Teaching for Tomorrow

1. Teaching for Tomorrow Teaching Content And Problem solving skills By Ted McCain Facilitator: Marlene Wilkinson

2. Goal: To Support Problem Solving in Quadrant D Objectives (Secondary): I can… explain how Bloom’s Taxonomy has changed and why. recognize a Quadrant D lesson plan. explain the six ways to teach for independent and higher learning. describe the 4 Ds of problem solving.

3. Goal: To Support Problem Solving in Quadrant D Objectives (Elementary): I can… explain how Blooms Taxonomy has changed and why. explain the Rigor and Relevance Framework. identify Quadrant D activities. recognize a Quadrant D lesson plan. explain the six ways to teach for independent and higher learning. describe the 4 Ds of problem solving.

4. Relevance The Teacher… “…thoroughly teaches one type of thinking: analytical thinking, practical thinking, creative thinking, or research-based thinking…” “…implements activities that teach two of the following problem-solvingtypes: abstraction, categorization, drawing conclusions/justifying solution, predicting outcomes, observing and experimenting, improving solutions, identifying relevant/irrelevant information, generating ideas, creating and designing…”

5. Relevance… “Define the problem”

6. Bloom’s •The names of the six major categories were changed from noun to verb forms. As the taxonomy reflects different forms of thinking and thinking is an active process, verbs were used rather than nouns. I can explain how and why Bloom’s was modified.

7. New Bloom’s z Google Image I can explain how and why Bloom’s was modified.

8. Formative Assessment I can explain how and why Bloom’s was modified.

9. Rigor/Relevance Pretest Comments: I can explain the Rigor and Relevance Framework.

10. Rigor and Relevance Framework THINKING ACTION I can explain the Rigor and Relevance Framework.

11. Quadrant A The Focus is on… Teacher Work Quadrant A The Focus is on… Teacher Work Teachers expend energy to create and assess learning activities—providing lesson content, creating worksheets, and grading student work. In this scenario the student becomes a passive learner. I can explain the Rigor and Relevance Framework.

12. Quadrant A The Focus is on… Teacher Work Typical Student Activities: Games Guided Practice Lecture Memorization Test Preparation Create Graphic of Word/Concept I can explain the Rigor and Relevance Framework.

13. Quadrant B The Focus is on… the Student Doing Real Work This work involves more real-world tasks then Quadrant A and generally takes more time for students to complete. I can explain the Rigor and Relevance Framework.

14. Quadrant B The Focus is on… the Student Doing Real Work Typical Student Activities: Cooperative Learning Demonstrations Technology – Real Time (e-pals) Centers Physical Movement Problem Based Learning Project Design Play Video I can explain the Rigor and Relevance Framework.

15. Quadrant C The Focus is on… the Student Thinking in Complex Ways Students think to analyze, compare, create, and evaluate. Traditionally, this has been the level of learning typical of a high school graduate. I can explain the Rigor and Relevance Framework.

16. Quadrant C The Focus is on… the Student Thinking in Complex Ways Typical Student Activities: Compare/Contrast Manipulatives/Models Summarizing Brainstorm Create Word Puzzles I can explain the Rigor and Relevance Framework.

17. Quadrant D The Focus is on… the Student Thinking and Working Roles have shifted from teacher-centered instruction to student-centered learning. “D” requires students to thoroughly understand the standard as well as understand and conceptualize relevant applications. I can explain the Rigor and Relevance Framework.

18. Quadrant D The Focus is on… the Student Thinking and Working Typical Student Activities: Artistic Expression Brainstorming Cooperative Learning Feedback/Reflection Inquiry Technology (any time/independent learning) Project Design Presentations/Exhibits Problem-based learning Research Role play/Simulation Socratic Seminar Storytelling Teacher Questions Writing to Learn Create a Brochure I can identify Quadrant D activities.

19. Formative Assessment I can identify Quadrant D activities.

20. A Comparison…USA, Europe, Asia USA

21. How Does Your Curriculum Compare? I can explain the Rigor and Relevance Framework.

22. The Challenge… To D, or not to D, that is the question… the challenge is yours! I can recognize a Quadrant D lesson plan.

23. Teaching Independent and Higher Learning We must… resist the temptation to “tell.” stop teaching decontextualized content. I can explain the six ways to teach for independent and higher learning.

24. Background Knowledge Working Memory Permanent Memory Sensory Memory New Information

25. Permanent Memory Background Knowledge Working Memory New Information Background Knowledge Sensory Memory

26. Teaching Independent and Higher Learning We must… resist the temptation to “tell.” stop teaching decontextualized content. stop giving students the final product of our thinking. make a fundamental shift—problems first, teaching second. progressively withdraw from helping students. reevaluate evaluation. I can explain the six ways to teach for independent and higher learning.

27. Turgium Turgium is the essential component of traduchialfillustrators. Raw turgium is extracted from franzinite, which is mined and refined in Cresepia. The Cresepians use a refinement process that extracts pure turgium from franzinite through the murching process first developed by Fresman and Shnartzer. There is little question that turgium will be a principal factor in the economic growth of Crespia in the 21st century. Questions: What is an important use of turgium? 2. Where is turgium found? 3. How is it extracted? 4. How important is it to the economic growth of Cresepia?

28. Formative Assessment I can explain the six ways to teach for independent and higher learning.

29. The 4 Ds of Problem Solving Define I can describe the 4 Ds of problem solving.

30. 2 1 Frosty the Snowman “Frosty the snowman knewThe sun was hot that day,So he said, "Let's run andWe'll have some funNow before I melt away." Water Pressure too Low 3 Robots are Coming! Robots cannot cook your meals yet, but they can carry them to you. Home robots often hold a map of the house in their memory. They also need sensors to know when household objects are in their way.

31. The 4 Ds of Problem Solving Define Design Do Debrief I can describe the 4 Ds of problem solving.

32. Formative Assessment I can describe the 4 Ds of problem solving.

33. Goal: To Support Problem Solving in Quadrant D Objectives (Secondary): I can… explain how Bloom’s Taxonomy has changed and why. recognize a Quadrant D lesson plan. explain the six ways to teach for independent and higher learning. describe the 4 Ds of problem solving.

34. Goal: To Support Problem Solving in Quadrant D Objectives (Elementary): I can… explain how Bloom’s Taxonomy has changed and why. explain the Rigor and Relevance Framework. identify Quadrant D activities. recognize a Quadrant D lesson plan. explain the six ways to teach for independent and higher learning. describe the 4 Ds of problem solving.

35. Quick Write Reflection • Reflect on our session topics— • Blooms, • the Rigor and Relevance Framework, • six ways to promote independent and higher learning, • the four Ds of problem solving. • Quick Write for 2 minutes on one or more of our topics--what you learned, ah ha moments, what you would like to research further, etc. • Be prepared to share.

36. References Daggett, W., (n.d.). Developing rigorous and relevant academic skills. Retrieved November 29, 2011, from http://www.pd360.com International Center for Leadership in Education. (2011). Rigor/Relevance Framework. Retrieved November 29, 2011, from http://www.leadered.com/rrr.html McCain, T., (2005). Teaching for tomorrow: Teaching content and problem solving skills. Thousand Oaks, CA: Corwin Press. Reeves, A., (2011). Where great teaching begins: Planning for student thinking and learning. Alexandria, VA: ASCD.