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
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HOTSUsing Technology to Achieve
Higher-Order Thinking Skills
Deborah Lowther, Ph.D.University of Memphis
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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
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Today’s Objectives
AIM: 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
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Welcome & Introductions
Why Deborah Lowther?
Our Human Continuum
Technology Experience
Grade Level/Subject Area
Create Grade-Level or Subject-Area Pairs/Triads
Sit in groups with two or three pairs/triads from same grades/subjects
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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
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What is Happening Nationally?
~ HOTS ~in the 21st Century
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Are today’s students ready forthe 21st Century workforce?
2006 Study
Identified skills most important for job success
Respondents
400+ US employers
http://www.p21.org/documents/FINAL_REPORT_PDF09-29-06.pdf
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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
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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
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Number ofJobs
JobRequirement
Teaching & Assessment
Model
Why aren’t students prepared?
20th Century
1 – 2 Jobs
Mastery ofOne Field
SubjectMatterMastery
http://www.p21.org/
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20th Century Education Model
http://www.p21.org/
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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/
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21st Century Education Model
http://www.p21.org/
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21st Century
Core Subjects
English, Reading & Language ArtsMathematics & ScienceForeign LanguagesCivics & GovernmentEconomicsArtsHistory Geography
http://www.p21.org/
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21st Century
Content
Global Awareness
Financial, Economic, Business and Entrepreneurship Literacy
Civic Literacy
Health & Wellness Awareness
http://www.p21.org/
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Information & Communications Technology
ICT Literacy
Use Technology to support:
Critical Thinking & Problem Solving
Creativity & Innovation
Communication & Information
Collaboration
http://www.p21.org/
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21st Century
Life Skills
Leadership
Ethics
Accountability
Adaptability
Personal Productivity
Personal Responsibility
People Skills
Self-Direction
Social Responsibility
http://www.p21.org/
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21st Century Assessment
• Supports a balance of assessments
High-quality standardized testing
Technology-enhanced formative and summative evaluation
Content
21st Century skills
Digital portfolios to demonstrate mastery of 21st century skills
to educators and prospective employers
http://www.p21.org/
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What is needed to go from the
20th to 21st Century?
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21st Century Approac
h
20th Century Approach
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Authenticity of
Learning
Real-World
Artificial
Didactic 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)
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IS THE 21ST CENTURY APPROACH EFFECTIVE?
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0.00
0.50
1.00
1.50
2.00
2.50
3.00
3.50
4.00
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
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Problem-Solving Results6th Grade
0.00
0.50
1.00
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
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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
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BLOOM'S REVISED TAXONOMY
for Cognitive Processing
Remember
Understand
Apply
Analyze
Evaluate
Create
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BLOOM'S REVISED TAXONOMY:Activities & Products
http://www.cobbk12.org/sites/alt/training/Blooms/circle.GIF
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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
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How can technology be used to Achieve
Higher-Order Thinking Skills?
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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
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Word Processing Functions
• Basic Functions
Edit and format text
Create Outlines
Create Columns
Generate Tables
Insert Graphics• When to use
Use with information that can be paraphrased, enhanced, and/or organized in meaningful ways.
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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
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Tables
Examples
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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
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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?
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Presentation Functions
• Basic Functions
Displays Text
Supports Navigation
Creates Animation
Inserts or Creates Graphics
Inserts Video
Inserts Sound• When to Use
Use to display information that can be enhanced by interactivity
Example
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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
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Reflections
• What is the most important thing you learned?
• Any fun ideas you’d like to share?
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Thank you!!