Copyright © 2009 Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and the Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.

Intel® Teach ProgramThinking with Technology Course

Version 2

2 Copyright © 2009 Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and the Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.

Thinking with Technology Version 2

32 Hour Master Trainer CourseDay 3

(up to Thinking Tool Group Work)

3 Copyright © 2009 Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and the Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.

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?

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4

Where We Are (Day 3)

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.

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5

Where We Are Going (Day 4)

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.

6 Copyright © 2009 Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and the Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.

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

7 Copyright © 2009 Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and the Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.

Module 7Using the Seeing Reason Tool to Target Thinking Skills

Module Objectives• Review and discuss a unit in depth that

integrates the use of the Seeing Reason Tool

• Understand cause and effect and how to represent causal relationships visually

• Discuss best uses of the Seeing Reason Tool

• View and discuss ideas for incorporating the Seeing Reason Tool into units

• Develop and share a project idea that uses Seeing Reason

• Set up a Seeing Reason project online

8 Copyright © 2009 Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and the Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.

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?

9 Copyright © 2009 Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and the Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.

Module 7: Using the Seeing Reason Tool to Target Thinking Skills

Activity 1Looking at Seeing Reason in Action

Step 2: Examining a Unit that Uses Seeing Reason – Module 7.02–7.05

• Explore the Ecology Explorers unit in Appendix F.01• Look at how the unit deals with a complex system or cause-and-effect

relationships• View maps in this unit at: www.intel.com/education/au/seeingreason

1. Click Project Examples.2. Click Unit Plans.3. Click Ecology Explorers.

10 Copyright © 2009 Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and the Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.

Module 7: Using the Seeing Reason Tool to Target Thinking Skills

Activity 2Digging Deeper into Cause and EffectStep 1: Understanding Causal Maps – Module 7.06

• Maps help students to visually represent specific measurable or verifiable factors that influence or impact a problem or system.

• A causal map takes on the visual elements of a concept map, but places explicit meaning on each element of the map.

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Step 1: Understanding Causal Maps (continued) – Module 7.06

• Causal maps have one specific purpose—to visually depict measurable or verifiable factors that influence or impact a problem or system.

• How do hurricanes affect people, land, and businesses?

Module 7: Using the Seeing Reason Tool to Target Thinking Skills

Activity 2Digging Deeper into Cause and Effect

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Module 7: Using the Seeing Reason Tool to Target Thinking Skills

Activity 2Digging Deeper into Cause and EffectStep 2: Understanding Cause and Effect – Module 7.07–7.09

• The cause explains why something happens.• The effect describes what happens.

– Because of X, Y happensor

– X affects Yor

– X results in Y

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Module 7: Using the Seeing Reason Tool to Target Thinking Skills

Activity 2Digging Deeper into Cause and EffectStep 3: Helping Students Understand Causal Relationships Using the Seeing Reason Tool –

Module 7.09–7.12

• Discuss the Traffic Jam map– Notice the sizes and colors of arrows– View relationships between factors– Open the Comments box and view

• Discuss having students create a practice map

Step 4: Viewing the Benefits of the Seeing Reason Tool –Module 7.13

• View benefits for students• View benefits for teachers

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Module 7: Using the Seeing Reason Tool to Target Thinking Skills

Activity 3Viewing Project IdeasStep 1: Reviewing the Power of the Seeing Reason Tool –

Module 7.14–7.15

• View the types of thinking, classified by Costa and Kallick’s Habits of Mind, that can be targeted with the Seeing Reason Tool

• Using the Seeing Reason Tool, students:– List factors– Show relationships– Investigate and revise– Present findings

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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

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Module 7: Using the Seeing Reason Tool to Target Thinking Skills

Activity 3Viewing Project Ideas

Step 3: Viewing Sample Projects – Module 7.17

• Open: www.intel.com/education/au/seeingreason • Select two or three project examples

– Note how the Seeing Reason Tool is used in each • Note your thoughts and ideas

– Additional project examples in Appendix C.03• How can a project that uses the Seeing Reason Tool help to develop students’

thinking?

Step 4: Thinking About Your Unit – Module 7.18

• Brainstorm ideas for effective uses of Seeing Reason for your unit

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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.

18 Copyright © 2009 Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and the Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.

Step 2: Viewing Sample Project Descriptions and Research Questions – Module 7.20 – 7.23

• View examples for how to write your own • For more examples, see ideas starting on Appendix C.03

Module 7: Using the Seeing Reason Tool to Target Thinking Skills

Activity 4Clarifying Project Ideas for Using Seeing Reason

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Module 7: Using the Seeing Reason Tool to Target Thinking Skills

Activity 5Sharing Your Ideas – Module 7.24

• Share your ideas for a project incorporating the Seeing Reason Tool• Provide feedback on ways to target higher order thinking skills

[If using a wiki, enter the URL and directions here]

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20

The rest of Module 7 and Module 8 will be addressed by the Seeing Reason Thinking Tool group later.

Module 7: Using the Seeing Reason Tool to Target Thinking Skills

Module 7: Using the Seeing Reason Tool to Target Thinking Skills

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Module 9: Using the Showing Evidence Tool to Target Thinking Skills

Module 9Using the Showing Evidence Tool to Target Thinking Skills• Understand how the Showing Evidence Tool supports the

argumentation process• Review and rate evidence• Discuss best uses for the Showing Evidence Tool• Set up a Showing Evidence project

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Module 9Using the Showing Evidence Tool to Target Thinking Skills

Module Objectives• Review and discuss a unit that integrates

the Showing Evidence Tool• Understand the format of an argument and

how Showing Evidence supports the argumentation process

• Understand how to review and rate evidence • Discuss best uses of the Showing Evidence

Tool• View and discuss ideas for incorporating the

Showing Evidence Tool into your unit• Develop and share a project idea that uses

Showing Evidence• Set up a Showing Evidence project online

23 Copyright © 2009 Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and the Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.

Module 9: Using the Showing Evidence Tool to Target Thinking Skills

Activity 1Looking at Showing Evidence in ActionStep 1: Considering Argumentation in the Classroom – Module 9.01–9.02

• Prepares students for real-world problems• Helps students develop higher order thinking skills• Increases students’ content knowledge• Encourages thoughtful student discussions

24 Copyright © 2009 Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and the Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.

Module 9: Using the Showing Evidence Tool to Target Thinking Skills

Activity 1Looking at Showing Evidence in ActionStep 2: Taking a Look at the Format of an Argument – Module 9.02–9.04

• Claim • Evidence • Quality of evidence • Links between the claim and evidence • Reasoning • Counterargument

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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

evaluate your ideas?

26 Copyright © 2009 Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and the Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.

Module 9: Using the Showing Evidence Tool to Target Thinking Skills

Activity 2Digging Deeper into ArgumentationStep 1: Digging Deeper Into Arguments – Module 9.06

• What different ways do you create and support the construction and evaluation of arguments in your classroom?

• At what points do they have problems in creating and supporting a clear argument?

• How do you address these problems?

27 Copyright © 2009 Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and the Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.

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

28 Copyright © 2009 Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and the Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.

Module 8: Using the Showing Evidence Tool to Target Thinking Skills

Activity 2Digging Deeper into ArgumentationStep 3: Reviewing a Sample Case – Module 9.09–9.10

1. Review the Unit Summary and Curriculum Framing Questions.2. Go to the Showing Evidence Web site:

www.intel.com/education/au/showingevidence 3. Click Project Examples, click Unit Plans, and then click Space:

Why do we explore?4. Discuss the questions with a partner.

29 Copyright © 2009 Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and the Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.

Module 9: Using the Showing Evidence Tool to Target Thinking Skills

Activity 2Digging Deeper into ArgumentationStep 4: Discussing Rating Rubrics – Module 9.11–9.14

• 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

subject area?

30 Copyright © 2009 Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and the Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.

Module 9: Using the Showing Evidence Tool to Target Thinking Skills

Activity 2Digging Deeper into ArgumentationStep 5: Determining Acceptable Evidence – Module 9.15

• 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?

31 Copyright © 2009 Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and the Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.

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?

32 Copyright © 2009 Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and the Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.

Module 9: Using the Showing Evidence Tool to Target Thinking Skills

Activity 2Digging Deeper into ArgumentationStep 7: Making a Conclusion – Module 9.18

• A place where students can answer the case question• What other ways can the conclusion area be used?

Step 8: Reviewing the Benefits of the Showing Evidence Tool – Module 9.19• Review the benefits of the Showing Evidence Tool

33 Copyright © 2009 Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and the Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.

Module 9: Using the Showing Evidence Tool to Target Thinking Skills

Activity 3Viewing Project IdeasStep 1: Reviewing the Power of the Showing Evidence Tool – Module 9.20–9.21

• Understand the use of the Showing Evidence Tool as classified by Marzano’s Dimensions of Learning

34 Copyright © 2009 Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and the Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.

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

35 Copyright © 2009 Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and the Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.

Module 9: Using the Showing Evidence Tool to Target Thinking Skills

Activity 3Viewing Project Ideas

Step 3: Viewing Sample Projects – Module 9.24

1. Go to: www.intel.com/education/au/showingevidence 2. Click Project Examples and then click Unit Plans.3. Open the Romeo and Juliet Unit Plan.

– Explore the live version of this case.– If time is available, review any additional example projects on your own.

36 Copyright © 2009 Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and the Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.

Module 9: Using the Showing Evidence Tool to Target Thinking Skills

Activity 3Viewing Project Ideas

Step 4: Thinking About Your Unit – Module 9.25

Brainstorm Ideas• Consider skimming web sites for ideas• Create a list of possible topics

37 Copyright © 2009 Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and the Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.

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.

38 Copyright © 2009 Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and the Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.

Step 2: Viewing Sample Project Descriptions and Prompts – Module 9.27–9.30

• View examples for how to write your own• For more examples, see ideas in Appendix C

Module 9: Using the Showing Evidence Tool to Target Thinking Skills

Activity 4Clarifying Project Ideas for Using Showing Evidence

39 Copyright © 2009 Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and the Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.

Module 9: Using the Showing Evidence Tool to Target Thinking Skills

Activity 5Sharing Your Ideas – Module 9.31

• Share your ideas for a project incorporating the Showing Evidence Tool• Provide feedback on ways to target higher order thinking skills

[If using a wiki, enter the URL and directions here]

40 Copyright © 2009 Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and the Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.

40

The rest of Module 9 and Module 10 will be addressed by the Showing Evidence Thinking Tool group later.

Module 9: Using the Showing Evidence Tool to Target Thinking Skills

Module 9: Using the Showing Evidence Tool to Target Thinking Skills

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41

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.

© 2009 Intel Corporation. All rights reserved. Intel and the Intel logo are trademarks or registered trademarks of Intel Corporation or its subsidiaries in the United States and other countries. *Other names and brands may be claimed as the property of others.