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Where We Were Module 1: Targeting Thinking in the ClassroomModule 2: Designing ProjectsModule 3: Creating Curriculum Framing Questions to Support Thinking SkillsModule 4: Planning Student-Centered AssessmentModule 5: Considering the Visual Ranking Tool for Your Unit
– Discuss best uses of the Visual Ranking Tool– See Visual Ranking in action
(Module 6 will be covered by the Visual Ranking Thinking Tool group later)Questions?
Morning session and up until afternoon break:1. Module 7: Using the Seeing Reason Tool to Target Thinking Skills2. Module 9: Using the Showing Evidence Tool to Target Thinking Skills
Following the afternoon break today: The remaining course schedule will be explained and discussed. You will split
into Thinking Tool groups in order to take part in a collaborative exercise during which you will explore one of the Thinking Tools in detail. This afternoon you will start planning your own Thinking Tool project and begin to discuss in your group how you will present your Thinking Tool to the whole class at the showcase tomorrow.
The Visual Ranking Tool Group will begin working through Module 6.The Seeing Reason Tool Group will complete Module 7/begin Module 8.The Showing Evidence Tool Group will complete Module 9/begin Module 10.
On the morning of Day 4:The Visual Ranking Tool Group will complete module 6 together.The Seeing Reason Tool Group will complete module 8 together.The Showing Evidence Tool Group will complete module 10 together.
In the afternoon of Day 4: The class will cover module 11 together. As individuals you will first revisit assessment and finalise your individual assessment plans. For the Showcase, the class will be divided into different groups (probably of 3) and within these new groups, each Master Trainer will be the ‘expert’ for their chosen tool. You will be asked to present how your group embedded a Thinking Tool project in a unit of work, and explain how and why the tool is a good fit for that unit.
Module 7: Using the Seeing Reason Tool to Target Thinking Skills
Module 7Using the Seeing Reason Tool to Target Thinking Skills• Discuss a unit that integrates the use of the Seeing Reason Tool• Represent causal relationships visually• Discuss best uses of Seeing Reason• View and discuss ideas for incorporating Seeing Reason into your unit• Develop and share a project idea that uses Seeing Reason• Set up a Seeing Reason project online
Module 7: Using the Seeing Reason Tool to Target Thinking Skills
Activity 1Looking at Seeing Reason in ActionStep 1: Taking a Look at Your Seeing Reason Map – Module 7.01
• Go to the Teacher Workspace: www.intel.com/education/au/seeingreason • View your most recent map• View maps in your Portfolio to see how your team’s thoughts have progressed
– How did your maps change?– How do your maps show progression in thinking?– Did this cycle of revisiting the maps increase deeper understanding?– How do you see this tool being beneficial in the classroom?
Module 7: Using the Seeing Reason Tool to Target Thinking Skills
Activity 3Viewing Project IdeasStep 2: Understanding What Makes a Good Project –
Module 7.16
Understand that a good project:• Is complex, connected to real-world problem solving• Has a meaningful research question• Is influenced by factors that can be measured, observed, or verified• Is interdisciplinary
Module 7: Using the Seeing Reason Tool to Target Thinking Skills
Activity 4Clarifying Project Ideas for Using Seeing ReasonStep 1: Reviewing the Needs of Your Unit – Module 7.19 – 7.20
• Open your Unit Plan• Review your “Teaching and Learning Taxonomy”• Review the standards/syllabus outcomes you identified as ones that could
possibly benefit from the use of the Seeing Reason Tool• Identify or consider new objectives that could be supported by the use of the
Seeing Reason Tool
Note: If you do not believe Seeing Reason would be a good fit for your unit, you will have the opportunity to try out an idea for a different unit during this module.
Module 9: Using the Showing Evidence Tool to Target Thinking Skills
Activity 1Looking at Showing Evidence in ActionStep 3: Look Closely at Your Showing Evidence Case –
Module 9.04–9.05
Focus on the elements of an argument and discuss your initial experience with the Showing Evidence Tool.• What information would you have liked to know prior to starting your
work?• In what ways did the Showing Evidence Tool help you to refine and
Module 9: Using the Showing Evidence Tool to Target Thinking Skills
Activity 2Digging Deeper into ArgumentationStep 2: Setting Up Expectations for an Argument –
Module 9.06–9.08
Understand the parts of an argument:• Claim: What you are trying to prove or persuade• Evidence: Facts or data that support or oppose a claim• Quality of the evidence
– Is the source reliable and credible? – How accurate is the evidence?
• Strength of the evidence to support or oppose the claim • Reasoning for why the evidence supports or opposes the claim
• Discuss Evaluation of Evidence Quality on page 9.12– How would this rubric help students to better rate and evaluate evidence?– What types of elements you would want to include in a rubric for your own
subject area?• Discuss Evaluation of the Evidence Strength on page 9.14
– How would this rubric help students build a better argument? – What is important about evidence that opposes a claim?– What other criteria and qualifiers you would want to include for your own
• Different subject areas required different evidence• How will you incorporate the idea of considering the intended
audience when making an argument?• What is the lowest acceptable number of sources?• Should all evidence be considered?• Do you expect direct quotes?• Will you require a minimum number of quotes?
Module 9: Using the Showing Evidence Tool to Target Thinking Skills
Activity 2Digging Deeper into ArgumentationStep 6: Evaluating the Claim – Module 9.16–9.17
• Discuss the Evaluation of Claim rubric– What about poor quality evidence that strongly supports a claim?– What about a lot of so-so support? – How would you weigh quantity in comparison to quality?– How can you relate the process of a jury decision to the
evaluation of a claim?– Would you make any changes to the rubric?
Module 9: Using the Showing Evidence Tool to Target Thinking Skills
Activity 3Viewing Project IdeasStep 2: Understanding What Makes a Good Showing Evidence Project (including group discussion) – Module 9.22 – 9.24
• Helps students:– Analyse– Look at the big picture– Research hypotheses– Look at different perspectives– Investigate social issues– Evaluate credibility– Organise ideas– Debate controversial issues
• Incorporates:– Elements of a controversial issue, debatable topic, or moral or ethical
dilemma– Engaging, thought provoking, and open-ended questions or ideas– Opportunities for exploring conflicting evidence
Module 9: Using the Showing Evidence Tool to Target Thinking Skills
Activity 4Clarifying Project Ideas for Using Showing Evidence
Step 1: Reviewing the Needs of Your Unit – Module 9.26–9.27
1. Open your Unit Plan.2. Review your “Teaching and Learning Taxonomy.”3. Review the standards you identified as ones that could possibly benefit from
the use of the Showing Evidence Tool.4. Identify or consider new objectives that could be supported by the use of the
Showing Evidence Tool.
Note: If you do not believe Showing Evidence would be a good fit for your unit, you will have the opportunity to try out an idea for a different unit during this module.
Thinking Tool Group Work •Consider the aims and objectives of your unit. Study the Thinking Tool allocated to your group in more detail, view project ideas and create a sample project for your unit.
•Share your own project sample and unit plan within your group, and give suggestions and feedback to others.
•Prepare collaboratively in your group for the showcase on the afternoon of day 4; plan how you will collectively showcase to the whole class best practice in use of the tool, and how and why the tool is a good ‘fit’ for particular units of work.
•Your Senior Trainer will provide each Thinking Tool group with a separate presentation with slides covering the activities the group will need to cover during the rest of the afternoon of day 3, and the morning of day 4.