agenda

3. Timeline

4. Focus: Student-driven Projects embedded with Technology Explorations Prompt: http://www.nisd.net/rhodes/TIPPALessons/Explorations/Explorations.html Student Produced Website: http://rhodesalpha.pbworks.com/Explorations Alphabiomeology Prompt:http://www.nisd.net/rhodes/TIPPALessons/Alphabiomology/AlphaBiomeology.html Student Produced Website: http://alphabiomeology.wikispaces.com/ Hear Ye! Hear Ye! Prompt: http://www.nisd.net/rhodes/TIPPALessons/Ecosystems/Ecosystems.htm Student Produced Product:Student Product

5. Focus: Student-driven Projects embedded with Technology Working Backward Rubrics- Guides to Great Projects TIPPA DMF- Wiki/Blogs DMF- Digital Storytelling DMF- Multimedia DMF Web 2.0 Products (a few�.. more later) Wiki Page/Website Blog Blabberize Extranormal Videos

6. Brainstorming the Topic: Developing Generalizations

7. Structuring the Project After brainstorming and developing the generalizations we want students to learn/understand, we began to structure the project around those generalizations. A variety of thinking maps could be used individually or better yet in combination: For more information on Thinking Maps go to: http://www.thinkingmaps.com/

8. Structuring the Project In our projects, we used the Bubble map to describe the scope of our project We used the Tree map to classify the different parts of our project. Occasionally we needed to define different parts of the project. For those occasions we used the Brace map. Finally, when we had determined all the parts of the project we put them on a flow map to determine what had to happen first, second, etc. Recognize that while you may require some products from the basic research, these ARE NOT your final products. This is what separates good projects from great ones. (See the Exploration Wiki)

9. Doing the Research After you and your class have devised a structure for your project- even if it is still open-ended, you can begin your lower level work researching your topics. In Explorations, we researched both explorers and different discoveries for our Task 1 activities. Let�s use our maps from our structuring activities to see what we will be researching. Decide in which direction you would like to lead your students. Also, think about which components of depth and complexity you might be using. Remember, despite it being the first task of the project, you can still incorporate several of these. Think rigor, rigor, rigor. View maps done on slide 7View maps done on slide 7

10. Products for Research Glogster Webpages Blabberize Extranormal Videos PowerPoints- Linear/Non-linear Microsoft Product Activities- Postcard Link to Product Choice Page Sample Microsoft Office Product File (Included)

11. Use Critical Thinking- (the meat of your project!) This is the part of your project that will set it apart from others. After you basic research is done, use that information to have students construct their own knowledge from it. You might use the following thinking maps: Or even revisiting these to go beyond obvious

12. Practice Structuring Get into four groups. Using the assigned Thinking Map, do an appropriate structuring map for the unit on Structures. To direct you, use the generalizations we devised as a group. When done, brainstorm a product to which you can display the thinking found on your map.

13. Use Critical Thinking- (the meat of your project!) But more importantly, look at the depth and complexity that relate to those maps:

14. Use Critical Thinking- (the meat of your project!) Other ways to add depth and complexity to your project: Multiple Intelligences Learning Styles Brain Based Learning Various Problem-solving Skills (including webquests and project based learning Active learning.

15. Task: Choosing Critical Thinking Activities for Structures Draw your own tree map. Put each of the critical thinking maps as the categories. Brainstorm all the activities you could do within the Structures study for each map. See sample- next slide

16. Sample of Various Critical Thinking Activities using Thinking Maps

17. Sample Products to Showcase Critical Thinking Multi-Flow Microsoft word with drawing in cause and effect boxes showing how 1 architect effected construction 3 part digital video (photostory) showing causes and effects of 1 product on building trades Analogies Video with structures detailing how/what they influenced Blabberize video with buildings telling how their structure similarly influenced structures Double Bubble Extranormal video of talk show with architects that talk about what they do- then audience must guess how they are alike. Nonlinear Powerpoint

18. More Products to Showcase Critical Thinking Multiple Intelligences/Learning Styles Webquests geared to the intelligences Choices of products geared to learning style (ie, musical, video, storytelling, buildings, etc) Brain based Learning Wikis, blogs Graphic-based web 2.0-sites- Glogster (must organize info to Digital Portfolios Digital Art/Music Problem solving/ Project Based Webquests, Scavenger Hunts to answer a question Wikis that showcase the �journey� to knowledge

19. The Final Product- A Way to Showcase the Study Wikis- showing change/development over time Individual Blogs- showing growth in thought Compound Web 2.0 Pages- incorporating webpages, wiki pages, blogs, glogsters and integrating lower task products in blabberize, extranormal, etc. The most powerful final product is one that shows the journey not just the ending- for it is in the journey that we can see the learning.

20. Resources for Projects Product page Rubric Info Blank TIPPA How to find various DMF rubrics (Click on the category and scroll down to see rubric.) How to Find out more on �Thinking Maps� http://www.thinkingmaps.com/ For info on Einstruction Mobis http://www.einstruction.com/products/interactive_teaching/mobi/index.html

21. Credits Hyerle, David, Ed. D. and Yeager, Chris, M. Ed. �A Language for Learning� From Thinking Maps� Cary, NC: 2007. Rusbult, Craig. � Problem Solving Skills in Education and Life.� 04 June 2010. <http://www.asa3.org/ASA/education/think/methods.htm#problem-solving-methods> Wilson, Leslie Owen. �Overview of Brain Based Education.� 04 June 2010. <http://www.uwsp.edu/education/lwilson/brain/bboverview.htm>