Copyright © 2006, Intel Corporation. All rights reserved.
Intel® Teach to the FutureWorkshop on Teaching Thinking with
Technology
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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
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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
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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
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Overview of the Thinking Tools — Overview iv
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
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Overview of the Thinking Tools — Overview iv
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
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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
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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)
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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
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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
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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
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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
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Module 1: Targeting Thinking in the Classroom
Activity 1Introducing Yourself — Module 1.01
• Your name
• Grade level and subject you teach
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Module 1: Targeting Thinking in the Classroom
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
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Module 1: Targeting Thinking in the Classroom
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
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Module 1: Targeting Thinking in the Classroom
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
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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?
Module 1: Targeting Thinking in the Classroom
Activity 4 Applying Different Models of Thinking — Module 1.08
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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
Module 1: Targeting Thinking in the Classroom
Activity 4Applying Different Models of Thinking — Module 1.08
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Module 1: Targeting Thinking in the Classroom
Activity 4Applying Different Models of Thinking — Module 1.08
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
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Module 1: Targeting Thinking in the Classroom
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?
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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
Module 1: Targeting Thinking in the Classroom
Activity 4Applying Different Models of Thinking — Module 1.11
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Module 1: Targeting Thinking in the Classroom
Activity 4Applying Different Models of Thinking — Module 1.12
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
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Module 1: Targeting Thinking in the Classroom
Activity 4Applying Different Models of Thinking — Module 1.16
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?
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Module 1: Targeting Thinking in the Classroom
Activity 4Applying Different Models of Thinking — Module 1.17
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
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Module 1: Targeting Thinking in the Classroom
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
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Module 1: Targeting Thinking 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
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Module 1: Targeting Thinking in the Classroom
Activity 6Reviewing the Unit Plan Template — Module 1.20
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
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Module 1: Targeting Thinking in the Classroom
Activity 6Reviewing the Unit Plan Template — Module 1.21
• 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”
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Module 1: Targeting Thinking in the Classroom
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
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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
Module 1: Targeting Thinking in the Classroom
Activity 7Supporting Deeper Thinking — Module 1.27
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Module 1: Targeting Thinking in the Classroom
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.
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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
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