module 1: developing 21 st century skills module 2: learning computer basics and the internet module...
TRANSCRIPT
Module 1: Developing 21 st Century Skills Module 2: Learning Computer Basics
and the Internet Module 3: Fostering Critical Thinking
and Collaboration
Module 4: Discovering Word Processing
MODULE 3
Module 3: Fostering Critical Thinking and Collaboration
Preview: In this module, we will discuss:how to engage students in higher-order
thinking.
how to promote collaboration
the 4-step cycle: Planning, Doing, Sharing and Reviewing
MODULE 3
Pair and Share: Reflecting on M2
1. How might you use technology such as computers to communicate, to solve problems, and to collect, organize, and share information in your classroom?
2. What specific Internet resources might you use to enhance your productivity and professional practices? How do you intend to use such resources??
MODULE 3
Exercise 1: Engaging in Higher-Order Thinking
A useful structure in which to categorize questions
Goes from simplest to the most complex
Knowledge serves as the foundation upon which all other levels build.
Bloom's Taxonomy
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Bloom’s Taxonomy of Thinking Skills
Bloom's Taxonomy
MODULE 3
Thinking Models
Many models exists to help educators & researchers Identify & categorize thinking skills
Blooms Taxonomy
Marzano’s Dimensions of Learning
Costa & Kallicks’ 16 habits of Minds
Howard Gardner’s Theory of Multiple Intelligence
MODULE 3
Categorizes thinking into hierarchical fashion.
It represents sequence of progressive contextualization of the material
Successful learning is based on five dimensions of learning 5 dimensions don not exist in isolationDo not show a progressive linear pattern of accomplishmentModel of thinking skills, incorporating a wide range of factors affecting learning
Gardner categorized intelligence into nine areas, and it is mixture of several abilitiesHis theory suggests that every human in intelligent in a different wayIt expands teaching/learning tools beyond conventional & logical methods used in schools
“Knowing how to behave when you don’t know the answer” or habits required to meet challenging conditionsBehaviors are not performed in isolation but in clusters16 habits of mind is how people display their intelligence
Blooms Marzono’s Howard Gardner Costa & Kallick’s
MODULE 3
Exercise 1: Engaging in Higher-Order Thinking
Activity: Top Discoveries and Inventions:
Steps 1- 5 on pp35-36. 35 36
MODULE 3
Exercise 2: Promoting Collaboration
3 ways of achieving learning goals: Competitively: students work against
each other to see who is best or fastest at achieving a goal that only one or a few can attain
Individualistically: students work alone to accomplish goals unrelated to others
Cooperatively: students work together to achieve shared goals
What might be the advantages and disadvantages of each way of achieving learning goals?Is there one way you might prefer to accomplish your learning goals? Why or why not?
P 37
MODULE 3
Exercise 2: Promoting Collaboration
Forming Collaborative Groups or Pairs
Collaborative groups or pairs can be formed in many ways:By students themselves based on friendships or interests By random assignment By the teacher
What might be the advantages and disadvantages of each way?Is there one way you might prefer to form groups or pairs? Why?
P 37
MODULE 3
Exercise 2: Promoting Collaboration
Facilitating CollaborationWhen students are collaborating and working together, teachers should ensure that: All group members participate and feel included.All group members agree to their goals and their plans for making their product. All groups members work on their assigned parts to complete their product. All group members review their work together to see how to make it better. All group members talk about their work and help each other as they go along.
P 38
MODULE 3
Exercise 2: Promoting Collaboration
1.A student refuses to work with a
partner or in a group.
2.No one wants to work with a
specific student.
5. One student does not respect or listen to the ideas
of a partner or other group members.
3. One student is shy and does
not want to speak.
4.One student does not let a partner or other group members share the computer.
Solutions?
MODULE 3
Exercise 3: Planning, Doing, Reviewing, and Sharing
Learning what you are being asked to do or solve .
-Draw a quick picture on a sheet of paper
detailing your plan
Follow your plan and complete what you have been asked to do or solve.
Go back and closely look over the product that
you created
Showing colleagues the work you have done on the computer.
1 2
34
MODULE 3
Take-Home Exercise: Reflecting on Module 3
What can you do in your classroom to promote higher-order analysis, synthesis, and evaluation?
What opportunities exist in your classroom for students to collaborate with one another?
P 42
MODULE 3
Module 3 Summary
Step 1: What did you accomplish in this module?
Step 2: What are the key points addressed in this module? List your ideas and those of others as directed on the lines on page 41.
Step 3: Ask any questions and share any comments. Learn about and prepare for Module 4: Discovering Word Processing.
P 43
Module 2Module 1 Module 4