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“Using Inspiration in the classroom to promote critical thinking and as a modeling tool”

“Using Inspiration in the classroom to promote critical thinking and as a modeling tool”. Eliseo De Pietto Juan Armijo EDLT 573-Group 8. Introduction. The use of a Mindtool in the classroom, knowledge is constructed by the learner not provided by the teacher( Jonassen , 2006).

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“Using Inspiration in the classroom to promote critical thinking and as a modeling tool”

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  1. “Using Inspiration in the classroom to promote critical thinking and as a modeling tool” Eliseo De Pietto Juan Armijo EDLT 573-Group 8

  2. Introduction • The use of a Mindtool in the classroom, knowledge is constructed by the learner not provided by the teacher(Jonassen, 2006). • Students use facts, data, content and directions in order to construct the processes by which they learn. • The use of technology enhances the practice of constructivism in the classroom.

  3. Content • Theoretical Framework • Instructional Goal • Target Audience • Prerequisite Skills • Technology Resources • Rationale • Instructional Objectives • Assessment Procedure • Evaluation

  4. Theoretical Framework • The use of the Inspiration in the classroom promotes organization and connection of ideas. • Inspiration provides students with the opportunity to take a contend topic or develop ideas and make it expand through imagination and using the thinking process. • Students will be life learners. • Information acquired is retained. • Concept maps help constructive knowledge and are life learning tools.

  5. Instructional Goal and Objectives • Students will create using Inspiration as the primary mindtool a conceptual map comparing and contrasting a democratic leader with a dictator. • Students will learn to navigate and construct new knowledge through their supplemental research. • Students will identify the traits of political leadership.

  6. Target Audience and Objective • Secondary students in a high school setting. • Students in social studies classroomwhere the primary objective is to compare and contrast a democratic leader and a dictator. • Look at power, impact, changes, history.

  7. Prerequisite Skills • Basic use of : • Computer • Keyboarding • Save and file transfer • Researching

  8. Technology Resources • Inspiration license install on computer • Internet access • Presidential Timeline • PBS video “The Democrat and the Dictator”

  9. Rationale • Modeling helps learners express and externalize their thinking and visualize and test components of their theories. • Modeling is fundamental to human cognition and scientific inquiry. • Students ownership is important to meaning making and knowledge construction. • Modeling tools help learners transcend limitations of their minds-limitations to memory, thinking or problem solving. • If students learn to model what they are learning, they will surely perform better on any test. (Jonassen, D. H., 2006)

  10. Development • National Education Technology Standards • 1. Creativity and Innovation-Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. • A) Apply existing knowledge to generate new ideas, products, or processes. • B) Create original works as a means of personal or group expression. • C)Use models and simulations to explore complex systems and issues. • 3. Research and Information Fluency-Students apply digital tools to gather, evaluate, and use information. • A) Locate, organize, analyze, evaluate, synthesize and ethically use information from a variety of sources and media. • 6. Technology Operations and Concepts-Students demonstrate a sound understanding of technology concepts, systems, and operations. • A) understand and use technology systems. • B) select and use applications effectively and productively. http://www.iste.org/

  11. Development • Bloom’s Taxonomy Cognitive Process • cognitive process of remembering through recalling and recognizing information. • cognitive process of understanding through summarizing, explaining and comparing. • cognitive process of evaluating through critiquing and creating through generating and producing information.

  12. Instructional Objectives • Bloom’s Taxonomy of Cognitive Process • Compare and Contrast Concept Mapping Activity: • FDR and Adolf Hitler • Summarized the historical and political events for both individuals. • Organized the experience and political events of each of the individuals.

  13. Assessment Procedures(Student Self-Rubric)

  14. Teacher Assessment Rubric for Inspiration Adapted from ASU West, A. Christie, 2010

  15. Evaluation • Students listed information • Organized in a non mapping method. • Lacks “creativity”. • Students questioned, synthesized and evaluated information on bases of why, how, where, when it occurred. • Concept maps of ideas are model and can be access anytime. • Information is organized. • Student acquired deeper understanding on both leaders. Without Inspiration With Inspiration

  16. Sources • Bloom’s Taxonomy of Cognitive Process. • Gebhardt, A., & Harrell, Pa. (2001). High Plains Regional Technology in Education Consortium. • http://www.iste.org/ • Jonassen, D. H., (2006). Modeling with Technology: Mindtools for Conceptual Change. Columbus, Ohio: Pearson Merrill Prentice Hall.

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