HOTS Using Technology to Achieve H igher- O rder T hinking S kills

1. HOTSUsing Technology to AchieveHigher-Order Thinking Skills Deborah Lowther, Ph.D. University of Memphis

2. 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

3. 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

4. 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

5. 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

6. What is Happening Nationally? ~ HOTS ~in the 21st Century

7. 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

8. StudyResults Critical job skills when hiring a high school graduate

9. StudyResults Of the high school students that you recently hired, what were their greatest deficiencies?

10. Why aren’t students prepared? 20th Century 1 – 2 Jobs Number of Jobs Mastery of One Field Job Requirement Subject Matter Mastery Teaching & Assessment Model http://www.p21.org/

11. 20th Century Education Model http://www.p21.org/

12. Why aren’t students prepared? 20th Century 21st Century 1 – 2 Jobs 10 – 15 Jobs Number of Jobs Mastery of One Field Critical Thinking Across Disciplines Job Requirement Subject Matter Mastery + 21st Century Skills Subject Matter Mastery Teaching & Assessment Model http://www.p21.org/

13. 21st Century Education Model http://www.p21.org/

14. 21st Century Core Subjects • English, Reading & Language Arts • Mathematics & Science • Foreign Languages • Civics & Government • Economics • Arts • History • Geography http://www.p21.org/

15. 21st CenturyContent • Global Awareness • Financial, Economic, Business and Entrepreneurship Literacy • Civic Literacy • Health & Wellness Awareness http://www.p21.org/

16. Information & Communications TechnologyICT Literacy • Use Technology to support: • Critical Thinking & Problem Solving • Creativity & Innovation • Communication & Information • Collaboration http://www.p21.org/

17. 21st Century Life Skills • Leadership • Ethics • Accountability • Adaptability • Personal Productivity • Personal Responsibility • People Skills • Self-Direction • Social Responsibility http://www.p21.org/

18. 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/

19. What is needed to go from the 20th to 21st Century?

20. 20th Century Approach 21st Century Approach

21. Problem-Solving w/ Real Data eCommunication Online Research Simulations Expression/ Visualization K-12 Learning Environment 21st Century Real-World Higher-Order Thinking Skills Authenticity of Learning Complexity of Learning Productivity Tools Integrated Learning Systems Drill & Practice Basic Knowledge & Skills Artificial Coaching Didactic Constructivist Instructional Approach to Learning NCREL’s enGauge Model (2001)

22. IS THE 21ST CENTURY APPROACH EFFECTIVE?

23. Writing Test Results6th Grade Laptop N = 30; Control N = 30 Range 1 – 4 with 4 = highest rating Center for Research in Educational Policy: www.memphis.edu/CREP

24. Problem-Solving Results6th Grade Laptop N = 52; Control N = 59 Range 1 – 4 with 4 = highest rating Center for Research in Educational Policy: www.memphis.edu/CREP

25. 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

26. BLOOM'S REVISED TAXONOMY for Cognitive Processing • Remember • Understand • Apply • Analyze • Evaluate • Create

27. BLOOM'S REVISED TAXONOMY:Activities & Products http://www.cobbk12.org/sites/alt/training/Blooms/circle.GIF

28. 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

29. How can technology be used to Achieve Higher-Order Thinking Skills?

30. 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

31. 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.

32. 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

33. Tables Examples

34. 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

35. 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?

36. 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

37. 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

38. Reflections • What is the most important thing you learned? • Any fun ideas you’d like to share?

39. Thank you!!