Innovation in Teaching and Learning

Innovation in Teaching and Learning
Teaching Thinking with Technology: Introducing Intel's New Workshop Using Online Tools Presenter: Jeanne Butcher National Senior Trainer Coordinator Institute of Computer Technology and Intel® Teach to the Future Inspiring Innovation in Teaching and Learning Good morning/afternoon – glad you could come – let me introduce myself (quick intro: who you are, what you do, why you’re a Senior Trainer)

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. Goal for Today’s Workshop 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 Overview
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. Objectives for Today’s Session You will leave this introduction to the new workshop understanding how: - A set of free online tools supports deeper thinking and collaborative student work - Thinking skills can be integrated into instruction across the curriculum in support of standards and NCLB - This workshop can compliment existing professional development programs

What Is Intel’s New Workshop?
Focus: Intel® Teach to the Future Workshop on Teaching Thinking with Technology helps teachers integrate a set of free, unique online tools to enhance their curriculum. Audience: The hour face-to-face workshop is designed for teachers with intermediate computer and technology integration skills. Focus: Intel® Teach to the Future Workshop on Teaching Thinking with Technology helps teachers learn to integrate a set of free, unique online tools into their curriculum. The tools can be used with students in any subject, and were designed to promote higher-order thinking. Audience: The hour face-to-face workshop is designed for teachers with intermediate computer and technology integration skills. It is recommended that teachers complete the Intel® Teach to the Future Essentials Course (or a comparable course) prior to participation.

Workshop Outcomes In the full workshop, teachers leave with:
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 In the full workshop, teachers will leave with: - 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 The Unit Plan includes: - Use of Curriculum-Framing Questions - Detailed instructional procedures - Online thinking tool project ready for use with students - Assessment plan and tool(s)

Workshop Curriculum Principles
Technology best supports and enhances learning when higher-order thinking skills are emphasized. To engage students, we focus on student-centered learning. Technology best supports and enhances learning when higher-order thinking skills are emphasized. To engage students, we focus on student-centered learning. - By involving students in real world problems, they build on and then apply knowledge they have by taking on real-life roles. - Students construct their own learning through discovery, inquiry, and problem solving.

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 The tools are designed by leading cognitive researchers and classroom teachers to enable students to visually represent their thinking about complex and interconnected issues. 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 These free online thinking tools are available at

Thinking Tools: Advanced Design and Ease of Use
FREE and always will be Cross-platform and truly Web-based software: 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 Simple to learn Engaging and fun to use Stimulate thinking and collaboration FREE and always will be Cross-platform and truly Web-based software: 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 Simple to learn Engaging and fun to use Stimulate thinking and collaboration

Today’s Activities Sneak preview! Today we’ll look at 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 We’ll also use the free, online thinking tools in hands-on activities throughout this workshop… 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

Thinking about Essential Skills
Module 1 | Thinking in the Classroom Thinking about Essential Skills As society changes, the skills that students need to be successful in life also change. A successful 21st century student must be adept at managing information-finding, evaluating, and applying new content understanding with great flexibility. Activity: Hand out a set of paper strips to each group that list these thinking skills. Have teams of teachers (3-4) use the strips to help facilitate the discussion and ranking of skills. Determining Essential Skills As society changes, the skills that students need to be successful in life also change. A successful 21st century student must be adept at managing information-finding, evaluating, and applying new content understanding with great flexibility. In small groups, rank these skills in order of importance for students to learn in your classroom. Think about the skills you ranked. Are some more teachable than others? Why or why not? This workshop will provide an opportunity to delve more deeply into thinking skills, effective communication skills, and collaboration skills. Now, let’s look at two models of thinking skills. In small groups, rank these skills in order of importance for students to learn in your classroom.

Models of Thinking: Next Steps
Review Bloom’s Taxonomy and Marzano’s Dimensions of Learning Then, consider which thinking skills you think are most important to support in your curriculum and classroom environment Note: In the full workshop, you’ll look at more thinking models – we’re looking at Bloom’s Taxonomy today because most of you are probably already familiar with it. And in the full workshop, you’d create your own taxonomy of learning for your classroom. - Review Bloom’s Taxonomy and Marzano’s Dimensions of learning on the next slides Keeping these in mind, think about which characteristics you would include in your own taxonomy of learning. Which thinking skills do you think are most important to support your curriculum and classroom environment?

Bloom’s Taxonomy of Thinking Skills
Evaluation Synthesis Analysis Application Comprehension Knowledge Bloom’s Taxonomy: Evaluation Synthesis Analysis Application Comprehension Knowledge Keeping these in mind, think about which characteristics you would include in your own taxonomy of teaching SUMMARY QUESTION: Keeping them in mind, which thinking skills do you think are most important to support in your curriculum and classroom environment?? Bloom, B. (Ed.). (1956). Taxonomy of educational objectives. Book 1: Cognitive domain. New York: Longman.

Marzano’s Dimensions of Learning (part 1)
Title Example Dimension 1 Positive Attitudes and Perceptions About Learning Classroom Climate Feeling accepted by teacher and peers Perceiving order Dimension 2 Acquisition and Integration of Knowledge Students must be guided in relating new knowledge to what they know, organizing it, and making it part of long-term memory Two types of knowledge: Declarative Knowledge Procedural Knowledge Dimension 3 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 Keeping these in mind, think about which characteristics you would include in your own taxonomy of teaching. Reminder: Keeping them in mind, which thinking skills do you think are most important to support in your curriculum and classroom environment?

Marzano’s Dimensions of Learning (part 2)
Title Example Dimension 4 Meaningful Use of Knowledge 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 Keeping these in mind, think about which characteristics you would include in your own taxonomy of learning. Reminder: Keeping them in mind, which thinking skills do you think are most important to support in your curriculum and classroom environment? 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:
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 TRANSITION: (TWO PARTS) 1. Now, that we’ve taken a look at essential skills and models of thinking, we’re going to dive into the Seeing Reason tool. 2. The Seeing Reason tool is one of the three free online tools for teachers and student use. Refer to hand-out (Seeing Reason) – for the next few slides When students use the tool they: - 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 - Use of logic Visual representation of direct and inverse relationships

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: TRANSITION: When you go onto the Web site, students are going to create factors to illustrate and explain cause and effect relationships. Before your participants log in to the Seeing Reason Web site, do a brief demonstration of how one might answer the question of this activity, What influences deeper levels of thinking? Factors involved in cause and effect relationships are represented by a square box. The relationships between the factors are represented by arrows of a specific thickness and color to provide meaning: Thicker arrows show a stronger relationship. Thinner arrows show a weaker one. Blue arrows indicate positive relationships (as X increases, Y increases). Red arrows indicate negative relationships (as X increases, Y decreases). Use the graphic on this slide to give a basic understanding of the relationships and the meaning of the colors/line thickness: Red arrow (decreases): As meaningful goal/task increases, blind memorizing of facts decreases. Blue arrow (increases): If there is a meaningful goal/task, deeper levels of thinking increases. > Go to the Demo Seeing Reason map and click Clear the Map button. > Point out the buttons in the workspace and their function. > Click the Create a new factor box. > Type the words deeper levels of thinking in the factor name box and explain what that means to you in the description. You might want to ask for ideas from the participants. > Create a new factor of meaningful goal/task. In the Describe this factor box, type Using knowledge to accomplish a goal or task that is meaningful to the person (Marzano) > Create another factor for blind memorizing of facts. As the description, type Memorizing facts in isolation, without context. > Click the Add a new relation between factors button. > Add the relationship, As meaningful goal/task increases, deeper levels of thinking increase. Choose the intensity of that causal relationship in the drop-down box, and explain the relationship. > Mouse over the blue arrow to show how to read the relationship. > Add the relationship, As meaningful goal/task increases, blind memorizing of facts decreases, select the intensity, and describe the relationship. Demo – Seeing Reason Tool

Supporting Deeper Levels of Thinking
Module 1 | Thinking in the Classroom Supporting Deeper Levels of Thinking Go to the Seeing Reason Tool: Working in pairs, Log-in to Student Workspace: > Teacher ID: ict2005 > Use the team ID and password on the envelope at your shared computer station To explore answers to the question: What influences deeper levels of thinking? Be sure you SAVE TO PORTFOLIO We are going to go to the Seeing Reason Tool To explore answers to the question: What influences deeper levels of thinking? Click Student Login: TEACHER ID: NECCthinking Participants need to pair up to do the activity. The tool should be open on one computer and the handout should be open on the other computer. The participants should use the team IDs and passwords found on their computer Select: Seeing Reason Project > Influencing Deeper Thinking MAKE SURE YOU COVER THE FOLLOWING REFLECTING ON MAP BUILDING: After the mapping activity, discuss: Did you and your partner immediately agree on what to map? Did you talk about your ideas and compromise? What types of things did you talk about as you created your map? Did viewing other teams’ thinking skills maps give you other ideas? Has this activity changed your understanding of what leads to deeper levels of thinking? Has this activity helped you consider what can limit deeper levels of thinking? If so, how has your thinking changed or evolved? Remind them to SAVE TO PORTFOLIO

Grow a Business: A Visual Ranking Unit Plan
At a Glance Grade Level: Subjects: Social Studies, Math, Language Arts Topics: Economics, Business, Persuasion, Comparative Analysis Time Needed: 8-10 class periods, 1 hour each Key Learnings: Decision-making, Economics, Problem Solving, Data Collection and Analysis, Persuasive Writing Students develop business expertise by marketing flowers for Mother's Day. The Visual Ranking Tool helps students to set priorities, debate differences, and make correlations in order to reach consensus and make those needed decisions. Give a quick overview of Grow a Business (you’ll look at the CFQs in the next slide). Visual Ranking > Project Examples > Unit Plans > Grow a Business Note the common elements of the Unit Plans throughout the site (“At a Glance”, “Things You Need”, “Curriculum-Framing Questions”, “Instructional Procedures”, sample student work…) Unit Summary Fourth-grade students develop business acumen by marketing flowers for Mother's Day. As students work through the unit activities, they develop a simple business plan, conduct market research, determine product potential, seek funding, and, finally, market and sell their product. They survey schoolmates to determine flower popularity, but also learn that they must consider market price and profitability if they want to "grow a business" and reach their sales goal. As students take on the role of producers, they are forced to make many business decisions. Students must come to consensus and decide which flowers to sell, how to market their products to their potential consumers, how to represent their data and analysis to the school parent group, and how to communicate their business plan in a convincing manner. The Visual Ranking Tool helps students to set priorities, debate differences, and make correlations in order to reach consensus and make those needed decisions. Visual Ranking

What Are Curriculum-Framing Questions?
Module 2 | Creating Curriculum-Framing Questions What Are Curriculum-Framing Questions? Essential: The overarching, “big idea” question. Can help to focus several different units. Unit: Unit-specific, open-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. 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? One way of engaging students and supporting higher-order thinking skills is through the use of certain types of open-ended questions. In this module, we would discuss the general types of questions used in the classroom, practice with and create CFQs for your own classroom, and reflect on how these questions can affect and support deeper levels of thinking. The examples on the slide for each CFQ are from Grow a Business have participants spend time going to Unit Plan site to review CFQs also mention there are Unit Plans and Project Ideas within each Tool section of the site > SHOW GROW A BUSINESS Note: tell them: we will be giving you additional time later to explore unit plans for your own use. Explore Curriculum-Framing Questions in Unit Plans:

Characteristics of Good Projects
Module 3 | Teaching with Technology-Supported Projects Characteristics of Good Projects 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. Projects can help students explore Curriculum-Framing Questions in a meaningful way. They provide an authentic and real-world context for connecting learning activities and incorporating higher-order thinking around big ideas. There are many definitions of and degrees of project-based approaches in units but most definitions have a common set of characteristics. Nine of these characteristics are described here: (SLIDE BULLETS) – also refer to hand-outs

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 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

Ranking Project Characteristics
Module 3 | Teaching with Technology-Supported Projects Ranking Project Characteristics Go to the Visual Ranking Tool Working in pairs, Log-in to Student Workspace: > Teacher ID: ict2005 > Use the same team ID and password on the envelope at your computer station Choose the project “Ranking Characteristics of Good Projects” Participants need to pair up to do the activity. The tool should be open on one computer and the handout should be open on the other computer. The participants should use the team IDs and passwords found on their computer In order to think more deeply about these project characteristics and to see how they apply in an effective project, review the Grow a Business unit plan again with these project characteristics in mind. With a partner, rank the characteristics according to their level of emphasis in this unit plan. Which project characteristic elements do you think are strongly emphasized in this unit? Which characteristics seem less significant in this unit? 1. FOLLOW instructions in hand out

Module 3 | Teaching with Technology-Supported Projects
Discuss Your Ranking What kinds of discussion did you have with your partner as you decided on the order of the list? How did your ranking differ from other teams? Did their comments help you understand other ways of thinking about the items? What was your lowest ranked item? Discuss Your Ranking - What kinds of discussion did you have with your partner as you decided on the order of the list? - How did your ranking differ from other teams? Did their comments help you understand other ways of thinking about the items? - What was your lowest ranked item and what were some ideas you came up with to modify the unit? As a whole group, discuss your experience ranking the project characteristics in the Grow a Business unit plan. > Questions are on the slide

Designing Good Projects
Module 3 | Teaching with Technology-Supported Projects Designing Good Projects Projects need to be designed with the end in mind Remember – project planning is not linear Search the standards for higher-order thinking words Have participants refer to the diagram in the handout on the steps for project planning. Talk through this diagram with participants. SLIDE CONTENT: - Projects need to be designed with the end in mind - Determine learning goals by using content standards - Target higher-order thinking * What do you want your students to know, do, or understand? - Develop Curriculum-Framing Questions - Make an assessment plan - Design activities - Remember – project planning is not linear - Take 5 minutes to find your state standards and look for higher-order thinking requirements: link is to - As participants are looking through their standards, remind them to think about areas they would like to cover more in-depth or they feel the thinking tools would help them address deeper. - Before moving to next slide – “Let’s take a look at a real student project, that a teacher has done in the classroom that targets these higher-order thinking skills and uses the Showing Evidence Tool”

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 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

Looking at Showing Evidence in Action
Module 7 | Using the Showing Evidence Tool in the Classroom Looking at Showing Evidence in Action The Importance of Argumentation in the Classroom: 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: 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 Have participants refer to their handout to look at the table that shows the basic elements of the arguments. Looking at Showing Evidence in Action The Importance of Argumentation in the Classroom: 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: 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

Digging Deeper into Argumentation
Module 7 | Using the Showing Evidence Tool in the Classroom Digging Deeper into Argumentation Think About Your Classroom Discuss the ways that argumentation is used in your classroom When do your students engage in argumentation? At what points do they have problems in creating and supporting a clear argument? Brief group discussion: - Think About Your Classroom - Discuss the ways that argumentation is used in your classroom - When do your students engage in argumentation? - At what points do they have problems in creating and supporting a clear argument?

Trying a Showing Evidence Case
Module 7 | Using the Showing Evidence Tool in the Classroom Trying a Showing Evidence Case Review a Sample Case 1. Open the Showing Evidence Web site at 2. Click Enter, and then on the page that opens, click Project Examples. 3. Click Unit Plans. 4. Click the Unit Plan title, Space: The Future Frontier. 5. Scroll down to view the live version of the Showing Evidence case. Explore some of the evidence, explanations, ratings, and comments by double-clicking the elements in the case. Review Project Examples: find ideas for your classroom Go to: Project Examples > Project Ideas Review a Sample Case 1. Open the Showing Evidence Web site from your Favorites. 2. Click Enter, and then on the page that opens, click Project Examples. 3. Click Unit Plans. 4. Click the Unit Plan title, Space: The Future Frontier. 5. Scroll down to view the live version of the Showing Evidence case. Explore some of the evidence, explanations, ratings, and comments by double-clicking the elements in the case. Review Project Examples: find ideas for your classroom Go to: Project Examples > Project Ideas ________________________________________________________________ - Take a look at the overview of this unit summary and CFQs in your handout. - Orient them to the parts of the Space Case – walk them through the evidence bin, rating evidence – define the different components (Claim, Evaluating Evidence)… - Talk briefly with participants about how it is important to discuss the following components with your students: Quality of the evidence - Is the source reliable and credible? How accurate is the evidence? Strength of the evidence to support or oppose the claim - Were all important counter-arguments explored and included? - Is the evidence central to the argument? Reasoning for why the evidence supports or opposes the claim - What general principle or idea allows that connection? - How does this particular evidence support or oppose the claim?

Set up Your Teacher Workspace
Teachers can set up and manage projects for the online tools in a shared workspace. Go to any of the tools’ landing pages Click Enter Click Teacher Workspace As a registered teacher, you may set up as many projects as you like and as many student team accounts that are needed for each project. They will remain active until you choose to delete them. Your and other information will be secure. - Have participants watch the facilitator do the demo of the Teacher Workspace. - Facilitator logs in to demonstrate features of shared workspace –walk them through the workspace (how teachers set up projects and add teams) [You may use Teacher ID: NECC05 / password: teach to demo (please don’t change any projects there!)] - Provide participants 5 minutes to register at the thinking tools Web site if they are not already registered. Note: Even if participants have already registered, encourage them to go to the Web site and see how the workspace has been enhanced.

Module 9 | Developing a Unit
Exploration Time Think about a project you use that could be enhanced with the kinds of thinking these tools support. Where would comparing be valuable? Where would mapping of cause and effect be valuable? Where would argumentation be valuable? Project Ideas and Unit Plans are available on the Web site for each tool: Think about a project you use that could be enhanced with the kinds of thinking these tools support. Where would comparing be valuable? Where would mapping of cause and effect be valuable? Where would argumentation be valuable? Project Ideas and Unit Plans are available on the Web site for each tool Show them tools project ideas Click the link Open a tool landing page, click enter Click the “Project Examples” tab Show them “Project Ideas” > tab and in-page link Give them time to explore and evaluate for their own use…

Workshop Format Teaching Thinking with Technology is face-to-face, hands-on instruction in a computer lab. The workshop is 40 hours for Master Teachers and prepares them to deliver the workshop to their colleagues. Master Teachers select which modules to offer to Participant Teachers, depending on local needs. The workshop for Participant Teachers ranges from hours. Workshop format: - Teaching Thinking with Technology is face-to-face, hands-on instruction in a computer lab. - The workshop is 40 hours for Master Teachers and prepares them to deliver the workshop to their colleagues. - Master Teachers select which modules to offer to Participant Teachers, depending on local needs. - The workshop for Participant Teachers ranges from hours.

Workshop Delivery Options:
24 Hours = Required components: Minimum of Modules 1-4, 9-10 (24 hours) Thinking skills Curriculum-Framing Questions Project Approach to Learning Visual Ranking Tool Teacher Workspace set up Assessment Unit Planning 32 Hours A or B = 24 hours plus either Seeing Reason Modules or Showing Evidence 40 Hours = 24 hours plus all online thinking tools – all ten Modules Go over this slide briefly, then highlight by clicking 24 Hours. When the hidden slide shows, simply select each option on the slide to illustrate the various Workshop Options.

Workshop Modules Workshop Delivery Options
Module 1 – Thinking in the Classroom Workshop for Master Teachers (40 hours) Module 2 – Creating Curriculum-Framing Questions Workshops for Participant Teachers Module 3 – Teaching with Projects Option 1: 24 hours Module 4 – Using the Visual Ranking Tool in the Classroom Option 2: 32 hours Module 5 – Using the Seeing Reason Tool in the Classroom Module 6 - Creating a Project Idea that Integrates the Seeing Reason Tool Option 3: 32 hours Module 7 – Using the Showing Evidence Tool in the Classroom Option 4: 40 hours Module 8 – Creating a Project Idea that Integrates the Showing Evidence Tool Module 9 – Creating a Project Module 10 – Assessing and Showcasing © 2005 Intel Corporation. All Rights Reserved.

Workshop Structure (The smoke says “Implementation Plan”)
There are 6 Required modules, provided in both the MT and PT workshops: Module 1: “Thinking in the Classroom” Module 2: “Creating Curriculum-Framing Questions” Module 3: “Teaching with Technology-Supported Projects” Module 4: “Creating a Project Idea that Integrates the Visual Ranking Tool” Module 9: “Developing a Unit” Module 10: “Completing a Unit” There are also 4 modules covering two additional online thinking tools. These modules are optional for PTs. Module 5: “Using the Seeing Reason Tool in the Classroom” Module 6: “Creating a Project Idea that Integrates the Seeing Reason Tool” Module 7: “Using the Showing Evidence Tool in the Classroom” Module 8: “Creating a Project Idea that Integrates the Showing Evidence Tool”

Train-the-Trainer Model
Local Education Agencies apply to participate. They select Master Teachers (MTs) who have strong computer and technology integration skills to attend the workshop for Master Teachers provided by Senior Trainers. These MTs then return to their LEA to recruit and train 10 or more Participant Teachers (PTs). The audience probably won’t know what an “LEA” is: LEAs are typically school districts, individual schools, or groups of schools… Explain the train-the-trainer model…

Reflecting on the Online Thinking Tools
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 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

Benefits for Students: Collaboration Discussion and understanding Interactive and dynamic Precise language. Strengthened verbal argumentation Benefits for Students: - Collaboration and appropriate use of the tools improves higher-order thinking skills. - The nature of the tools encourages discussion and understanding of complex ideas. - The tools allow interactive and dynamic visual representation of thinking. - Students are required to be precise in their language. - Teams can be assigned to review another team’s case, strengthening students’ verbal argumentation skills.

Benefits for Teachers: Student-centered instructional practices Management of team projects A view to the progression of students’ thinking, ideas, and research Benefits for Teachers: - By their use, the tools prompt teachers to shift to student-centered instructional practices. When they integrate thinking tools, teachers no longer dispense knowledge, but rather guide students as they create meaning in rich projects. - Teachers can quickly and easily set up and manage as many team projects online as needed. - Teachers can view and print the detailed work completed by each team and view the progression of their thinking, ideas, and research.

Get Involved! Questions? To learn more, visit
Questions? For additional information on the workshop, stop by the booth (#1323) and pick up a brochure. Also, look for Senior trainers – they are wearing the stone colored shirts. They can share their experiences with our programs and using our tool and resources. You can also visit our Web site to learn more. Here you’ll find: - More information on the workshop benefits, curriculum, and structure - Resources for teachers to interest their district in participating - The online Local Education Agency application to participate You can also visit the Intel Teach to the Future Web site (indicate where URL is on collateral). At the Web site you will find more information on the program, including benefits to participants, curriculum overview, and how to get involved. The Local Education Agency application to participate is available online at this site, too. Remember to click QUESTIONS?

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