating Your Own “Habits of Learning Taxonomy” — Module 1.18

Creating Your Own “Habits of Learning Taxonomy”

• Consider the three models of thinking – Two additional models are available in Appendix B.

• Choose a visual organizer that meets your needs

• Use one of the organizers to define and organize the thinking skills and/or habits you would like your students to develop

• In small groups, brainstorm ways to support higher-order thinking skills in the classroom



Activity 6Reviewing the Unit Plan Template — Module 1.20

Throughout all the modules, you will be building your Unit Plan.

Modules 1 through 4 are designed to build the foundation of your unit by determining your

• Targeted thinking skills

• Standards

• Priorities for project design

• Curriculum-Framing Questions

• Assessment Plan




Modules 5 through 9 are for you to

• Try out the thinking tools to see how well they fit and support your unit’s goals and objectives

Module 10 is for

• Creating one or more assessments

• Finalizing – Your plans for tool use– Unit activities– Implementation and assessment plans




• Review the components of the Unit Plan Template—pages 1.21–1.25

• Create a folder for all your documents

• Download the Unit Plan Template– Go to: www.inteleducation.com/teachingthinking/ptfiles– Save this address in your Favorites

• Type your “Habits of Learning Taxonomy”

http://www.inteleducation.com/teachingthinking/ptfiles



Activity 7Supporting Deeper Thinking — Module 1.26

Step 1: Understanding the Seeing Reason Tool Understand the features of the Seeing Reason Tool View a demo of the Seeing Reason Tool

http://www.intel.com/education/seeingreason


Step 2: Exploring Deeper Levels of Thinking with the Seeing Reason Tool

After demo, go to Seeing Reason: www.intel.com/education/seeingreason Add to your Favorites Log in Explore answers to the question

What influences deeper thinking? Work with a partner

Add several factors and relationships to your mapSave your map periodicallySave your final map in your portfolio

Step 3: Reflecting on Map-Building Reflect on map-building using the questions on page 1.28


Activity 7Supporting Deeper Thinking — Module 1.27





Module 1 Summary — Module 1.30

Module 1 Key Points

• Essential skills go beyond basic literacy.

• Students must also be able to – Read critically– Write persuasively– Think and reason logically– Solve complex problems– Possess skills such as those defined by the Partnership for 21st Century

Skills

• Research is clear that instruction that builds upon and encourages higher-order thinking results in greater levels of student learning.


Next Session

Module 2Designing Standards-Based Projects

• Discuss steps for project planning

• Identify standards that target higher-order thinking skills

• Discuss ways to use a project-based approach to learning

• Identify influences that affect deeper thinking

Copyright © 2006, Intel Corporation. All rights reserved. Intel ® Teach to the Future Workshop on...

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