creating, collaborating, competing, reflecting, awakening, analyzing, evaluating, problem-solving,...
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Creating, Collaborating, Competing, Reflecting, Awakening, Analyzing, Evaluating, Problem-
solving, Synthesizing:Thinking Skills of the 21st Century
Creating, Collaborating, Competing, Reflecting, Awakening, Analyzing, Evaluating, Problem-
solving, Synthesizing:Thinking Skills of the 21st Century
Jordy as DogzillaJordy as Dogzilla
“Do not confine your children to your own learning, for they were
born in another time.” -Hebrew
Proverb
“Do not confine your children to your own learning, for they were
born in another time.” -Hebrew
Proverb
A Thought…A Thought…
“The teacher, if indeed wise, does not bid you to enter the
house of her/his wisdom, but leads
you to the threshold of your own mind.”
–Kahlil Gibran-Lebanese poet, (1883-1931)
“The teacher, if indeed wise, does not bid you to enter the
house of her/his wisdom, but leads
you to the threshold of your own mind.”
–Kahlil Gibran-Lebanese poet, (1883-1931)
Another Thought…Another
Thought…
Goal:Goal:Students who can function in real-
world situations that are authentic, predictable,
unpredictable and vital.
Students who can function in real-
world situations that are authentic, predictable,
unpredictable and vital.
Essential QuestionsEssential Questions• How do teachers vary
instruction and assessment in order to be responsive to the
needs of all students?
• How do teachers reach learners in the 21st century?
• How do teachers vary instruction and assessment in order to be responsive to the
needs of all students?
• How do teachers reach learners in the 21st century?
Why?
How?What?
What about rigor?What about rigor?
• Bloom’s Taxonomy
• Higher Level Questioning
• Bloom’s Taxonomy
• Higher Level Questioning
Bloom’s TaxonomyBloom’s Taxonomy
• Evaluation
• Synthesis
• Analysis
• Application
• Comprehension
• Knowledge
• Evaluation
• Synthesis
• Analysis
• Application
• Comprehension
• Knowledge
Higher
Lower
Critical and Creative Thinking----Questioning Strategies and Products using Bloom’s Taxonomy Knowledge (know and aware)
Comprehension (understand)
Application (use, transfer)
Analysis (examine,relate)
Synthesis (create, design)
Evaluation (judge)
Key words • know • recall • name • select • tell • match • state • recite • memorize • identify • list • label • choose • define • recognize
Key words • summarize • define • restate • rewrite • translate • describe • discuss • estimate • il lustrate • give examples • extrapolate • edit • use
Key words • apply • construct • plan • utilize • interview • model • develop • organize • construct • role-play • research • solve • classify • manipulate • outline
Key words • analyze • relationships • parts to whole • categorize • connect • distinguish • infer • compare/constrast • investigate • diagram • seeing patterns • dissect/separate • examine • review • solve
Key words • create • design • hypothesize • invent • develop • compose • assemble • revise • compose • compile • build • generate • form • predict
Key words • judge • evaluate • critique/criticize • justify • appraise/assess • prioritize • convince • support • conclude • defend • interpret • give opinion • give viewpoint • recommend
Sample questions • What is…? • Where is…? • How did---happen? • Can you recall? • Can you list? • Who is…? • Who were the
main…? • Why did…? • How is..? • Can you list all the
words for ..? • How many…?
Sample questions • How would you
describe..? • Can you explain what is
happening? • How would you
summarize..? • What is the main idea..? • How would you
illustrate..? • Where will you use….? • Who was main
character?
Sample questions • How would you
apply this.? • What examples can
you find to..? • What is significant? • What questions
would you ask in an interview with..?
• How would you role-play?
• Can you group by.? • How would you
solve this?
Sample questions • What is the
relationship between..?
• What evidence can you find..?
• How is ____ related to ___?
• How would you distinguish between.?
• How is this similar? • What was the problem
with..?
Sample questions • What if ..? • What might happen if
you combined..? • How would you
create a new ..? • What solutions might
you suggest for..? • What if…? • What would happen
if..? •
Sample questions • How would you
prioritize…? • What do you recommend
as the solution to the issue?
• What criteria would you use to assess?
• What do you think about..?
• How would you justify. .? • Do you believe..? • What is your conclusion?
Sample products • practice exercises • vocabulary/grammar
quizzes • chart. • facts in isolation • recite a poem • label the cities • match the following… • Match the foods
Sample products • draw pictures, comic
strips, graphics etc. • define…. • summarize the.. • retell the story • describe the … • revise, edit • give a presentation
Sample products • roleplays • artwork • use map, guides,
charts, menus, schedules, etc
• make models • demonstrations • graphic organizers
Sample products • conduct survey • solve the mystery. • analyze a work of art • examine a poem.. • create a Venn diagram
for … • research and compare • examine pros/cons
Sample products • invent a machine • design an ad • devise a way to. • write a new ending
for.. • design a new CD
cover for a song • create a lesson for..
Sample products • debate an issue • make a list of criteria to
judge a.. • write a letter advising.. • write an editorial • cite sources to justify
your point of view • rate the….
T i e r e dlesson for Readiness
T i e r e dlesson for Readiness
R.A.F.T.writing(provides purpose for writing)
R.A.F.T.writing(provides purpose for writing)
R-role of the writerA-audienceF-formatT-topic (+strong verb)
R.A.F.T. AssignmentFrench 2--Traveling in France
R.A.F.T. AssignmentFrench 2--Traveling in France
R.A.F.T.R.A.F.T.Role Audience Format Topic
(+ strong verb)
Role Audience Format Topic (+ strong verb)
The Rigor and The Rigor and Relevance Relevance FrameworkFramework
The Rigor and The Rigor and Relevance Relevance FrameworkFramework
Dr. Willard R. DaggettDr. Willard R. Daggett
International Center for Leadership in
Education
KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCCRigor/Relevance FrameworkRigor/Relevance Framework
International Center for Leadership in Education
Knowledge Taxonomy-(Bloom’s)Knowledge Taxonomy-(Bloom’s)
1. Knowledge1. Knowledge2. Comprehension 2. Comprehension 3. Application 3. Application 4. Analysis 4. Analysis 5. Synthesis 5. Synthesis 6. Evaluation 6. Evaluation
International Center for Leadership in Education
Application ModelApplication Model
1 Knowledge of one discipline1 Knowledge of one discipline
2 Application within 2 Application within disciplinediscipline
3 Application across 3 Application across disciplinesdisciplines
4 Application to real-world 4 Application to real-world predictable situationspredictable situations
• Application to real-world Application to real-world unpredictable situationsunpredictable situations
International Center for Leadership in Education
KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
Evaluation 6Evaluation 6
Synthesis 5Synthesis 5
Analysis 4Analysis 4
Application 3Application 3
Comprehension 2Comprehension 2
Awareness 1Awareness 1
AssimilationAssimilation
ApplicationApplication
AdaptationAdaptation
AcquisitionAcquisition
11Knowledge Knowledge
in in one one disciplinediscipline
22Apply Apply
knowledge in knowledge in one one
disciplinediscipline
55Apply Apply
knowledge to knowledge to real-world real-world
unpredictableunpredictable situationssituations
44Apply Apply
knowledge to knowledge to real-world real-world predictable predictable situationssituations
33Apply Apply
knowledge knowledge across across
disciplinesdisciplines
International Center for Leadership in Education
KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
Evaluation 6Evaluation 6
Synthesis 5Synthesis 5
Analysis 4Analysis 4
Application 3Application 3
Comprehension 2Comprehension 2
Awareness 1Awareness 1
AssimilationAssimilation
ApplicationApplication
AdaptationAdaptation
AcquisitionAcquisition
11Knowledge Knowledge
in in one one disciplinediscipline
22Apply Apply
knowledge in knowledge in one one
disciplinediscipline
55Apply Apply
knowledge to knowledge to real-world real-world
unpredictableunpredictable situationssituations
44Apply Apply
knowledge to knowledge to real-world real-world predictable predictable situationssituations
33Apply Apply
knowledge knowledge across across
disciplinesdisciplines
International Center for Leadership in Education
KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance Framework
TeacherWork
Teacher/Student Roles
StudentThink
StudentThink & Work
StudentWork
International Center for Leadership in Education
Quadrant A
Read a paragraph from a tourist brochure and plot the 10 most popular cities in France to visit on the map.
Quadrant B
Choose six cities that you like and plan and design a two week trip. Include details of things to visit, hotels and restaurants and plot your trip on a map.
Quadrant CQuadrant C
Do research on cities and regions of France according to types of activities and weather you prefer. Create a 10 slide powerpoint to share your trip.
Quadrant DQuadrant D
There is a group of 15 people of various ages and preferences. Plan the best two-week trip for this group considering and negotiating these preferences. Create a marketing brochure to inform and persuade them.
KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCCRigor/Relevance FrameworkRigor/Relevance Framework
International Center for Leadership in Education
Toni TheisenLoveland High School
Thompson School DistrictLoveland, CO 970-482-2606
[email protected]://lhsfrenchclasses.wikispaces
.com
Toni TheisenLoveland High School
Thompson School DistrictLoveland, CO 970-482-2606
[email protected]://lhsfrenchclasses.wikispaces
.com