Cast+Your+NETS+Critical+Thinking,+Problem+Solving,+and+Decision+Making

= = =What's it all about ?=

toc Critical thinking has always been top dog in Bloom's Taxonomy and other planning frameworks. More recently, it has received strong emphasis with the 21st Century Skills initiative. As digital tools allow for greater access and retrieval of information, it is more important for students to apply information in unique situations and scenarios than to simply recall facts. Project based learning requires students to think critically, solve problems, and make decisions. In this workshop, we will look at various tools that help with planning for project based learning ( referred to as PBL, education loves acronyms! ).

=Objectives=


 * 1) Participants will define Project Based Learning and identify characteristics of PBL.
 * 2) Participants will examine planning tools for Project Based Learning.
 * 3) Participants will compare various methods for assessing class projects.
 * 4) Participants will create a rubric for a product from their classroom.

=The National Education Technology Standards for Students ( NETS )=


 * Critical Thinking, Problem Solving, and Decision Making**

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:

a. identify and define authentic problems and significant questions for investigation b. plan and manage activities to develop a solution or complete a project c. collect and analyze data to identify solutions and/or make informed decisions d. use multiple processes and diverse perspectives to explore alternative solutions

=Critical Thinking - a quick review=

Bloom's Taxonomy is shown below. Highlighted sections are what are most commonly referred to as critical thinking skills.

According to Bloom’s Taxonomy, human thinking skills can be broken down into the following six categories:


 * 1) **Knowledge**: remembering or recalling appropriate, previously learned information to draw out factual (usually right or wrong) answers. Use words and phrases such as: how many, when, where, list, define, tell, describe, identify, etc., to draw out factual answers, testing students' recall and recognition.
 * 2) **Comprehension**: grasping or understanding the meaning of informational materials. Use words such as: describe, explain, estimate, predict, identify, differentiate, etc., to encourage students to translate, interpret, and extrapolate.
 * 3) **Application**: applying previously learned information (or knowledge) to new and unfamiliar situations. Use words such as: demonstrate, apply, illustrate, show, solve, examine, classify, experiment, etc., to encourage students to apply knowledge to situations that are new and unfamiliar.
 * 4) **Analysis**: breaking down information into parts, or examining (and trying to understand the organizational structure of) information. Use words and phrases such as: what are the differences, analyze, explain, compare, separate, classify, arrange, etc., to encourage students to break information down into parts.
 * 5) **Evaluation**: judging or deciding according to some set of criteria, without real right or wrong answers. Use words such as: assess, decide, measure, select, explain, conclude, compare, summarize, etc., to encourage students to make judgements according to a set of criteria.
 * 6) **Create (replaced synthesis):** applying prior knowledge and skills to combine elements into a pattern not clearly there before. Use words and phrases such as: combine, rearrange, substitute, create, design, invent, what if, etc., to encourage students to combine elements into a pattern that's new.

From TeacherVision: [], retrieved on 7/15/11. =Intro to Project Based Learning=

Open the and complete the //**Before**// column prior to viewing the video below.

media type="custom" key="10016851"

We will: Discuss the **Anticipation Guide ** and review sites for information about project based learning and complete a Frayer worksheet to develop a definition for project based learning.

> media type="youtube" key="LMCZvGesRz8" height="245" width="402" >
 * Watch another PBL Video here.
 * Click the link to access the [[file:Frayer.docx]] Worksheet.
 * Review your anticipation guide to work on the Characteristics portion of the Frayer.
 * Visit the sites below for information about Project Based Learning.
 * @http://pbl-online.org/About/whatisPBL.htm
 * @http://en.wikipedia.org/wiki/Project_Based_Learning
 * @http://www.bie.org/about/what_is_pbl
 * Visit some example sites.
 * Buck Institute Examples
 * Edutopia Examples
 * World Languages Examples
 * Exemplary Projects

Share your characteristics, examples, non-examples with a neighbor and be prepared to input at least one characteristic, example, & non-example into the form below:

Project Based Learning Form

View the results from the group.

Create a Wordle of the group results on Project Based Learning. Use a **~** to keep words together in a phrase ( example: Project~Based~Learning )

=Planning a Project=

The project contains and frames the curriculum, which differs from the short "project" or activity added onto traditional instruction. PBL is, "//The Main Course, not Dessert.//" //~ Reference: [] and PBL Handbook, p.20//
 * Projects vs. activities**

Planning
One standard ||= Multiple disciplines Multiple standards ||
 * Where/how does this fit in my unit and/or on the learning map?
 * Develop a project idea.
 * Tell the students WHY they are doing what they are doing!
 * Unit/Lesson Essential Question
 * Decide the scope:
 * =  ||= **Small project** ||= **Ambitious project** ||
 * = **Duration** ||= ................... Five to ten days ................ ||= Most of a semester ||
 * = **Breadth** ||= One topic
 * = ** ..... Technology ........ ** ||= Limited ||= Extensive ||
 * = **Outreach** ||= Classroom based ||= Community based ||
 * = **Partnership** ||= One teacher ||= Multiple teachers and community members ||
 * = **Audience** ||= Classroom or school ||= Expert panel ||
 * Begin with the end in mind. (Culminating Project, Formative Assessment, Summative Assessment)
 * How will you assess?
 * Map the Project

Executing
Complete the Module for your assigned Design Principle. Each principle is displayed in the Overview link below. As you progress through, take notes of the key points in a Word Document.


 * Overview

//Group Product//

Click on the link for your design principle below. As a group, design a corkboard that covers the main points of your principle.

Design Principle #1 Design Principle #2 Design Principle #3 Design Principle #4 Design Principle #5

Assessing Project Based Learning
We will: Explain the procedures and purpose of assessment in project based learning.

//Students who have the opportunity to discuss, analyze, and reflect on their learning experiences are more likely to retain and use their knowledge and skills.// ~ (BIE// PBL Handbook,// p. 101)

Things to Consider

 * Be clear on achievement targets
 * Articulate to students (their terms)
 * Study how to assess the targets
 * Use assessment to build confidence and encourage students by providing descriptive feedback. (not judgmental)
 * Require self reflection and self assessment
 * Communicate clearly

Options

 * Formative
 * Ongoing Feedback through debriefing, sit-in's, etc...
 * Checklists and Milestones
 * PBL Checklists
 * Summative
 * Culminating Project
 * Rubrics
 * Collaboration
 * Presentation
 * Content

Classroom Assessment

 * @http://www.edtech.vt.edu/edtech/id/assess/assess.html
 * @http://fcit.usf.edu/assessment/basic/basic.html
 * @http://www.itma.vt.edu/modules/spring03/instrdes/lesson7.htm

Use Checkpoints and Milestones
~(BIE// PBL Handbook,// p. 100) =
 * Ask individuals or group leaders to give informal briefings on progress
 * Assign quick writes to groups or class
 * Interview random or selected students
 * Survey individuals or groups
 * Schedule weekly reflection sessions
 * Review student or class checklists of completed project steps
 * Examine progress logs completed by individual students or groups
 * "Sit in" with groups to monitor progress
 * Self Evaluation

= =Effective Rubrics=

We will review two rubrics and discuss pros and cons of each and identify the purpose of a holistic rubric versus an analytic rubric.
 * Rubric 1
 * Rubric 2


 * 1) With a partner discuss the pros and cons of each rubric.
 * 2) Read the information from Comparison of Rubrics.
 * 3) In a Word Document create 3 - 5 Rubric Rules for Teachers ( tips, guidelines, hints )


 * 1) Click on the link for Vocaroo . Record yourself reading your Rubric Rules.
 * 2) Click on Post to the Internet
 * 3) Copy the Vocaroo Link
 * 4) Go to Rubric Corkboard . Make a sticky note with your name on it and paste your Vocaroo link on the note.

Rubric Makers
Explore the rubric making tools below. Then, use one of the tools to create a rubric for your classroom.


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