Debriefing the Readings
You read both Chapter 4: Supporting Student Critical Thinking and Chapter 6: Supporting Student Problem Solving. I’d like us to split into six groups. With chart paper and markers, write the main points for each section assigned to your group. Choose no more than 3-5 points for each section.
- Group 1: pp. 98 – 102 (Overview of Critical Thinking and Technology)
- Group 2: pp. 102 – 105 (The Critical Thinking Process, Guidelines for Supporting Student Critical Thinking with Technology)
- Group 3: pp. 105-110, 116-117 (The Critical Thinking Technologies, Assessing Critical Thinking with and Through Technology)
- Group 4: pp. 155 – 162 (Overview of Problem Solving and Inquiry in K-12 Classrooms)
- Group 5: p.163 – 169 (Guidelines for Technology-Supported Problem Solving)
- Group 6: p. 170 – 173 (Learning Activities: Problem Solving and Inquiry, Assessing Learner Problem Solving and Inquiry)
We’re going to take a poster walk around the room and debrief.
What is a Good Hook?
Think about lessons in school that really hooked you in, or made you want to engage in the lesson. The task and hook work hand in hand to focus the students on the learner outcomes. Designing the task and hook is a balancing act between providing the students with a direction and purpose, but not directing them with steps to follow or a menu of choices. The hook is just what it sounds like. It is a way to compel the students to want or need to know and learn the content the teacher has included in the project.
Some questions to think about:
- Who owns the problem presented?
- How does this problem relate to the student?
- Does the task or problem pass the “so what” test?
- Do the students have input as to how the task is approached?
- Are there multiple solutions for the task?
- Does the problem seem authentic for the student?
- From (http://ed.fnal.gov/lincon/act/el/ml_taskhook.shtml)
The Anticipatory Set
- Give some facts, interesting websites, additional questions, etc. – this is considered the anticipatory set – the part of the adventure where you get students excited about the question.
- Include an appropriate online game or activity related to your question – don’t just provide a link – give students something specific to do
- If appropriate for your topic – create a small gallery of photos that fit the question. But give students something to do with the pictures – or encourage them to create a photo album of their own pictures related to the question.
- Complete the creation of your anticipatory set/hook. You should go ahead and post this on your Google Site. (see below)
- Create a Google Site: you can start this with your partner or group. Make sure to keep a few things in mind:
- Make sure the title of your site reflects the nature of your adventure.
- Share permissions within your site with your partner of group. You will want to make sure everyone can make edits. Here’s a video to help you choose the correct settings.
- Make sure your navigation bar reflects the sections in the rubric: Author Introduction, Inquire, Hook, Organize, Explore, Show What you Know, Finding a Career, and Parent Teacher Letter.