Transcript The Design and Development of Intel Thinking Tools

The Design and Development of
Intel Thinking Tools Training for
In-Service Teachers
Cheryl Swartz
http://www.emporia.edu/idt/graduateprojects/spring06/SwartzCheryl/Schwartz.ppt > intel_thinking_tool_CherylSwartz.ppt
Development of
In-Service
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Focus on integrating technology into
lessons that revolve around student’s
engaging in higher level thinking skills
Incorporated training received through
Intel’s Teach to the Future program
Created a survey for teachers before the
in-service and an additional survey after
the training was completed
Survey Focus
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How comfortable are teachers using
technology in their classrooms?
What has been effective in instructing and
facilitating students to use higher level
thinking skills? Does technology play a
role in this process?
What specific steps and tools can teachers
use to instruct students to be critical
thinkers?
Literature Review
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21st Century Skills
focusing on Big6
Task Definition
Information Seeking
Strategies
Location and Access
Use of Information
Synthesis
Evaluation
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Intel’s Higher Level
Thinking Tools
Visual Ranking
Seeing Reason
Showing Evidence
ADDIE Method
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Analyze – needs of teachers in the three districts
worked with
Design – objectives were:
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Identify 21st century skills
Provide teachers with resources to incorporate
technology into lessons
Develop – in-service was developed
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Instruct teachers in using the Intel Visual Ranking,
Showing Evidence and Seeing Reason tools to
develop problem based lessons that encourage
students to use higher level thinking skills
Teaser was used to introduce teachers to tools due
to time constraints with teachers committing to 40
hours of training this summer
ADDIE Method continued
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Implement – presented an inservice to two groups of teachers on
higher level thinking skills tools
Evaluate – analyzed results of the
surveys and informal discussions
concerning the effectiveness of the
trainings
Results
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Medicine Lodge – we weren’t allowed the
time to complete the in-service although
the teachers completed the initial survey
and indicated a need
Andale High School – receptive faculty
that saw a need and desired more
training
South Barber – receptive faculty that
recognized the need, desired more
training and wanted basic training
Conclusion
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Experienced an instructional design
challenge when original plan hit
snag
Worked through the challenge with
exciting results
Opened the door to a new job
Overview of In-service
provided
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The following slides will be
examples taken from the in-service
presented to the faculties
Developed with the assistance of
Jana Craig Hare at Altec
Goal for Today’s Session
Learn how the Intel® Teach to the
Future Workshop on Teaching Thinking
with Technology enhances higher-order
thinking through effective technology
integration.
Objectives for Today’s Session
You will leave this introduction to
the new workshop understanding
how a set of free online tools and
higher-order thinking skills can
complement existing professional
development programs.
Workshop Outcomes
In the full workshop, teachers will leave with:
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A personal framework for higher-order thinking,
adapted from a review of thinking skills models
Project ideas targeting specific learning goals that
incorporate the online thinking tools
A fully-developed Unit Plan, aligned to standards
that incorporates one or more of the online
thinking tools
Thinking Tools: Advanced Design
and Ease of Use
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FREE and always will be
Cross-platform and truly Web-based software:
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Anytime, anywhere access via Internet
Free of installation and software upgrades Doesn’t require
district server space
Safe and password-protected
Unlimited access and storage
Students use the tools directly
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Simple to learn
Engaging and fun to use
Stimulate thinking and collaboration
Free Online Tools Used in the
Workshop
The tools currently available are:
Visual
Ranking:
For prioritizing and comparing lists
Seeing
Reason:
For investigating cause-and-effect relationships
Showing
Evidence:
For building well-structured arguments
These free online thinking tools are available at
www.intel.com/education/tools.
Today’s Activities
Sneak preview! Today we’ll show you some highlights from
the full workshop:
- Determining Essential Skills
- Models of Thinking
- Supporting Deeper Levels of Thinking
(using the Seeing Reason Tool)
- Exploring Curriculum-Framing Questions
- Ranking Project Characteristics
(using the Visual Ranking Tool)
- Designing Good Projects
- Supporting Higher-Order Thinking Skills
(using the Showing Evidence Tool)
- Revisiting Seeing Reason
- Exploration Time
Models of Thinking
•Review Bloom’s Taxonomy and
Marzano’s Dimensions of Learning
•Keeping them in mind, which
thinking skills do you think are
most important to support in your
curriculum and classroom
environment?
Bloom’s Taxonomy of Thinking
Skills
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Bloom, B. (Ed.). (1956). Taxonomy of educational objectives. Book 1: Cognitive domain. New York: Longman.
Marzano’s Dimensions
of Learning (part 1)
Title
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Positive Attitudes
and Perceptions
About Learning
•Classroom Climate
•Feeling accepted by teacher and peers
•Perceiving order
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Acquisition and
Integration of
Knowledge
•Students must be guided in relating new knowledge to
what they know, organizing it, and making it part of longterm memory
•Two types of knowledge:
•Declarative Knowledge
•Procedural Knowledge
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Extension and
Refinement of
Knowledge
•Learners must develop in-depth understanding and
apply and refine that knowledge
•Common reasoning processes are: Comparing,
Classifying, Inductive reasoning, Deductive reasoning,
Analyzing errors, Constructing support, Abstracting,
Analyzing perspectives
Dimension 1
Dimension 2
Dimension 3
Example
Marzano’s Dimensions
of Learning (part 2)
Title
Dimension 4
•Meaningful Use of
Knowledge
Example
•Students learn best when they need knowledge to
accomplish a goal that is meaningful to them
•Decision Making
•Investigation
•Experimental Inquiry
•Problem Solving
•Systems Analysis
Dimension 5
•Productive Habits of
Mind
•Mental habits that students develop that will enable
them to learn on their own
•Examples: Critical Thinking, Creative Thinking, Self
Regulation—Metacognition
Marzano, R. J., Brandt, R.S., Hughes, C.S., Jones, B.F., Presseisen, B.Z., Rankin, S.C., & Suhor, C. (1988). Dimensions of thinking.
Alexandria, VA: Association for Supervision and Curriculum Development.
Seeing Reason Tool
When students use the tool they:
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Understand complex problems or systems
that involve cause-and-effect relationships
Discuss, represent, and defend their
interpretations of problems or systems
Use mathematical and scientific reasoning
across the curriculum
Understanding the Seeing Reason Tool
 Factors involved in cause and effect
relationships are represented by a square
box.
 Relationships between the factors are
represented by arrows of a specific
thickness and color to provide meaning:
Demo – Seeing Reason Tool
Module 2 | Creating Curriculum-Framing Questions
What Are Curriculum-Framing Questions?
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Essential: The overarching,
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Unit: Unit-specific, open-
“big idea” question. Can help
to focus several different units.
ended questions that help
build understanding for the
Essential Question.
 Content: Directly support
standards and learning
objectives, have clear-cut
answers, and are the basis for
understanding unit and
essential questions.
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Why take the risk?
How do we grow a
business? How do you
convince others?
What is the difference
between a producer
and a consumer? In
what ways can
surveys help us to
make decisions? What
is marketing? What is
profit?
Explore Curriculum-Framing Questions in Unit Plans:
www.intel.com/education/unitplans
Module 3 | Teaching with Technology-Supported Projects
Characteristics of Good Projects
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Students are at the center of the learning process.
Project work aligns with standards and is central
to the curriculum.
Projects are driven by essential questions.
Projects involve on-going and multiple types of
assessment.
The project has real-world connections.
Students demonstrate knowledge through a
product.
Technology supports and enhances student
learning.
Thinking skills are integral to project work.
Instructional strategies are varied and support
multiple learning styles.
Visual Ranking Tool
When students use the tool they:
 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
Showing Evidence Tool
When students use the tool they:
 Develop effective argumentation skills
 Make claims, support their claims with
evidence, debate differences, and reach
conclusions
 Analyze and evaluate criteria for their
decisions
 Debate and communicate their
conclusions
Module 7 | Using the Showing Evidence Tool in the Classroom
Looking at Showing Evidence in Action
The Importance of Argumentation in the
Classroom:
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Prepares students for real-world problems
Helps students develop higher-order thinking skills
Increases students’ content knowledge
Encourages thoughtful student discussions
Format of the Argumentation Model:
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Make a claim
Provide evidence
Evaluate the quality of evidence
Make explicit links between the claim and evidence
Provide reasoning for why their evidence supports the claim
Consider counter arguments
Reflecting on the
Online Thinking Tools
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Support Best Practice
 Help teachers understand students’
thinking on complex topics
 Promote and enhance collaboration
and communications
 Support differentiated learning
 Are open-ended, reusable, and
support all content areas
Reflecting on the
Online Thinking Tools
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Benefits for Students:
 Collaboration
 Discussion and understanding
 Interactive and dynamic
 Precise language.
 Strengthened verbal argumentation
Reflecting on the
Online Thinking Tools
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Benefits for Teachers:
 Student-centered instructional
practices
 Management of team projects
 View the progression of students’
thinking, ideas, and research
Workshop
Structure