Riding The Digital Wave Slam2

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<ul><li>1.Todd Lindbloom, Coordinator Model Schools Erie 1 BOCES/WNYRIC [email_address]</li></ul> <p>2. Agenda </p> <ul><li>11:00-12:00Session 2 Learning aboutSlamDunk Activities </li></ul> <ul><li>1:30-2:30Session 8 Learning aboutSlamDunk Activities </li></ul> <p>3. Workshop Goals </p> <ul><li>Participants will become familiar with the philosophy behind and process of creating Slam Dunk Lessons. </li></ul> <ul><li>Provide examples of five simple lesson types that are sure to entice most students. </li></ul> <ul><li>Focus on higher order thinking skills using content and technology already available.</li></ul> <p>4. Essential Question </p> <ul><li>How can teachers build brief lessons with digital resources that inspire a high level of engagement while challenging students to interpret, infer, analyze, synthesize, and evaluate?</li></ul> <p>5. Looking beyond info gathering </p> <ul><li>Insight, meaning, and understanding </li></ul> <ul><li>Develop other literacy's </li></ul> <ul><li>Get beyond copy &amp; paste </li></ul> <ul><li>The goal of these Slam Dunk lessons is:</li></ul> <ul><li><ul><li>To engage students in challenges that they will find intriguing and worthy of their time.</li></ul></li></ul> <ul><li><ul><li>To empower teachers to launch learning activities that match curriculum standards.</li></ul></li></ul> <ul><li><ul><li>To produce the kinds of results we all hope to see in our classrooms.</li></ul></li></ul> <p>6. Keys to Success </p> <ul><li>We need two things to build a great lesson : </li></ul> <ul><li>1.An intriguing question that matches the standards.</li></ul> <ul><li>2.A collection of information that will spark understanding. </li></ul> <ul><li>Provoking a sense of wonder is paramount. </li></ul> <p>7. AKA </p> <ul><li>How can teachers build brief lessons with digital resources that inspire a high level of engagement while challenging students tointerpret, infer, analyze, synthesize and evaluate?</li></ul> <p>Higher Order Thinking Skills 8. A Guide toHigher Level Thinking Ruth Sunda Kyrene de las Brisas Downloaded from Apple Learning Interchangehttp://ali.apple.com/ali_sites/azli/exhibits/1000889/The_Lesson.html 9. Blooms Six Levels </p> <ul><li>Knowledge </li></ul> <ul><li>Comprehension </li></ul> <ul><li>Application </li></ul> <ul><li>Analysis </li></ul> <ul><li>Synthesis </li></ul> <ul><li>Evaluation </li></ul> <p>Click plant to go directly to the activity 10. Knowledge </p> <ul><li>Name </li></ul> <ul><li>List </li></ul> <ul><li>Recognize </li></ul> <ul><li>Choose </li></ul> <ul><li>Label </li></ul> <ul><li>Relate </li></ul> <ul><li>Tell </li></ul> <ul><li>Recall </li></ul> <ul><li>Match </li></ul> <ul><li>Define </li></ul> <p>Level 1 Recall Remembering previously learned material, recalling facts, terms, basic concepts from stated text 11. Comprehension </p> <ul><li>Compare </li></ul> <ul><li>Describe </li></ul> <ul><li>Outline </li></ul> <ul><li>Organize </li></ul> <ul><li>Classify </li></ul> <ul><li>Explain </li></ul> <ul><li>Rephrase </li></ul> <ul><li>Show </li></ul> <ul><li>Relate </li></ul> <ul><li>Identify </li></ul> <p>Level 2 Understand Demonstrating understanding ofthe stated meaning of facts and ideas 12. Inference </p> <ul><li>Speculate </li></ul> <ul><li>Interpret </li></ul> <ul><li>Infer </li></ul> <ul><li>Generalize </li></ul> <ul><li>Conclude </li></ul> <p>Level 2 1/2 Infer Demonstrating understanding of the unstated meaning of facts and ideas 13. Application </p> <ul><li>Apply </li></ul> <ul><li>Construct </li></ul> <ul><li>Model </li></ul> <ul><li>Use </li></ul> <ul><li>Practice </li></ul> <ul><li>Dramatize </li></ul> <ul><li>Restructure </li></ul> <ul><li>Simulate </li></ul> <ul><li>Translate </li></ul> <ul><li>Experiment </li></ul> <p>Level 3 Put to Use Solving problems by applying acquired knowledge, facts, and techniques in a different situation 14. Analysis </p> <ul><li>Analyze </li></ul> <ul><li>Diagram </li></ul> <ul><li>Classify </li></ul> <ul><li>Contrast </li></ul> <ul><li>Sequence </li></ul> <ul><li>Simplify </li></ul> <ul><li>Summarize </li></ul> <ul><li>Relate to </li></ul> <ul><li>Categorize </li></ul> <ul><li>Differentiate </li></ul> <p>Level 4 Break down Examining and breaking down information into parts 15. Synthesis </p> <ul><li>Compose </li></ul> <ul><li>Design </li></ul> <ul><li>Develop </li></ul> <ul><li>Propose </li></ul> <ul><li>Adapt </li></ul> <ul><li>Elaborate </li></ul> <ul><li>Formulate </li></ul> <ul><li>Originate </li></ul> <ul><li>Solve </li></ul> <ul><li>Invent </li></ul> <p>Level 5 Put together Compiling information in a different wayby combining elements in a new pattern 16. Evaluation </p> <ul><li>Judge </li></ul> <ul><li>Rank </li></ul> <ul><li>Rate </li></ul> <ul><li>Evaluate </li></ul> <ul><li>Recommend </li></ul> <ul><li>Defend </li></ul> <ul><li>Justify </li></ul> <ul><li>Prioritize </li></ul> <ul><li>Support </li></ul> <ul><li>Prove </li></ul> <p>Level 6 Judge Presenting and defending opinions by making judgments about information based on criteria 17. Applying Blooms </p> <ul><li>Knowledge List the items used by Goldilocks while she was in the Bears house. </li></ul> <ul><li>Comprehension Explain why Goldilocks liked Baby Bears chair the best. </li></ul> <ul><li>Application Demonstrate what Goldilocks would use if she came to your house. </li></ul> <ul><li>Analysis Compare this story to reality. What events could not really happen. </li></ul> <ul><li>Synthesis Propose how the story would be different if it were Goldilocks and the Three Fish. </li></ul> <ul><li>Evaluation Judge whether Goldilocks was good or bad. Defend your opinion. </li></ul> <p>Using the storyGoldilocks and the Three Bears 18. Application Openers Put yourself in the place of one of the characters and tell what you would have done.. ? What would result if.. ? Compare and contrast.. ? What questions would you to find out ? How would the character solve the similar situation of.. ? Put the main character in another story setting, how would he act? If you had to plan a vacation for the main character, where would he go? 19. Analysis Openers What motive does ____ have..? What conclusions can you draw about..? What is the relationship between..? How is ______ related to ..? What ideas support the fact that..? What evidence can you find..? What inferences can you make about..? What generalizations can be made about ..?What assumptions can you make about ..? What is the theme of..? 20. Synthesis Openers What would happen if..? What advice would you give..? What changes would you make to..? Can you give an explanation for..? How could you change the plot..? Suppose you could _____, what would you do..? How would you rewrite the section from _________s point of view..? How would you rewrite the ending of the story? 21. Evaluation Openers Compare two characters in the selection.which was a better personwhy? Which character would you most like to spend the day with? Do you agree with the actions of..? How could you determine..? Why was it better that..? What choice would you have made about..? How would you explain..? What data was used to make the conclusion..? Would it be better if..? 22. </p> <ul><li>Now get out there and bloom with higher order thinking and questioning skills! </li></ul> <p>23. A picture is worth a thousand thoughts </p> <ul><li>Visit the following website </li></ul> <ul><li>http://web.archive.org/web/20050921201503/http://www.learnnc.org/media/articles/bloom0405-3/bloompix.html </li></ul> <ul><li>With a partner, come up with one more question for each level of thinking on the pyramid</li></ul> <p>24. 5 Types of Slam Dunk Lessons </p> <ul><li>The Database </li></ul> <ul><li>The Provocative Article, Poem, and Text </li></ul> <ul><li>The Provocative Ad/Persuasive Image </li></ul> <ul><li>The Dramatic Media </li></ul> <ul><li>*The Rich Site </li></ul> <p>25. The Database </p> <ul><li>A "chunk" of information with a set of challenging questions requiring the student to interpret or make sense of the data. The chunk might be an image, a passage of text or a collection of data.</li></ul> <ul><li>Example:Homicide </li></ul> <p>26. The Provocative Article, Poem or Text </p> <ul><li>Focusing on current events and issues. </li></ul> <ul><li>Example:What Should be Done? </li></ul> <ul><li><ul><li>(article can be found here) </li></ul></li></ul> <p>27. The Provocative Ad/Persuasive Image </p> <ul><li>Focus on synthesis, asking students to harvest a great image and combine it with powerful text to express a message that is full of impact and import.</li></ul> <ul><li>Example:Pharmaceutical Ad </li></ul> <p>28. The Dramatic Media </p> <ul><li>The interpretation or discussion of a single powerful image, short video clip, or short audio sound. </li></ul> <ul><li>Civil War </li></ul> <ul><li>Counting Money </li></ul> <p>29. The Rich Site </p> <ul><li>Finding a rich Web site on a content area such as weather - NOAA, for example - and then conceiving an essential question to challenge students to mine and interpret the rich information.</li></ul> <ul><li>Example:Hurricane of the Century </li></ul> <ul><li>Example:Recycling </li></ul> <p>30. Copyright </p> <ul><li>Many slam dunk lessons raise questions of copyright, as the image, the text or the numbers may be copyrighted and not available for publication. In such cases, the lesson planner can provide a link to the chunk of information where it resides, thereby avoiding unauthorized use of copyrighted material. Alternatively, you may use anything on the CSLO site in your classroom with proper citation.</li></ul>