1. Todd Lindbloom, Coordinator Model Schools Erie 1 BOCES/WNYRIC tlindbloom@e1b.org

2. Agenda 9:00-11:30 Learning about Slam Dunk Activities 11:30-12:30 LUNCH 12:30-3:15 Creating Slam Dunk Activities 3:15-3:30Wrap-up & Workshop Evaluation

3. Workshop Goals 1. Participants will become familiar with the philosophy behind and process of creating Slam Dunk Lessons. 2. Participants will create 3 Slam Dunk Lessons (if time permits, this is normally a three day workshop) to implement during the school year.

4. Essential Question How can teachers build brief lessons with digital resources that inspire a high level of engagement while challenging students to interpret, infer, analyze, synthesize, and evaluate?

5. Looking beyond info gathering  Insight, meaning, and understanding  Develop other literacies  Get beyond “copy & paste”  The goal of these Slam Dunk lessons is: to engage students in challenges that they will find intriguing and worthy of their time. To empower teachers to launch learning activities that match curriculum standards. produce the kinds of results we all hope to see in our classrooms.

6. Keys to Success We need two things to build a great lesson : 1. An intriguing question that matches the standards. 2. A collection of information that will spark understanding. Provoking a sense of wonder is paramount.

7. AKA… How can teachers build brief lessons with digital resources that inspire a high level of engagement while challenging students to interpret, infer, analyze, synthesize and evaluate?

8. A Guide to Higher Level Thinking Ruth SundaKyrene de las Brisas Downloaded from Apple Learning Interchange http://ali.apple.com/ali_sites/azli/exhibits/1000889/The_Lesson.html http://ali.apple.com/ali_sites/azli/exhibits/1000889/The_Lesson.html

9. Bloom’s Six Levels  Knowledge  Comprehension  Application  Analysis  Synthesis  Evaluation Click plant to go directly to the activity

10. Knowledge  Name  List  Recognize  Choose  Label Relate Tell Recall Match Define Level 1 – Recall Remembering previously learned material, recalling facts, terms, basic concepts from stated text

11. Comprehension  Compare  Describe  Outline  Organize  Classify Explain Rephrase Show Relate Identify Level 2 – Understand Demonstrating understanding of the stated meaning of facts and ideas

12. Inference  Speculate  Interpret  Infer  Generalize  Conclude Level 2 1/2 – Infer Demonstrating understanding of the unstated meaning of facts and ideas

13. Application  Apply  Construct  Model  Use  Practice Dramatize Restructure Simulate Translate Experiment Level 3 – Put to Use Solving problems by applying acquired knowledge, facts, and techniques in a different situation

14. Analysis  Analyze  Diagram  Classify  Contrast  Sequence Simplify Summarize Relate to Categorize Differentiate Level 4 – Break down Examining and breaking down information into parts

15. Synthesis  Compose  Design  Develop  Propose  Adapt Elaborate Formulate Originate Solve Invent Level 5 – Put together Compiling information in a different way by combining elements in a new pattern

16. Evaluation  Judge  Rank  Rate  Evaluate  Recommend Defend Justify Prioritize Support Prove Level 6 – Judge Presenting and defending opinions by making judgments about information based on criteria

17. Applying Bloom’s  Knowledge – List the items used by Goldilocks while she was in the Bears’ house.  Comprehension – Explain why Goldilocks liked Baby Bear’s chair the best.  Application – Demonstrate what Goldilocks would use if she came to your house.  Analysis – Compare this story to reality. What events could not really happen.  Synthesis – Propose how the story would be different if it were Goldilocks and the Three Fish.  Evaluation – Judge whether Goldilocks was good or bad. Defend your opinion. Using the story Goldilocks and the Three Bears

18. Your Turn to Guess... 1.Illustrate the main idea of the story on a poster. 2.Rank the characters from best to worst and explain how you ranked them. 3.Create a new story by placing Red in a modern-day city. Using the story, Little Red Riding Hood:

19. Did you answer... 1. Application 2. Evaluation 3. Synthesis

20. Your Turn to Guess... 4.Describe what Red did when she first saw the Wolf. 5.Tell what happened to the grandmother in the story. 6.Write out the main events in the story. Cut them apart and sequence them in proper order. Using the story, Little Red Riding Hood:

21. Did you answer... 4. Comprehension 5. Knowledge 6. Analysis

22. Well done! The following slides give you opening phrases for the higher order thinking skills. Choose a story or book you are currently reading and try your hand at “sprouting” some high level questions….

23. Put yourself in the place of one of the characters and tell what you would have done….. ? What would result if….. ? Compare and contrast….. ? What questions would you to find out … ? How would the character solve the similar situation of….. ? Put the main character in another story setting, how would he act? If you had to plan a vacation for the main character, where would he go? Application Openers

24. What motive does ____ have…..? What conclusions can you draw about…..? What is the relationship between…..? How is ______ related to …..? What ideas support the fact that…..? What evidence can you find…..? What inferences can you make about…..? What generalizations can be made about …..? What assumptions can you make about …..? What is the theme of…..? Analysis Openers

25. What would happen if…..? What advice would you give…..? What changes would you make to…..? Can you give an explanation for…..? How could you change the plot…..? Suppose you could _____, what would you do…..? How would you rewrite the section from _________’s point of view…..? How would you rewrite the ending of the story? Synthesis Openers

26. Compare two characters in the selection….which was a better person…why? Which character would you most like to spend the day with? Do you agree with the actions of…..? How could you determine…..? Why was it better that…..? What choice would you have made about…..? How would you explain…..? What data was used to make the conclusion…..? Would it be better if…..? Evaluation Openers

27. Now get out there and “bloom” with higher order thinking and questioning skills!

28. A picture is worth a thousand thoughts  Visit the following website http://www.learnnc.org/media/articles/bloo m0405-3/bloompix.html  With a partner, come up with one more question for each level of thinking on the pyramid

29. 5 Types of Slam Dunk Lessons  The Database  The Provocative Article, Poem, and Text  The Provocative Ad/Persuasive Image  The Dramatic Media  *The Rich Site

30. The Database  A "chunk" of information with a set of challenging questions requiring the student to interpret or make sense of the data. The chunk might be an image, a passage of text or a collection of data.  Example: HomicideHomicide  Example: No Time Slam Dunk Lesson, Which City? Which City?

31. Share Think Pair

32. The Provocative Article, Poem or Text Focusing on current events and issues  Example: What Should be Done?What Should be Done? (article can be found here)  Example: No Time Slam Dunk Lesson, What’s the Problem? What’s the Problem?  If I were the Principal If I were the Principal

33. Share Think Pair

34. The Provocative Ad/Persuasive Image  Focus on synthesis, asking students to harvest a great image and combine it with powerful text to express a message that is full of impact and import.  Example: Pharmaceutical AdPharmaceutical Ad  Example: CartoonCartoon

35. Share Think Pair

36. The Dramatic Media  The interpretation or discussion of a single powerful image, short video clip, or short audio sound  Example: The Coal Breaker BoysThe Coal Breaker Boys  Example: No Time Slam Dunk lesson, Tom and Lilah Tom and Lilah  Civil War Civil War  Counting Money Counting Money

37. Share Think Pair

38. The Rich Site  Finding a rich Web site on a content area such as weather - NOAA, for example - and then conceiving an essential question to challenge students to mine and interpret the rich information.  Example: Hurricane of the CenturyHurricane of the Century  Example: RecyclingRecycling

39. Share Think Pair

40. More Slam Dunk Examples  Canyon Independent in TX (click on dept – technology – curr activities) Canyon Independent in TX  WNY teachers WNY teachers  Bloomfield (many are “rich site”) Bloomfield

41. Work in Word or PowerPoint Use the Word templatetemplate See sample of thought process for dramatic imagesample Upon Completion ○ May be saved in a shared folder ○ May be attached to a website ○ Can also save as a webpage

42. Copyright Many slam dunk lessons raise questions of copyright, as the image, the text or the numbers may be copyrighted and not available for publication. In such cases, the lesson planner can provide a link to the chunk of information where it resides, thereby avoiding unauthorized use of copyrighted material. Alternatively, you may use anything on the CSLO site in your classroom with proper citation.