copyright © 2006, intel corporation. all rights reserved. intel® teach program thinking with...

Copyright © 2006, Intel Corporation. All rights reserved.Copyright © 2006, Intel Corporation. All rights reserved.

Intel® Teach Program

Thinking with Technology Course© 2007 Intel Corporation. All rights reserved. Intel and the Intel logo are trademarks or registered trademarks of Intel Corporation or its subsidiaries in the United States and other countries. *Other names and brands may be claimed as the property of others.

Copyright © 2006, Intel Corporation. All rights reserved.

© 2007 Intel Corporation. All rights reserved. Intel and the Intel logo are trademarks or registered trademarks of Intel Corporation or its subsidiaries in the United States and other countries. *Other names and brands may be claimed as the property of others.



Programs of the Intel Education Initiative are funded by the Intel Foundation and Intel Corporation.



© 2007 Intel Corporation. All rights reserved. Intel and the Intel logo are trademarks or registered trademarks of Intel Corporation or its subsidiaries in the United States and other countries. *Other names and brands may be claimed as the property of others.2

Module 1: Targeting Thinking in the Classroom

Activity Reviewing the Unit Plan Template — Module 1.19

• Review the components of the Unit Plan Template—pages 1.20–1.25

• Create a folder for all your documents

• Download the Unit Plan Template– Go to: www.tmd.com.au/education/thinking/ptfiles– Save this address in your Favorites or online bookmarking site

• Type your “Teaching and Learning Taxonomy”

• Discussion – What units are we all considering?










Activity Supporting Deeper Thinking — Module 1.26

Step 1: Understanding the Seeing Reason Tool Understand the features of the Seeing Reason Tool View a demo of the Seeing Reason Tool









Step 2: Exploring Deeper Levels of Thinking with the Seeing Reason Tool

After demo, go to Seeing Reason: www.intel.com/education/seeingreason Add to your Favorites or social bookmarking site Log in Explore answers to the question

What influences deeper thinking? Work with a partner -

Add several factors and relationships to your mapSave map periodicallySave final map in your portfolio


Activity Supporting Deeper Thinking — Module 1.27










Activity Step 3Group Discussion: Reflecting on Map-Building — Module 1.28

• After the mapping activity, discuss with the group:– Did you and your partner immediately agree on what to map?– What did you talk about as you created your map?– Did viewing other teams’ thinking skills maps give you other ideas?– How has this activity changed or increased your understanding of what

leads to deeper thinking and what can hinder it?









Module 2: Designing Projects

Activity Identifying Standards/Syllabus Outcomes and Learning Objectives — Module 2.01

Step 1: Considering the Steps

for Project Planning

Review

1. Determine learning goals

2. Develop Curriculum Framing Questions

3. Make an assessment plan

4. Design activities

What standardsare you targeting?

What higher-orderthinking skills

are you targeting?

What open-ended “Unit Question” could be

asked to promote higher-order

thinking skills?

Are your questions still relevant?

Can they be revised to be more helpful

in focusingstudent learning?

What rich learningexperiences,

activities, and teaching

will promote that learning?

How will youengage your

students?

How will students provide evidence

that they are achieving

understanding?

How will you assess that

evidence throughout the unit?

What big-picture“Essential Question”

could be asked to promote higher-order

thinking skills?

What is the end product, the

learning objectives, that you want them

to achieve?

What will studentsbe able to know, do, and understand as a

result of this experience?

Re-check target










Activity Step 2: Identifying Standards/Syllabus Outcomes — Module 2.03

Step 2: Identifying Standards/Syllabus Outcomes

Copy and paste your state’s standards/syllabus outcomes into your Unit Plan (see full instructions on page 2.03)

Locate the required year level and key learning areas or subjects first.

Victoria: http://vels.vcaa.vic.edu.au/essential/index.html










Activity Identifying Standards/Syllabus Outcomes and Learning Objectives — Module 2.04

Step 3: Targeting Standards/Syllabus Outcomes that May Be Supported by the Thinking Tools

• What standards/syllabus outcomes would be best supported by thinking tools?– Note: You may need to look for the hidden opportunities for higher order

thinking.

• Copy standards/syllabus outcomes to your Unit Plan

• Highlight the standards/syllabus outcomes that would be supported by the thinking tools—key words on page 2.04– Hint: You may want to use a different color for each thinking tool.

• Narrow your list of standards/syllabus outcomes










Activity Identifying Standards/Syllabus Outcomes and Learning Objectives — Module 2.06 – 2.07

Step 4: Considering Learning Objectives

• From the standards/syllabus outcomes you selected in the previous step, consider the end result. What do you want your students to know, do or understand when they have completed this unit of work?









Embedding a Project Based Approach

Understanding the characteristics of Well-Designed Projects 2.08

• Students are at the centre of the learning process.

• Project work aligns with standards/syllabus outcomes and is central to the curriculum.

• Projects are driven by Curriculum Framing Questions.

• Projects involved ongoing and multiple types of assessment

• The project has real-world connections.

• Students demonstrate knowledge through a product or performance.

• Technology supports and enhances student learning.

• Thinking skills are integral to project work.

• Instructional strategies are varied and support multiple learning styles.

10









Teachers role 2.10

Students role

11










Reviewing Your Existing Unit — Module 2.12 – 2.16

Step 1: Reviewing the Project Rubric

• Highlight elements of interest

• Consider the Excellent column for the Project-Approach to Learning 2.13

Step 2: Identifying Your Project Priorities

• What real-world connections are you considering?

• What would be the role of the students?

• What project scenario are you considering?

• Use the checklist based on Activity 2’s “Characteristics of Well-Designed Projects” to help identify your priorities for project design










Activity 2Embedding a Project Based Approach within your Unit — Module 2.11Step 3: Viewing Additional Project Ideas

• View Sample Project Descriptions, Questions, and Prompts in Appendix D.03

• Read through the descriptions and tool prompts

• Identify and note any interesting uses of the thinking tools

• Review Australian Unit Plans which incorporate the use of online Thinking Tools:

http://www97.intel.com/au/ProjectDesign/UnitPlans/MightyMinibeasts/index.htm

http://www97.intel.com/au/ProjectDesign/UnitPlans/1813DestinationAustralia/index.htm










Embedding a Project Based Approach within your Unit — Module 2.08

Step 1: Understanding the Characteristics of Well-Designed Projects

• View characteristics

• View roles of teachers and students

Step 2: Viewing Project Ideas Online – Module 2.10 – 2.11

• View unit plans and project ideas at:– www.intel.com/education/visualranking – www.intel.com/education/seeingreason– www.intel.com/education/showingevidence

• View short description under each unit’s title and note the project approach used in many of the units

• Click on any unit titles of interest for more detail










Activity 5Supporting Deeper Thinking — Module 2.18

• Consider projects based on standards/syllabus outcomes

• Add additional factors to your maps

• Discuss how your standards-based project planning has changed









Module 3Creating Curriculum Framing Questions to Support Thinking Skills

• Understand different types of questions used in the classroom

• Create and revise Curriculum Framing Questions

• Identify influences affecting deeper thinking

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