1. Thinking with Technology Course Module 9
Digital Manual; Module 9
Intel® Teach Program
Thinking with Technology Course
Module 9

2. Where We Were 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:
Using the Visual Ranking Tool to Target Thinking Skills
Module 6:
Considering the Visual Ranking Tool for Your Unit
Module 7:
Using the Seeing Reason Tool to Target Thinking Skills
Module 8:
Considering the Seeing Reason Tool for Your Unit
Create a practice Seeing Reason causal map
Discuss and practice effective questioning techniques
Provide and receive feedback on project ideas
Digital Manual; Module 9

3. Module 9 Using the Showing Evidence Tool to Target Thinking Skills
Where We Are
Module 9 Using the Showing Evidence Tool to Target Thinking Skills
Understand how the Showing Evidence Tool supports the argumentation process
Review and rate evidence
Discuss best uses for the Showing Evidence Tool
Set up a Showing Evidence project
Digital Manual; Module 9

4. Where We Are Going Module 10:
Considering the Showing Evidence Tool for Your Unit
Module 11:
Completing Your Unit
Digital Manual; Module 9

5. Module 9 Using the Showing Evidence Tool to Target Thinking Skills
Essential Question How can I best design instruction that promotes thinking? Module Questions How can I help my students build well-structured arguments? How can Showing Evidence promote communication and collaboration in my classroom?
Digital Manual; Module 9

6. Module 9 Using the Showing Evidence Tool to Target Thinking Skills
Module Objectives
Review and discuss a unit that integrates the Showing Evidence Tool
Understand the format of an argument and how Showing Evidence supports the argumentation process
Understand how to review and rate evidence
Discuss best uses of the Showing Evidence Tool
View and discuss ideas for incorporating the Showing Evidence Tool into your unit
Develop and share a project idea that uses Showing Evidence
Set up a Showing Evidence project online
Digital Manual; Module 9

7. Step 1: Considering Argumentation in the Classroom
Module 9: Using the Showing Evidence Tool to Target Thinking Skills Activity 1 Looking at Showing Evidence in Action
Step 1: Considering 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
Digital Manual; Module 9; Activity 1; Step 1
Participants review descriptions of the educational value of argumentation.

8. Step 2: Taking a Look at the Format of an Argument Claim Evidence
Module 9: Using the Showing Evidence Tool to Target Thinking Skills Activity 1 Looking at Showing Evidence in Action
Step 2: Taking a Look at the Format of an Argument
Claim
Evidence
Quality of evidence
Links between the claim and evidence
Reasoning
Counterargument
Digital Manual; Module 9; Activity 1; Step 2
Participants see Toulmin’s argumentation model and then Intel’s modified version (bullets on the slide).

9. Step 3: Look Closely at Your Showing Evidence Case
Module 9: Using the Showing Evidence Tool to Target Thinking Skills Activity 1 Looking at Showing Evidence in Action
Step 3: Look Closely at Your Showing Evidence Case
Focus on the elements of an argument and discuss your initial experience with the Showing Evidence Tool.
What information would you have liked to know prior to starting your work?
In what ways did the Showing Evidence Tool help you to refine and evaluate your ideas?
Digital Manual; Module 9; Activity 1; Step 3
Participants are reminded of their use of the Showing Evidence Tool in Module 4.
Participants reflect using questions from the digital manual to guide the reflection and then share their thoughts with the group.
There is a text box at the end of the activity that participants could use to record their thoughts, but it might be hard to flip back and forth.

10. Step 1: Thinking About Your Classroom
Module 9: Using the Showing Evidence Tool to Target Thinking Skills Activity 2 Digging Deeper into Argumentation
Step 1: Thinking About Your Classroom
When do your students engage in argumentation?
At what points do they have problems in creating and supporting a clear argument?
Digital Manual; Module 9; Activity 2; Step 1
Participants reflect on the two questions and may record their thoughts in a text box provided in the digital manual.

11. Step 2: Setting Up Expectations for an Argument –
Module 9: Using the Showing Evidence Tool to Target Thinking Skills Activity 2 Digging Deeper into Argumentation
Step 2: Setting Up Expectations for an Argument –
Understand the parts of an argument:
Claim: What you are trying to prove or persuade
Evidence: Facts or data that support or oppose a claim
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
Reasoning for why the evidence supports or opposes the claim
Digital Manual; Module 9; Activity 2; Step 2
Participants consider instruction students might need before being able use argumentation through the Showing Evidence Tool. Participants are provided with text boxes where they may record additional items.
A link to examples of argumentation errors and misuses of evidence is provided.

12. Step 3: Reviewing a Sample Case
Module 8: Using the Showing Evidence Tool to Target Thinking Skills Activity 2 Digging Deeper into Argumentation
Step 3: Reviewing a Sample Case
Review the Unit Summary and Curriculum-Framing Questions.
Go to the Showing Evidence Web site:
Click Project Examples, click Unit Plans, and then click The Case of the Mysterious Malady.
Discuss the questions with a partner.
Digital Manual; Module 9; Activity 2; Step 3
Participants work with a partner to review a sample unit plan that utilizes the Showing Evidence Tool.
Questions are provided to guide their review. Participants may record their conclusions in the text boxes provided.

13. Step 4: Discussing Rating Rubrics
Module 9: Using the Showing Evidence Tool to Target Thinking Skills Activity 2 Digging Deeper into Argumentation
Step 4: Discussing Rating Rubrics
Discuss Evaluation of Evidence Quality
How would this rubric help students to better rate and evaluate evidence?
What types of elements you would want to include in a rubric for your own subject area?
Discuss Evaluation of the Evidence Strength
How would this rubric help students build a better argument?
What is important about evidence that opposes a claim?
What other criteria and qualifiers you would want to include for your own subject area?
Digital Manual; Module 9; Activity 2; Step 4
Participants examine the rating rubric for the unit. A link is provided to the Quality of Evidence Rubric. In small groups, participants discuss the rubric and record their thoughts in the text box provided. A link is provided to the Strength of Evidence Rubric. Participants record their thoughts in a provided text box.

14. Step 5: Determining Acceptable Evidence
Module 9: Using the Showing Evidence Tool to Target Thinking Skills Activity 2 Digging Deeper into Argumentation
Step 5: Determining Acceptable Evidence
Different subject areas required different evidence
How will you incorporate the idea of considering the intended audience when making an argument?
What is the lowest acceptable number of sources?
Should all evidence be considered?
Do you expect direct quotes?
Will you require a minimum number of quotes?
Digital Manual; Module 9; Activity 2; Step 5
Participants consider how various subject areas might utilize different types of evidence. A text box is provided for their use as they record their ideas.

15. Discuss the Evaluation of Claim rubric
Module 9: Using the Showing Evidence Tool to Target Thinking Skills Activity 2 Digging Deeper into Argumentation
Step 6: Evaluating the Claim
Discuss the Evaluation of Claim rubric
What about poor quality evidence that strongly supports a claim?
What about a lot of so-so support?
How would you weigh quantity in comparison to quality?
How can you relate the process of a jury decision to the evaluation of a claim?
Would you make any changes to the rubric?
Digital Manual; Module 9; Activity 2; Step 6
Participants explore the discussions they might want to conduct with their students concerning evaluating a claim. A link is provided to the Evaluation of Claim Rubric as is a text box where participants may record their ideas.

16. Step 7: Making a Conclusion
Module 9: Using the Showing Evidence Tool to Target Thinking Skills Activity 2 Digging Deeper into Argumentation
Step 7: Making a Conclusion
A place where students can answer the case question
What other ways can the conclusion area be used?
Step 8: Reviewing the Benefits of the Showing Evidence Tool
Review the benefits of the Showing Evidence Tool
Digital Manual; Module 9; Activity 2; Step 7 and Step 8
Participants consider the conclusion in the argumentation process. They may record their ideas in a text box that is provided.
In step 8, participants review the benefits of the Showing Evidence Tool.

17. Step 1: Reviewing the Power of the Showing Evidence Tool
Module 9: Using the Showing Evidence Tool to Target Thinking Skills Activity 3 Viewing Project Ideas
Step 1: Reviewing the Power of the Showing Evidence Tool
Understand the use of the Showing Evidence Tool as classified by Marzano’s Dimensions of Learning
Digital Manual; Module 9; Activity 3; Step 1
Participants are reminded of their use of Bloom’s Taxonomy with the Visual Ranking Tool and Costa and Kallick’s Habits of Mind with the Seeing Reason Tool.
Participants use the link provided to examine the Uses of Showing Evidence Classified by Marzano’s Dimensions of Learning.
A text box is provided for recording their notes.

18. Step 2: Understanding What Makes a Good Showing Evidence Project
Module 9: Using the Showing Evidence Tool to Target Thinking Skills Activity 3 Viewing Project Ideas
Step 2: Understanding What Makes a Good Showing Evidence Project
Helps students:
Analyze
Look at the big picture
Research hypotheses
Look at different perspectives
Investigate social issues
Evaluate credibility
Organize ideas
Debate controversial issues
Incorporates:
Elements of a controversial issue, debatable topic, or moral or ethical dilemma
Engaging, thought provoking, and open-ended questions or ideas
Opportunities for exploring conflicting evidence
Digital Manual; Module 9; Activity 3; Step 2
Participants consider the types of projects that might benefit from the use of the Showing Evidence Tool.
Participants also consider the importance of allowing time for student reflection.

19. Step 3: Viewing Sample Projects
Module 9: Using the Showing Evidence Tool to Target Thinking Skills Activity 3 Viewing Project Ideas
Step 3: Viewing Sample Projects
Go to:
Click Project Examples and then click Unit Plans.
Open the Romeo and Juliet Unit Plan.
Explore the live version of this case.
If time is available, review any additional example projects on your own.
Digital Manual; Module 9; Activity 3; Step 3
Participants view and discuss the Romeo and Juliet Unit Plan which involves argumentation.
They may record their ideas in a text box which is provided in the digital manual.

20. Step 4: Thinking About Your Unit Brainstorm Ideas
Module 9: Using the Showing Evidence Tool to Target Thinking Skills Activity 3 Viewing Project Ideas
Step 4: Thinking About Your Unit
Brainstorm Ideas
Consider skimming Web sites for ideas
Create a list of possible topics
Digital Manual; Module 9; Activity 3; Step 4
Participants consider possible topics for using the Showing Evidence Tool in their units and record their ideas in the text box provided.

21. Step 1: Reviewing the Needs of Your Unit Open your Unit Plan.
Module 9: Using the Showing Evidence Tool to Target Thinking Skills Activity 4 Clarifying Project Ideas for Using Showing Evidence
Step 1: Reviewing the Needs of Your Unit
Open your Unit Plan.
Review your “Habits of Learning Taxonomy.”
Review the standards you identified as ones that could possibly benefit from the use of the Showing Evidence Tool.
Identify or consider new objectives that could be supported by the use of the Showing Evidence Tool.
Note: If you do not believe Showing Evidence would be a good fit for your unit, you will have the opportunity to try out an idea for a different unit during this module.
Digital Manual; Module 9; Activity 4; Step 1
Participants review their Unit Plan before determining a use for the Showing Evidence Tool. The digital manual includes a list of skill keywords. Participants use the text box provided to record learning objectives they feel could be supported by the Showing Evidence Tool.

22. Step 2: Viewing Sample Project Descriptions and Prompts
Module 9: Using the Showing Evidence Tool to Target Thinking Skills Activity 4 Clarifying Project Ideas for Using Showing Evidence
Step 2: Viewing Sample Project Descriptions and Prompts
View examples for how to write your own
Digital Manual; Module 9; Activity 4; Step 2
Participants view several ideas for using the Showing Evidence Tool in a variety of content areas. A link is provided to additional project ideas. A text box is provided where participants may record any ideas they want to remember.

23. Share your ideas for a project incorporating the Showing Evidence Tool
Module 9: Using the Showing Evidence Tool to Target Thinking Skills Activity 5 Sharing Your Ideas
Share your ideas for a project incorporating the Showing Evidence Tool
Provide feedback on ways to target higher-order thinking skills
[If using a wiki, enter the URL and directions here]
Digital Manual; Module 9; Activity 5
Participants will share their ideas for the Showing Evidence Tool either on the wiki or in small groups.

24. Step 1: Considering How Best to Use the Tool
Module 9: Using the Showing Evidence Tool to Target Thinking Skills Activity 6 Planning Your Project
Step 1: Considering How Best to Use the Tool
Students can use one of two usage models as they evaluate claims and evidence:
Usage Model 1: Create claims and support with evidence
Usage Model 2: Analyze evidence to make a claim or form a hypothesis
Digital Manual; Module 9; Activity 6; Step 1
Participants will decide which of two models their students will use as they evaluate claims and evidence.
A text box is provided for participants to record their thoughts.

25. Step 2: Creating a Showing Evidence Project from an Existing Project
Module 9: Using the Showing Evidence Tool to Target Thinking Skills Activity 6 Planning Your Project
Step 2: Creating a Showing Evidence Project from an Existing Project
Use the project wizard to copy an existing project.
Review your Curriculum-Framing Questions, project priorities, and the Project Reflection Checklist, and then edit the project online.
Copy the details into your Unit Plan. OR
Complete Steps 3 through 5 to create a new Showing Evidence
project (see next two slides).
Digital Manual; Module 9; Activity 6; Step 2
Participants learn to use the project wizard to copy a project as a starting point.
Review slides 23 through 26 with your participants so they know what options they can choose from:
Create a project from an existing Seeing Reason project (slide 23) OR create a new project from scratch (slides 24-26)
AND
Create team IDs with the wizard OR create specialized team IDs (slide 27)

26. Step 3: Creating Your Own Project Description and Prompt
Module 9: Using the Showing Evidence Tool to Target Thinking Skills Activity 6 Planning Your Project
Step 3: Creating Your Own Project Description and Prompt
Open the Unit Plan template and review:
Curriculum-Framing Questions
Project priorities
Project Reflection Checklist
Project Rubric
Draft the Project Description and Prompt for your map or type them directly into your Unit Plan.
Note: If the Showing Evidence Tool use is not appropriate for your unit, use the Seeing Reason Project Idea document available in the Thinking Tools, Seeing Reason Tool Resource folder on the Curriculum Resource CD.
Digital Manual; Module 9; Activity 6; Step 3
Participants will create a project description and prompt for their Showing Evidence Tool.
Participants follow directions in the digital manual.
Links are provided in the digital manual to the resources needed.

27. Step 4: Planning Your Use of Showing Evidence Open your Unit Plan.
Module 9: Using the Showing Evidence Tool to Target Thinking Skills Activity 6 Planning Your Project
Step 4: Planning Your Use of Showing Evidence
Open your Unit Plan.
Add the following to the Showing Evidence section:
Project Title
Project Description
Prompt OR
Use the Showing Evidence Project Idea document available in the Thinking Tools, Seeing Reason Tool Resource folder on the Curriculum Resource CD
Digital Manual; Module 9; Activity 6; Step 4
THIS STEP IS MISSING FROM THE DIGITAL MANUAL. #5 IS LABELED #4 ON THE CD.
In step 4 participants should open their unit plan and add/edit the information as needed for using the Showing Evidence Tool.

28. Step 5: Creating a New Showing Evidence Project
Module 9: Using the Showing Evidence Tool to Target Thinking Skills Activity 6 Planning Your Project
Step 5: Creating a New Showing Evidence Project
Go to:
Click Enter and then click Teacher Workspace.
Enter your teacher ID and password, and then click Login.
In the Manage Projects section, click Set up a new Showing Evidence project.
Digital Manual; Module 9; Activity 6; Step 5
THIS STEP IS LABELED #4 ON THE CD.
Participants who choose to create a new project will follow directions from the digital manual to do so.

29. Step 6: Creating Teams IDs with the Project Wizard
Module 9: Using the Showing Evidence Tool to Target Thinking Skills Activity 6 Planning Your Project
Step 6: Creating Teams IDs with the Project Wizard
Follow instructions to use the project wizard to create team IDs
Create at least two teams for the practice project
Assign a reviewing team OR
Step 7: Creating Specialized Student Teams
Follow instructions to enter team IDs individually
After creating team IDs, record your team IDs and passwords.
Digital Manual; Module 9; Activity 6; Step 6 OR Step 7
Participants create teams for their Showing Evidence Project either by using the project wizard or by creating specialized student teams.

30. The argument model used by Showing Evidence consists of:
Module 8: Using the Showing Evidence Tool to Target Thinking Skills Module Summary
Module 9 Key Points
Research shows that, regardless of grade level or subject, argumentation skills extend learning.
The argument model used by Showing Evidence consists of:
Making a claim
Providing evidence
Evaluating the quality of evidence
Making explicit links between a claim and evidence
Providing reasoning for why evidence supports a claim
Considering counterarguments
Making a conclusion
Digital Manual; Module 9; Summary
Participants skip past the Extension Activity and References to get to the Summary.
Review the argument model.

31. Module 10 Considering the Showing Evidence Tool for Your Unit
Next Session
Module 10 Considering the Showing Evidence Tool for Your Unit
Create a Showing Evidence case
Discuss effective questioning techniques
Revise cases and Unit Plans
Discuss Showing Evidence experiences