1. The Design and Development of Intel Thinking Tools Training for In-Service Teachers Cheryl Swartz http://www.emporia.edu/idt/graduateprojects/spring06/SwartzCheryl/Schwartz.ppt - > intel_thinking_tool_CherylSwartz.ppt

2. Development of In-Service  Focus on integrating technology into lessons that revolve around student’s engaging in higher level thinking skills  Incorporated training received through Intel’s Teach to the Future program  Created a survey for teachers before the in-service and an additional survey after the training was completed

3. Survey Focus  How comfortable are teachers using technology in their classrooms?  What has been effective in instructing and facilitating students to use higher level thinking skills? Does technology play a role in this process?  What specific steps and tools can teachers use to instruct students to be critical thinkers?

4. Literature Review  21 st Century Skills focusing on Big6  Task Definition  Information Seeking Strategies  Location and Access  Use of Information  Synthesis  Evaluation  Intel’s Higher Level Thinking Tools  Visual Ranking  Seeing Reason  Showing Evidence

5. ADDIE Method  Analyze – needs of teachers in the three districts worked with  Design – objectives were: Identify 21 st century skills Provide teachers with resources to incorporate technology into lessons  Develop – in-service was developed Instruct teachers in using the Intel Visual Ranking, Showing Evidence and Seeing Reason tools to develop problem based lessons that encourage students to use higher level thinking skills Teaser was used to introduce teachers to tools due to time constraints with teachers committing to 40 hours of training this summer

6. ADDIE Method continued  Implement – presented an in- service to two groups of teachers on higher level thinking skills tools  Evaluate – analyzed results of the surveys and informal discussions concerning the effectiveness of the trainings

7. Results  Medicine Lodge – we weren’t allowed the time to complete the in-service although the teachers completed the initial survey and indicated a need  Andale High School – receptive faculty that saw a need and desired more training  South Barber – receptive faculty that recognized the need, desired more training and wanted basic training

8. Conclusion  Experienced an instructional design challenge when original plan hit snag  Worked through the challenge with exciting results  Opened the door to a new job

9. Overview of In-service provided  The following slides will be examples taken from the in-service presented to the faculties  Developed with the assistance of Jana Craig Hare at Altec

10. 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 Session

11. Objectives for Today’s Session 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.

12. Workshop Outcomes 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

13. 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

14. 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 These free online thinking tools are available at www.intel.com/education/toolswww.intel.com/education/tools.

15. Today’s Activities 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

16. Models of Thinking Review Bloom’s Taxonomy and Marzano’s Dimensions of Learning Keeping them in mind, which thinking skills do you think are most important to support in your curriculum and classroom environment?

17. Bloom’s Taxonomy of Thinking Skills Evaluation Synthesis Analysis Application Comprehension Knowledge Bloom, B. (Ed.). (1956). Taxonomy of educational objectives. Book 1: Cognitive domain. New York: Longman.

18. Marzano’s Dimensions of Learning (part 1) TitleExample 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

19. Marzano’s Dimensions of Learning (part 2) TitleExample 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 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.

20. 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

21. 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: Demo – Seeing Reason Tool

22. 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? Module 2 | Creating Curriculum-Framing Questions Explore Curriculum-Framing Questions in Unit Plans: www.intel.com/education/unitplans www.intel.com/education/unitplans

23. 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. Module 3 | Teaching with Technology-Supported Projects

24. 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

25. 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

26. 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 Module 7 | Using the Showing Evidence Tool in the Classroom

27.  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 Reflecting on the Online Thinking Tools

28.  Benefits for Students: Collaboration Discussion and understanding Interactive and dynamic Precise language. Strengthened verbal argumentation

29. Reflecting on the Online Thinking Tools  Benefits for Teachers: Student-centered instructional practices Management of team projects View the progression of students’ thinking, ideas, and research

30. 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: www.intel.com/education/tools Exploration Time Module 9 | Developing a Unit

31. Workshop Structure