integrating technology, higher-order thinking, and student-centered learning
DESCRIPTION
Presented at the RCET-SW conference in Springfield, MO March 3-4, 2009TRANSCRIPT
Integrating Technology, Higher-Order Thinking, and Student-Centered Learning
Doug Adams
ALTEC
Description
This workshop is designed to expand awareness and understanding of the use of technology for teaching and student learning. Participants will explore technology resources that support authentic, student-centered learning utilizing higher-order thinking skills. Using a variety of free Web-based tools, participants will learn how to integrate project-based learning activities that support differentiated instruction to meet the needs of all learners.
LoTi Connection
Levels of Teaching Innovation http://loticonnection.com Free online survey
New survey in 2008 Not validated Not comparable to old survey
Classroom observation tools
Agenda
21st Century Skills Higher Order Thinking Questioning Complex Thinking Strategies Authentic Assessment Engaged Learning Thinking Tools Lesson Plan Enrichment
PowerPoint Slides
http://www.slideshare.net/dadams.altec
Links and Files
http://dadams-altec.wetpaint.com
The Millennial Generation
“Millennials” “Digital Natives” “Thumb Tribe”
Multi-tasking Ubiquity Technical Fluency Risk-takers Information sifting
“Kids say e-mail is, like, sooooo dead.” – CNET News, July 18, 2007
The Millennial Generation
Today’s students are no longer the people our educational system was designed to teach” Mark Prensky
“I have to ‘power down’ when I go to school.”
“When I am really busy, I hate going to school because I can’t do any work there.”
Millennial Attitudes
Characteristics of Digital Natives
Active Multi-tasking Non-linear thinking Ubiquity Technical Fluency Expectations of Feedback Individualization Risk-takers Information sifting
Brain Research
The brain developed to solve problems related to surviving in an unstable outdoor environment that occur in near constant motion. John Medina, Brain Rules
Brain Research
If you wanted to create an educational environment that is directly opposed to the way the brain is good at doing, you would probably design something like the modern classroom. John Medina, Brain Rules
21st Century Skills
21st Century Skills
21st Century Skills
Core Subjects and 21st Century Themes Math, Language Arts, Science, Social Studies Global Awareness and Civic Literacy Economic and Business Literacy Health Literacy
Learning and Innovation Skills Creativity Critical Thinking and Problem Solving Communication and Collaboration
21st Century Skills
Information Media and Technology Skills Information and Media Literacy Communication and Technology Literacy
Life and Career Skills Flexibility and Adaptability Initiative, Productivity, and Self-direction Social Skills Leadership, Accountability and Responsibility
Visual Ranking and 21st C Skills
Intel’s Education Page
http://intel.com/education
1) K-12 Teaching Tools
2) Visual Ranking Tool
3) Click Student Log-In [email protected] Team ID Team Password
Visual Ranking and 21st C Skills
In groups, sort the list from most important (top) to least important (bottom)
For the top three items, double click and explain why you ranked them as most important
For the bottom two items, double click and explain why you ranked them as least important
Next activity!
As you are watching the movie clip, write questions you might ask On a test To the characters To the actors/writers/producer
One question per Post-it note
Bloom’s Cognitive Taxonomy (1956)
Bloom’s Revised Taxonomy (2001)
(Anderson & Krathwohl et al, eds., 2001)
“Knowledge”
“Comprehension”
“Synthesis”
Mind-set Verbs
Analyze: Extract, deduce, investigate, fill in, combine, disassemble,
Evaluate: Judge, interpret, justify, assess, weigh, appraise, criticize
Create: Develop, invent, extend, hypothesize, compose
Apply: Do, use, organize, collect, operate, summarize, practice, solve, try
Understand: Restate, reword, describe, illustrate, review, discuss, explain (in your own words)
Remember: State, show, list, tally, define, identify, repeat, recall, label, quote
Organizing Bloom’s Taxonomy
Level 3: High Creating something unique (to the learner) Making judgments, choices, decisions Breaking down concepts into component parts
Level 2: Intermediate Using information, skills, and concepts in new
situations Level 1: Low
Understanding and interpreting information Acquiring and remembering new information
Questioning and Bloom
Place your Post-it notes on the appropriate sign
“Knowledge”
“Comprehension”
“Synthesis”
Supporting Higher-Order Thinking
It is estimated that 90% of all test questions asked in the US are of “Low level” - knowledge and comprehension (Wilen, W.W., 1992)
“Low level” doesn’t mean easy:Write an essay explaining the decline and fall of the
Roman Empire incorporating at least five of the seven causes discussed in class from the writings of Gibbon and Toynbee
“High level” doesn’t mean hard:Which movie did you like more, WALL-E or Cars?
Why?
Curriculum-Framing Questions
Guide a unit of study and include: Essential QuestionsUnit Questions Content Questions
Essential Questions
Are broad, open-ended questions Address big ideas and enduring concepts Often cross disciplines and help students see how
subjects are related
Example: Why is math important to my life? How does conflict produce change? What lessons can be learned by running a city?
Unit Questions
Are open-ended questions that tie directly to a project or unit
Help students demonstrate the scope of their understanding of a subject
Examples: How important is measurement in building a home? How are changes in economics a factor in war? In the story, Charlotte’s Web, how do the animals’
different abilities help Wilbur survive and succeed? How does stress on the environment impact biology?
Content Questions
Are fact-based, concrete questions Have a narrow set of correct answers Often relate to definitions, identifications, and general
recall of information (example: questions found on a test)
Examples: How do you find the values of unknowns in equations? What is a fable? Who is the main character in To Kill a Mockingbird? How are volcanoes made? Why is it cold in the winter when the sun is shining?
Complex Thinking Strategies
Decision Making Reasoning Investigation Experimental Inquiry Directed Problem Solving Creative Problem Solving Reflective Thinking
Complex Thinking Strategies
Identify some complex thinking strategies being used in this video
Complex Thinking Strategies
Decision Making Reasoning Investigation Experimental Inquiry Directed Problem Solving Creative Problem Solving Reflective Thinking
Complex Thinking Strategies
Identify some complex thinking strategies being used in this video
Technology and Complex Thinking
Intel Thinking Tools http://www.intel.com/education/tools
Visual Ranking: Assign ranking to a list; and then debate differences, reach consensus, and organize ideas
Seeing Reason: Investigate relationships in complex systems
Showing Evidence: Construct well-reasoned arguments that are supported by evidence, using a visual framework
90% of what they learn when they teach someone else
5% of what they’ve learned from a lecture
10% of what they’ve learned from reading
20% of what they’ve learned from audio-visual presentation
30% of what they learn from a demonstration
50% of what they learn when engaged in a discussion
75% of what they learn by doing
Students retain…
Source: NTL Institute for Applied Behavioral Science
Web 2.0
Users of the Web create information and have control over it Blogs, Wikis, YouTube
The Web becomes truly interactive as different sites link data Mashups - Flickr, Google Maps Aggregators/Portals – IM, Twitter, RSS Social Bookmarking, “Folksonomies”
Authentic Assessment with Web 2.0
Workshop presented by blogger Alan Levine Outline a story idea Find some media Pick a tool to build
the story
50 Ways to Tell the Dominoe Story
Engaged Learning
Connect students to the world http://www.earthalbum.com/http://www.tenbyten.org/10x10.html http://www.epals.com
Learning Gameshttp://www.food-force.com
http://www.darfurisdying.com
Lesson Plan Enrichment Activity
Lesson Plan – Math: Fraction Blocks Lesson Plan – Reading: Book Reports
(http://dadams-altec.wetpaint.com)
Activity:
Based on our discussions so far with 21st Century Skills, Essential Questions, Higher Order Thinking and Complex Thinking Strategies, take this example lesson plan (math/reading) and enrich it for use in your teacher’s classroom.
Differentiated Instruction & Technology
Adapting educational activities and instructional approaches to meet the needs of all students
within a single classroom
Students vary in many ways:
• Background Knowledge• Readiness• Language Skills• Learning Styles• Interests• more?
Differentiated Instruction
Differentiation - Content
Student selection of topics/interests Compacting the curriculum Accelerated or remedial activities
Example: ThinkTank (http://thinktank.4teachers.org)
Differentiation - Process
Vary the expectations and requirements Allow students to participate in setting goals Combine group work with individual activities
Example: RubiStar and PBL Checklists
(http://rubistar.4teachers.org/)
(http://pblchecklist.4teachers.org/)
Differentiation - Product
Allow students to demonstrate knowledge in a variety of ways
Vary performance expectations
Example: KidsVid and Web Poster Wizard
(http://kidsvid.altec.org/)
(http://poster.4teachers.org/)
Video Games and HOTS
“Better theories of learning are embedded in the video games many children play than in the schools they attend.”
James Paul GeeWhat Video Games Have to Teach Us About Learning and Literacy
What kinds of theories?
Student-centered learning Peer teaching Scaffolding Feedback Problem-solving Empathy, role-play Collaboration Practice Development of expertise
Agenda
21st Century Skills Higher Order Thinking Questioning Complex Thinking Strategies Authentic Assessment Engaged Learning Thinking Tools Lesson Plan Enrichment
Resources
http://www.slideshare.net/dadams.altec http://dadams-altec.wetpaint.com
Doug Adams
http://altec.org