Session 3: Locating Information ACT WorkKeys Teacher Prep MISD Kimberly Hase January 15, 2010.

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Presentation transcript:

Session 3: Locating Information ACT WorkKeys Teacher Prep MISD Kimberly Hase January 15, 2010

Locating Information Why is this a big deal? A recent survey found that 22.1% of hourly employees had an inability to read and translate drawings, diagrams, and flow charts. A recent survey found that 22.1% of hourly employees had an inability to read and translate drawings, diagrams, and flow charts.

Practice Problems Things you need: Cell phone and the ability to send a text Cell phone and the ability to send a text Handout with questions Handout with questions Pen/pencil/crayon/marker/something that marks on paper Pen/pencil/crayon/marker/something that marks on paper What to do: Work independently to answer each question Work independently to answer each question Text the answer to each question (see the next four slides) Text the answer to each question (see the next four slides)

Level Three Don’t forget: You can copy- paste this slide into other presentations, and move or resize the poll.

Level Four Don’t forget: You can copy- paste this slide into other presentations, and move or resize the poll.

Level Five Don’t forget: You can copy- paste this slide into other presentations, and move or resize the poll.

Level Six Don’t forget: You can copy- paste this slide into other presentations, and move or resize the poll.

Understanding Levels What differences/similarities do you see between the four levels? ***Consider skills, thought process and information presented Level Three- Level Three- Level Four- Level Four- Level Five- Level Five- Level Six- Level Six-

Process Record the thinking processes or steps you used for each question Example-Level Three Example-Level Three Read the question look at format of graphic Read the labels/words on the graphic Determine what the graphic is telling me Answer the question

How can I teach this? Use graphics daily Making Thinking Visible Model your thinking Model your thinking Using steps, talk your way through them Students share their thinking Students share their thinking Pairs in which one student speaks, explaining thought process they used Writing thought process when using graphics Creating graphics of their own work