Module 1: Developing 21 st Century Skills Module 2: Learning Computer Basics

and the Internet Module 3: Fostering Critical Thinking

and Collaboration

Module 4: Discovering Word Processing

MODULE 3

Module 3: Fostering Critical Thinking and Collaboration

Preview: In this module, we will discuss:how to engage students in higher-order

thinking.

how to promote collaboration

the 4-step cycle: Planning, Doing, Sharing and Reviewing

MODULE 3

Pair and Share: Reflecting on M2

1. How might you use technology such as computers to communicate, to solve problems, and to collect, organize, and share information in your classroom?

2. What specific Internet resources might you use to enhance your productivity and professional practices? How do you intend to use such resources??

MODULE 3

Exercise 1: Engaging in Higher-Order Thinking

A useful structure in which to categorize questions

Goes from simplest to the most complex

Knowledge serves as the foundation upon which all other levels build.

Bloom's Taxonomy

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Bloom’s Taxonomy of Thinking Skills

Bloom's Taxonomy

MODULE 3

Thinking Models

Many models exists to help educators & researchers Identify & categorize thinking skills

Blooms Taxonomy

Marzano’s Dimensions of Learning

Costa & Kallicks’ 16 habits of Minds

Howard Gardner’s Theory of Multiple Intelligence

MODULE 3

Categorizes thinking into hierarchical fashion.

It represents sequence of progressive contextualization of the material

Successful learning is based on five dimensions of learning 5 dimensions don not exist in isolationDo not show a progressive linear pattern of accomplishmentModel of thinking skills, incorporating a wide range of factors affecting learning

Gardner categorized intelligence into nine areas, and it is mixture of several abilitiesHis theory suggests that every human in intelligent in a different wayIt expands teaching/learning tools beyond conventional & logical methods used in schools

“Knowing how to behave when you don’t know the answer” or habits required to meet challenging conditionsBehaviors are not performed in isolation but in clusters16 habits of mind is how people display their intelligence

Blooms Marzono’s Howard Gardner Costa & Kallick’s

MODULE 3

Exercise 1: Engaging in Higher-Order Thinking

Activity: Top Discoveries and Inventions:

Steps 1- 5 on pp35-36. 35 36

MODULE 3

Exercise 2: Promoting Collaboration

3 ways of achieving learning goals: Competitively: students work against

each other to see who is best or fastest at achieving a goal that only one or a few can attain

Individualistically: students work alone to accomplish goals unrelated to others

Cooperatively: students work together to achieve shared goals

What might be the advantages and disadvantages of each way of achieving learning goals?Is there one way you might prefer to accomplish your learning goals? Why or why not?

P 37

MODULE 3

Exercise 2: Promoting Collaboration

Forming Collaborative Groups or Pairs

Collaborative groups or pairs can be formed in many ways:By students themselves based on friendships or interests By random assignment By the teacher

What might be the advantages and disadvantages of each way?Is there one way you might prefer to form groups or pairs? Why?

P 37

MODULE 3

Exercise 2: Promoting Collaboration

Facilitating CollaborationWhen students are collaborating and working together, teachers should ensure that: All group members participate and feel included.All group members agree to their goals and their plans for making their product. All groups members work on their assigned parts to complete their product. All group members review their work together to see how to make it better. All group members talk about their work and help each other as they go along.

P 38

MODULE 3

Exercise 2: Promoting Collaboration

1.A student refuses to work with a

partner or in a group.

2.No one wants to work with a

specific student.

5. One student does not respect or listen to the ideas

of a partner or other group members.

3. One student is shy and does

not want to speak.

4.One student does not let a partner or other group members share the computer.

Solutions?

MODULE 3

Exercise 3: Planning, Doing, Reviewing, and Sharing

Learning what you are being asked to do or solve .

-Draw a quick picture on a sheet of paper

detailing your plan

Follow your plan and complete what you have been asked to do or solve.

Go back and closely look over the product that

you created

Showing colleagues the work you have done on the computer.

1 2

34

MODULE 3

Take-Home Exercise: Reflecting on Module 3

What can you do in your classroom to promote higher-order analysis, synthesis, and evaluation?

What opportunities exist in your classroom for students to collaborate with one another?

P 42

MODULE 3

Module 3 Summary

Step 1: What did you accomplish in this module?

Step 2: What are the key points addressed in this module? List your ideas and those of others as directed on the lines on page 41.

Step 3: Ask any questions and share any comments. Learn about and prepare for Module 4: Discovering Word Processing.

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Module 2Module 1 Module 4