1. Copyright © 2006, Intel Corporation. All rights reserved. Intel ® Teach to the Future Workshop on Teaching Thinking with Technology

2. Copyright © 2006, Intel Corporation. All rights reserved. 2 Workshop Overview — Overview ii Goal Participants 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

3. Copyright © 2006, Intel Corporation. All rights reserved. 3 Overview of the Intel ® Education Web Site — Overview iii Visit: www.intel.com/educationwww.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

4. Copyright © 2006, Intel Corporation. All rights reserved. 4 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

5. Copyright © 2006, Intel Corporation. All rights reserved. 5 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

6. Copyright © 2006, Intel Corporation. All rights reserved. 6 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

7. Copyright © 2006, Intel Corporation. All rights reserved. 7 Workshop Objectives — Overview v Objectives Participants 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

8. Copyright © 2006, Intel Corporation. All rights reserved. 8 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)

9. Copyright © 2006, Intel Corporation. All rights reserved. 9 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

10. Copyright © 2006, Intel Corporation. All rights reserved. 10 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

11. Copyright © 2006, Intel Corporation. All rights reserved. 11 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.htmlwww.ict.org/units.html

12. Copyright © 2006, Intel Corporation. All rights reserved. 12 Module 1 Targeting Thinking in the Classroom Module Objectives Teachers 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

13. Copyright © 2006, Intel Corporation. All rights reserved. 13 Module 1: Targeting Thinking in the Classroom Activity 1 Introducing Yourself — Module 1.01 Your name Grade level and subject you teach

14. Copyright © 2006, Intel Corporation. All rights reserved. 14 Module 1: Targeting Thinking in the Classroom Activity 2 Taking 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

15. Copyright © 2006, Intel Corporation. All rights reserved. 15 Module 1: Targeting Thinking in the Classroom Activity 3 Reflecting 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

16. Copyright © 2006, Intel Corporation. All rights reserved. 16 Module 1: Targeting Thinking in the Classroom Activity 4 Applying 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

17. Copyright © 2006, Intel Corporation. All rights reserved. 17 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 Problem Two 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-lime glass 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

18. Copyright © 2006, Intel Corporation. All rights reserved. 18 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 4 Applying Different Models of Thinking — Module 1.08

19. Copyright © 2006, Intel Corporation. All rights reserved. 19 Module 1: Targeting Thinking in the Classroom Activity 4 Applying 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

20. Copyright © 2006, Intel Corporation. All rights reserved. 20 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?

21. Copyright © 2006, Intel Corporation. All rights reserved. 21 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 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 4 Applying Different Models of Thinking — Module 1.11

22. Copyright © 2006, Intel Corporation. All rights reserved. 22 Module 1: Targeting Thinking in the Classroom Activity 4 Applying 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

23. Copyright © 2006, Intel Corporation. All rights reserved. 23 Module 1: Targeting Thinking in the Classroom Activity 4 Applying 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?

24. Copyright © 2006, Intel Corporation. All rights reserved. 24 Module 1: Targeting Thinking in the Classroom Activity 4 Applying 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

25. Copyright © 2006, Intel Corporation. All rights reserved. 25 Module 1: Targeting Thinking in the Classroom Activity 5 Creating 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

26. Copyright © 2006, Intel Corporation. All rights reserved. 26 Module 1: Targeting Thinking in the Classroom Activity 6 Reviewing 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

27. Copyright © 2006, Intel Corporation. All rights reserved. 27 Module 1: Targeting Thinking in the Classroom Activity 6 Reviewing 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

28. Copyright © 2006, Intel Corporation. All rights reserved. 28 Module 1: Targeting Thinking in the Classroom Activity 6 Reviewing 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/ptfileswww.inteleducation.com/teachingthinking/ptfiles –Save this address in your Favorites Type your “Habits of Learning Taxonomy”

29. Copyright © 2006, Intel Corporation. All rights reserved. 29 Module 1: Targeting Thinking in the Classroom Activity 7 Supporting 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 Tooldemo

30. Copyright © 2006, Intel Corporation. All rights reserved. 30 Step 2: Exploring Deeper Levels of Thinking with the Seeing Reason Tool After demo, go to Seeing Reason: www.intel.com/education/seeingreasonwww.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 map Save your map periodically Save 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 7 Supporting Deeper Thinking — Module 1.27

31. Copyright © 2006, Intel Corporation. All rights reserved. 31 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.

32. Copyright © 2006, Intel Corporation. All rights reserved. 32 Next Session Module 2 Designing 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

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