HOTS Using Technology to Achieve H igher- O rder T hinking S kills
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Transcript of HOTS Using Technology to Achieve H igher- O rder T hinking S kills
HOTSUsing Technology to Achieve
Higher-Order Thinking Skills
Deborah Lowther, Ph.D.University of Memphis
Agenda• 08:45 - 09:00 Sign-In • 09:00 - 09:05 Welcome and Introductions • 09:05 - 09:30 Setting the Stage: Reality Check • 09:30 – 10:00 Role of HOTS in the 21st Century • 10:00 – 10:30 Achieving HOTS with Word
Processing • 10:30 – 11:00 Achieving HOTS with PPT • 11:00 - 11:30 Concluding Reflections
Today’s ObjectivesAIM: Gain knowledge and experience to use
technology to achieve higher-order thinking skills (HOTS).
Classify technology activities into HOTS categories
Create word processing activities that require student use of HOTS
Create PowerPoint activities that require student use of HOTS
Develop idea list for technology lessons that require student use of HOTS
Welcome & IntroductionsWhy Deborah Lowther?
Our Human Continuum
Technology Experience Grade Level/Subject Area
Create Grade-Level or Subject-Area Pairs/TriadsSit in groups with two or three pairs/triads from same grades/subjects
What’s Happening in Your Classrooms?
How often do students use technology?What types of technology is used?What types of software is used?Is technology use different in other classes?Let’s see ~ please individually complete the:
Student use of Technology in My Classroom
Group Summary and Report: Most common tools and software
What is Happening Nationally?
~ HOTS ~in the 21st Century
Are today’s students ready forthe 21st Century workforce?
2006 StudyIdentified skills most important for job successRespondents
400+ US employers
http://www.p21.org/documents/FINAL_REPORT_PDF09-29-06.pdf
Critical job skills when hiring a high school graduate
Work Ethic 80%
Good Communication 70%
Social Responsibility 63%
Critical Thinking & Problem Solving
58%
Study Results
Of the high school students that you recently hired, what were their greatest deficiencies?
Written Communication 81%
Leadership 73%
Work Ethic 70%
Critical Thinking & Problem Solving
70%
Self-Direction 58%
Study Results
Number ofJobs
JobRequirement
Teaching & Assessment
Model
Why aren’t students prepared?
20th Century
1 – 2 Jobs
Mastery ofOne Field
SubjectMatterMastery
http://www.p21.org/
20th Century Education Model
http://www.p21.org/
21st Century
10 – 15 Jobs
Critical Thinking Across Disciplines
Subject Matter Mastery + 21st
Century Skills
Number ofJobs
JobRequirement
Teaching & Assessment
Model
Why aren’t students prepared?
20th Century
1 – 2 Jobs
Mastery ofOne Field
SubjectMatterMastery
http://www.p21.org/
21st Century Education Model
http://www.p21.org/
21st Century Core Subjects
English, Reading & Language ArtsMathematics & ScienceForeign LanguagesCivics & GovernmentEconomicsArtsHistory Geography
http://www.p21.org/
21st CenturyContent
Global AwarenessFinancial, Economic, Business and Entrepreneurship LiteracyCivic LiteracyHealth & Wellness Awareness
http://www.p21.org/
Information & Communications Technology
ICT Literacy
Use Technology to support:
Critical Thinking & Problem SolvingCreativity & InnovationCommunication & InformationCollaboration
http://www.p21.org/
21st Century Life Skills
LeadershipEthicsAccountabilityAdaptabilityPersonal ProductivityPersonal ResponsibilityPeople SkillsSelf-DirectionSocial Responsibility
http://www.p21.org/
21st Century Assessment
• Supports a balance of assessmentsHigh-quality standardized testingTechnology-enhanced formative and summative evaluation
Content21st Century skills
Digital portfolios to demonstrate mastery of 21st century skills
to educators and prospective employers
http://www.p21.org/
What is needed to go from the
20th to 21st Century?
21st Century Approac
h
20th Century Approach
Authenticity of
Learning
Real-World
ArtificialDidactic ConstructivistCoaching
Instructional Approach to Learning
Productivity Tools
Integrated Learning Systems
Drill & Practice
Higher-Order Thinking
Skills
Basic Knowledge & Skills
Complexityof
Learning
Online Research
Expression/ Visualization
Simulations
eCommunication
Problem-Solving w/ Real Data
K-12 Learning Environment
NCREL’s enGauge Model (2001)
IS THE 21ST CENTURY APPROACH EFFECTIVE?
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Significant Differences*
Laptop 3.45 3.55 3.20 3.52
Control 2.17 2.34 0.77 3.21
Ideas & Concepts ES = 1.43; p<.000
Organization ES = 1.47; p<.000
Style ES = 1.10; p<.000
Conventions ES = .53; p<.053
Writing Test Results6th Grade
Laptop N = 30; Control N = 30Range 1 – 4 with 4 = highest ratingCenter for Research in Educational Policy: www.memphis.edu/CREP
Problem-Solving Results6th Grade
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0.50
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1.50
2.00
2.50
3.00
Significant Differences
Laptop 2.56 2.29 1.88 1.67 1.33
Control 1.98 1.71 1.56 1.41 1.08
Understands Problem ES =
.76; p<.000
ID what is known ES = .72; p<.000
ID what needs to be known ES =
.45; p<.019
Describe data manipulation ES
= .38 p<.044
Describe technology use ES = .44;p<.025
Laptop N = 52; Control N = 59 Range 1 – 4 with 4 = highest ratingCenter for Research in Educational Policy: www.memphis.edu/CREP
What are Higher-Order Thinking Skills?
• There are many names:Critical ~ Creative ~ Reflective ~ Reasonable ~ Logical ~ Analytical
• And many definitions• Today – we will use:
Bloom’s Revised Taxonomy
BLOOM'S REVISED TAXONOMY
for Cognitive Processing
RememberUnderstandApplyAnalyzeEvaluateCreate
BLOOM'S REVISED TAXONOMY:Activities & Products
http://www.cobbk12.org/sites/alt/training/Blooms/circle.GIF
What Higher-Order Thinking Skills were required in your
Top Ten Technology Activities?
Circle the cognitive processes used for each of the ten top technology lessons.
Tally results by Dimension. Summarize by group
How can technology be used to Achieve
Higher-Order Thinking Skills?
Daily Dose of HOTS Begin with a thought-provoking
question that requires students to use higher-order thinking skills when learning new content
Determine how – if – the use of a technology tool will help students process new knowledge or skills.
Strive for multiple representations of understanding – text, images, audio, reflections
Create a sample student product to make sure your idea works
Word Processing Functions
• Basic FunctionsEdit and format textCreate OutlinesCreate ColumnsGenerate TablesInsert Graphics
• When to useUse with information that can be paraphrased, enhanced, and/or organized in meaningful ways.
Tables Key Functions
Organize with Rows and Columns
Bullets & Numbers Insert Graphics Borders and Shading
Why use tables? Brainstorm ideas for using
vertical and horizontal tables
Tables
Examples
Using Tables for HOTS Work with your partner to identify two
content areas where the use of tables would benefit your students.
Sketch a sample table on your note pad to determine:
Number of rows & columns Column headers Types of content and/or
images Work together to create both tables
Each teacher creates one while one helps
Reflections on Use of Tables
What questions could you ask your students to engage them in reflecting on the use of the tables you developed?
Presentation Functions• Basic Functions
Displays TextSupports NavigationCreates AnimationInserts or Creates GraphicsInserts VideoInserts Sound
• When to UseUse to display information that can be enhanced by interactivity
Example
Using PPT for HOTS Vivid Verbs - Work with your partner to illustrate your
verb with the use of PowerPoint Custom Animation tools and graphics.
Sketch a sample ideas on a note pad to determine:
Type of graphic that best represents the verb
Type of animation to use Back ground theme
Work together to create your Vivid Verb
Reflections• What is the most important thing you
learned?• Any fun ideas you’d like to share?
Thank you!!