Creating, Collaborating, Competing, Reflecting, Awakening, Analyzing, Evaluating, Problem-solving,...

Creating, Collaborating, Competing, Reflecting, Awakening, Analyzing, Evaluating, Problem-

solving, Synthesizing:Thinking Skills of the 21st Century

Creating, Collaborating, Competing, Reflecting, Awakening, Analyzing, Evaluating, Problem-

solving, Synthesizing:Thinking Skills of the 21st Century

Jordy as DogzillaJordy as Dogzilla

“Do not confine your children to your own learning, for they were

born in another time.” -Hebrew

Proverb

“Do not confine your children to your own learning, for they were

born in another time.” -Hebrew

Proverb

A Thought…A Thought…

“The teacher, if indeed wise, does not bid you to enter the

house of her/his wisdom, but leads

you to the threshold of your own mind.”

–Kahlil Gibran-Lebanese poet, (1883-1931)

“The teacher, if indeed wise, does not bid you to enter the

house of her/his wisdom, but leads

you to the threshold of your own mind.”

–Kahlil Gibran-Lebanese poet, (1883-1931)

Another Thought…Another

Thought…

Goal:Goal:Students who can function in real-

world situations that are authentic, predictable,

unpredictable and vital.

Students who can function in real-

world situations that are authentic, predictable,

unpredictable and vital.

Essential QuestionsEssential Questions• How do teachers vary

instruction and assessment in order to be responsive to the

needs of all students?

• How do teachers reach learners in the 21st century?

• How do teachers vary instruction and assessment in order to be responsive to the

needs of all students?

• How do teachers reach learners in the 21st century?

Why?

How?What?

What about rigor?What about rigor?

• Bloom’s Taxonomy

• Higher Level Questioning

• Bloom’s Taxonomy

• Higher Level Questioning

Bloom’s TaxonomyBloom’s Taxonomy

• Evaluation

• Synthesis

• Analysis

• Application

• Comprehension

• Knowledge

• Evaluation

• Synthesis

• Analysis

• Application

• Comprehension

• Knowledge

Higher

Lower

Critical and Creative Thinking----Questioning Strategies and Products using Bloom’s Taxonomy Knowledge (know and aware)

Comprehension (understand)

Application (use, transfer)

Analysis (examine,relate)

Synthesis (create, design)

Evaluation (judge)

Key words • know • recall • name • select • tell • match • state • recite • memorize • identify • list • label • choose • define • recognize

Key words • summarize • define • restate • rewrite • translate • describe • discuss • estimate • il lustrate • give examples • extrapolate • edit • use

Key words • apply • construct • plan • utilize • interview • model • develop • organize • construct • role-play • research • solve • classify • manipulate • outline

Key words • analyze • relationships • parts to whole • categorize • connect • distinguish • infer • compare/constrast • investigate • diagram • seeing patterns • dissect/separate • examine • review • solve

Key words • create • design • hypothesize • invent • develop • compose • assemble • revise • compose • compile • build • generate • form • predict

Key words • judge • evaluate • critique/criticize • justify • appraise/assess • prioritize • convince • support • conclude • defend • interpret • give opinion • give viewpoint • recommend

Sample questions • What is…? • Where is…? • How did---happen? • Can you recall? • Can you list? • Who is…? • Who were the

main…? • Why did…? • How is..? • Can you list all the

words for ..? • How many…?

Sample questions • How would you

describe..? • Can you explain what is

happening? • How would you

summarize..? • What is the main idea..? • How would you

illustrate..? • Where will you use….? • Who was main

character?

Sample questions • How would you

apply this.? • What examples can

you find to..? • What is significant? • What questions

would you ask in an interview with..?

• How would you role-play?

• Can you group by.? • How would you

solve this?

Sample questions • What is the

relationship between..?

• What evidence can you find..?

• How is ____ related to ___?

• How would you distinguish between.?

• How is this similar? • What was the problem

with..?

Sample questions • What if ..? • What might happen if

you combined..? • How would you

create a new ..? • What solutions might

you suggest for..? • What if…? • What would happen

if..? •

Sample questions • How would you

prioritize…? • What do you recommend

as the solution to the issue?

• What criteria would you use to assess?

• What do you think about..?

• How would you justify. .? • Do you believe..? • What is your conclusion?

Sample products • practice exercises • vocabulary/grammar

quizzes • chart. • facts in isolation • recite a poem • label the cities • match the following… • Match the foods

Sample products • draw pictures, comic

strips, graphics etc. • define…. • summarize the.. • retell the story • describe the … • revise, edit • give a presentation

Sample products • roleplays • artwork • use map, guides,

charts, menus, schedules, etc

• make models • demonstrations • graphic organizers

Sample products • conduct survey • solve the mystery. • analyze a work of art • examine a poem.. • create a Venn diagram

for … • research and compare • examine pros/cons

Sample products • invent a machine • design an ad • devise a way to. • write a new ending

for.. • design a new CD

cover for a song • create a lesson for..

Sample products • debate an issue • make a list of criteria to

judge a.. • write a letter advising.. • write an editorial • cite sources to justify

your point of view • rate the….

T i e r e dlesson for Readiness

T i e r e dlesson for Readiness

R.A.F.T.writing(provides purpose for writing)

R.A.F.T.writing(provides purpose for writing)

R-role of the writerA-audienceF-formatT-topic (+strong verb)

R.A.F.T. AssignmentFrench 2--Traveling in France

R.A.F.T. AssignmentFrench 2--Traveling in France

R.A.F.T.R.A.F.T.Role Audience Format Topic

(+ strong verb)

Role Audience Format Topic (+ strong verb)

The Rigor and The Rigor and Relevance Relevance FrameworkFramework

The Rigor and The Rigor and Relevance Relevance FrameworkFramework

Dr. Willard R. DaggettDr. Willard R. Daggett

International Center for Leadership in

Education

KNOWLEDGE

A P P L I C A T I O N

AA BB

DDCCRigor/Relevance FrameworkRigor/Relevance Framework

International Center for Leadership in Education

Knowledge Taxonomy-(Bloom’s)Knowledge Taxonomy-(Bloom’s)

1. Knowledge1. Knowledge2. Comprehension 2. Comprehension 3. Application 3. Application 4. Analysis 4. Analysis 5. Synthesis 5. Synthesis 6. Evaluation 6. Evaluation

International Center for Leadership in Education

Application ModelApplication Model

1 Knowledge of one discipline1 Knowledge of one discipline

2 Application within 2 Application within disciplinediscipline

3 Application across 3 Application across disciplinesdisciplines

4 Application to real-world 4 Application to real-world predictable situationspredictable situations

• Application to real-world Application to real-world unpredictable situationsunpredictable situations

International Center for Leadership in Education

KNOWLEDGE

A P P L I C A T I O N

AA BB

DDCC

Rigor/Relevance FrameworkRigor/Relevance Framework

Evaluation 6Evaluation 6

Synthesis 5Synthesis 5

Analysis 4Analysis 4

Application 3Application 3

Comprehension 2Comprehension 2

Awareness 1Awareness 1

AssimilationAssimilation

ApplicationApplication

AdaptationAdaptation

AcquisitionAcquisition

11Knowledge Knowledge

in in one one disciplinediscipline

22Apply Apply

knowledge in knowledge in one one

disciplinediscipline

55Apply Apply

knowledge to knowledge to real-world real-world

unpredictableunpredictable situationssituations

44Apply Apply

knowledge to knowledge to real-world real-world predictable predictable situationssituations

33Apply Apply

knowledge knowledge across across

disciplinesdisciplines

International Center for Leadership in Education

KNOWLEDGE

A P P L I C A T I O N

AA BB

DDCC

Rigor/Relevance FrameworkRigor/Relevance Framework

Evaluation 6Evaluation 6

Synthesis 5Synthesis 5

Analysis 4Analysis 4

Application 3Application 3

Comprehension 2Comprehension 2

Awareness 1Awareness 1

AssimilationAssimilation

ApplicationApplication

AdaptationAdaptation

AcquisitionAcquisition

11Knowledge Knowledge

in in one one disciplinediscipline

22Apply Apply

knowledge in knowledge in one one

disciplinediscipline

55Apply Apply

knowledge to knowledge to real-world real-world

unpredictableunpredictable situationssituations

44Apply Apply

knowledge to knowledge to real-world real-world predictable predictable situationssituations

33Apply Apply

knowledge knowledge across across

disciplinesdisciplines

International Center for Leadership in Education

KNOWLEDGE

A P P L I C A T I O N

AA BB

DDCC

Rigor/Relevance Framework

TeacherWork

Teacher/Student Roles

StudentThink

StudentThink & Work

StudentWork

International Center for Leadership in Education

Quadrant A

Read a paragraph from a tourist brochure and plot the 10 most popular cities in France to visit on the map.

Quadrant B

Choose six cities that you like and plan and design a two week trip. Include details of things to visit, hotels and restaurants and plot your trip on a map.

Quadrant CQuadrant C

Do research on cities and regions of France according to types of activities and weather you prefer. Create a 10 slide powerpoint to share your trip.

Quadrant DQuadrant D

There is a group of 15 people of various ages and preferences. Plan the best two-week trip for this group considering and negotiating these preferences. Create a marketing brochure to inform and persuade them.

KNOWLEDGE

A P P L I C A T I O N

AA BB

DDCCRigor/Relevance FrameworkRigor/Relevance Framework

International Center for Leadership in Education

Toni TheisenLoveland High School

Thompson School DistrictLoveland, CO 970-482-2606

dakar95@verinet.comhttp://lhsfrenchclasses.wikispaces

.com

Toni TheisenLoveland High School

Thompson School DistrictLoveland, CO 970-482-2606

dakar95@verinet.comhttp://lhsfrenchclasses.wikispaces

.com