Using PowerPoint for Higher Order Learning

1. Using PowerPoint for Higher Order Learning Logan Caldwell April 18, 2013

2. All About Me Introduction Tip : Embedding a PPT into another PPT: Create a Text Box with text Click Insert Click Action Under Mouse Click, choose Hyperlink to… Find PPT file And voilà!!

3. Logan Caldwell Autobiography

4. My Birth • June 20, 1981 • 31 • Memphis, TN

5. My Professional Career • Graduated from UNC-CH in 2003 in K-6 Elementary Education • Taught third grade in NC for 5 years • Earned my NBC in 2007 (Middle Childhood Generalist) • Hired at Campus School 5 years ago • Have taught 2nd, 3rd , and 4th grade at Campus • Graduated with a masters from U of M in IDT • Happy to be here 

6. My Favorites • Color-Yellow • Food-Pizza • Sport-Basketball • Subject-Math • Music-Bare Naked Ladies & Aerosmith • TV- The Mindy Project, New Girl, 30 Rock • Hobbies- Travel, shop, spend time with family & friends

7. Higher Order Learning – Bloom’s Tip : Insert a picture from the web instantly http://projects.coe.uga.edu/epltt/images/1/1e/Bloom_1.jpg

8. Insert a Picture From the Web Instantly • Click on the picture online • Copy (You can hit Ctrl + C or go to the web menu and select copy image or right click on a PC and select “Copy Image”) • Go to the correct PPT slide • Paste (You can hit Ctrl + V, choose paste from the Home menu, or right click on a PC and choose Paste) • And Ta-Da!

9. HOTS Verbs Tip: Crop a picture directly in your PPT http://thinkonline.smarttutor.com/blooming-orange-blooms-taxonomy-helpful-verbs-poster/

10. Crop a Picture Directlyin Your PPT • Insert Picture • Select picture by clicking on it • Choose Format (it will change “Drawing Tools” to “Picture Tools” once you select the picture) • Choose Crop in the far right of the toolbar • Adjust the black lines • Unselect the picture • And presto!

11. Bloom’s Digital http://edorigami.wikispaces.com/Bloom%27s+Digital+Taxonomy

12. Some Digital Tools http://4.bp.blogspot.com/-tmFEd2P7LJk/UGkB-zOcyhI/AAAAAAAADBY/t9qntZbldQU/s1600/bloom+pyramid.jpg

13. Some Digital Tools

14. Basic PowerPoint Skills • Practice Time! Introduction to practice our PPT skills • Teacher Introduction to PowerPoint

15. Easy PowerPoint Lessons

16. Higher Order Thinking in PowerPoint Projects Elementary classes integrating critical thinking skills with multimedia presentations Presented by Marilyn Mutchler and Mikie Kindsfather, Irving ISD

17. What is Critical Thinking? • “When students are asked to address a purpose and come up with a solution, they truly begin to identify, analyze, and solve problems through critical thinking.” (Schneider, 2002) • Higher-Order Thinking • Bloom’s Taxonomy • The New Blooms

18. How can Elementary Teachers Encourage Critical Thinking? • Provide problems that do not have obvious solutions • Frequent brainstorming • Compare and contrast every chance you get • Categorize everything • Student-centered instruction • Integrate problem solving in all curriculum areas (Schneider, 2002)

19. PowerPoint Lessons that Integrate Critical Thinking • Measurement and Reasonableness • Exploring measurement in math and science. • Class discussion about ways to estimate inches, feet and yards. • Students estimated and measured a bus, a teacher and classroom objects. This lead to the idea of sharing the results. • Each pair of students chose an object to include in a PowerPoint presentation and then wrote a question encouraging others to select the correct unit for measuring the object. • Students inserted and formatted the pictures onto their slides. Each pair recorded the question and answer using the PowerPoint recording feature. • Two class periods in the computer lab and then students completed their work on the classroom computers.

20. PowerPoint Lessons that Integrate Critical Thinking • Self-Portrait Comparisons • Students created a self-portrait using a paint program on the computer. • The students then had to choose a famous person they wanted to compare themselves to (how they're alike and different) and record their comparisons with their portrait. • The recordings and self-portraits were then inserted into a PowerPoint presentation for a complete class photo album.

21. PowerPoint Lessons that Integrate Critical Thinking • Build a Bug • To assess a unit on insects, students created and named their own bug. • The requirements were to include all the major characteristics of insects. • Students had tell what the animal ate and explain the appropriate mouth adaptation for the chosen diet. • The students drew their insect in Paint and then inserted the image into a PowerPoint presentation.

22. More Ideas for Integrating Higher Order Thinking… • Analysis: • Compare/contrast the settings of two stories • Synthesis: • Modify a story by changing the setting (How would that affect the characters? The plot? The outcome of the story?) • Evaluation: • Rate the effectiveness of an author at achieving the purpose of a story. (Identify the purpose, evaluate the effectiveness, and provide evidence from the story for your opinion)

23. Analyzing • Verbs • Distinguish • Question • Appraise • Experiment • Inspect • Examine • Probe • Separate • Inquire • Arrange • Investigate • Sift • Research • Calculate • Criticize • Discriminate • Products • Questionnaire • Database • Abstract • Report • Graph • Spreadsheet • Checklist • Chart • Outline • Comparison • Graphic organizer • Compare • Contrast • Survey • Detect • Group • Order • Sequence • Test • Debate • Analyze • Diagram • Relate • Dissect • Categorize (Tarlinton, 2003)

24. Analyzing • Questions… • Which events could not have happened? • If. ..happened, what might the ending have been? • How is...similar to...? • What do you see as other possible outcomes? • Why did...changes occur? • Can you explain what must have happened when...? • What are some or the problems of...? • Can you distinguish between...? • What were some of the motives behind..? • What was the turning point? • What was the problem with...? (Pohl, Learning to Think, Thinking to Learn, p. 13)

25. Analyzing • Project Ideas • Use a Venn Diagram to show how two topics are the same and different • Design a questionnaire to gather information and analyze the results • Make a flow chart to show the critical stages of an event or story plot • Classify the actions of the characters in the book • Construct a graph to illustrate selected information • Make a family tree showing relationships • Conduct an investigation to produce information to support a point of view • Review a work of art in terms of form, color and texture • Create a Decision Making Matrix to help you decide which breakfast cereal to purchase (Tarlinton, 2003)

26. Evaluating • Verbs • Judge • Rate • Validate • Predict • Assess • Score • Revise • Infer • Determine • Prioritize • Tell why • Compare • Evaluate • Defend • Select • Measure • Products • Debate • Panel • Report • Evaluation • Investigation • Verdict • Conclusion • Persuasive speech • Choose • Conclude • Deduce • Debate • Justify • Recommend • Discriminate • Appraise • Value • Probe • Argue • Decide • Criticize • Rank • Reject (Tarlinton, 2003)

27. Evaluating • Questions • Is there a better solution to...? • Judge the value of... What do you think about...? • Can you defend your position about...? • Do you think...is a good or bad thing? • How would you have handled...? • What changes to.. would you recommend? • Do you believe...? How would you feel if. ..? • How effective are. ..? • What are the consequences..? • What influence will....have on our lives? • What are the pros and cons of....? • Why is ....of value? • What are the alternatives? • Who will gain & who will loose?  (Pohl, Learning to Think, Thinking to Learn, p. 14)

28. Evaluating • Project Ideas • Persuasive presentation for a new school rule/suggesting changes needed • Prepare and conduct a debate • Prepare a list of criteria to judge • Presentation about five rules you see as important and convinces others of their importance • Write a half-yearly report evaluating personal progress • Evaluate the character’s actions in the story (Tarlinton, 2003)

29. Creating • Verbs • Compose • Assemble • Organize • Invent • Compile • Forecast • Devise • Propose • Construct • Plan • Prepare • Develop • Originate • Products • Debate • Panel • Report • Evaluation • Investigation • Verdict • Conclusion • Persuasive speech • Formulate • Improve • Act • Predict • Produce • Blend • Set up • Devise • Concoct • Compile • Imagine • Generate (Tarlinton, 2003)

30. Creating • Questions • Can you design a...to...? • Can you see a possible solution to...? • If you had access to all resources, how would you deal with...? • Why don't you devise your own way to...? • What would happen if ...? • How many ways can you...? • Can you create new and unusual uses for...? • Can you develop a proposal which would...? (Pohl, Learning to Think, Thinking to Learn, p. 14)

31. Creating • Project Ideas • Invent a machine to do a specific task • Design a robot to do your homework • Create a new product. Give it a name and plan a marketing campaign. • Write about your feelings in relation to... • Write a TV show play, puppet show, role play, song orpantomime about.. • Design a new monetary system • Develop a menu for a new restaurant using a variety of healthy foods • Design a record, book or magazine cover for... • Sell an idea • Devise a way to... • Make up a new language and use it in an example • Write a jingle to advertise a new product (Tarlinton, 2003)

32. References • Anderson, L. (2006, May). Revised Bloom's taxonomy. Paper presented at North Carolina Career and Technical Education Curriculum Development Training, Raleigh, NC. Retrieved Jan. 17, 2008, from www.natefacs.org/JFCSE/v25no1/v25no1Pickard.pdf. • Pohl, Michael (2000). Learning to Think, Thinking to Learn: Models and Strategies to Develop a Classroom Culture of Thinking. Cheltenham, Vic.: Hawker Brownlow. • Schneider, Vera (2002). Critical Thinking in the Elementary Classroom: Problems and Solutions. EPS Update. Retrieved Nov. 12, 2007, from http://www.epsbooks.com/downloads/articles/Critical_Thinking-Schneider.pdf. • Schultz, Lynn (n.d.) Bloom’s Taxonomy. Retrieved Jan. 17, 2008, from http://www.odu.edu/educ/llschult/blooms_taxonomy.htm. • Tarlinton, Denise (2003). Bloom’s Revised Taxonomy Presentation. Retrieved Jan. 7, 2008, from http://www.kurwongbss.qld.edu.au/thinking/Bloom/blooms.htm. • Wilson, Leslie O., Ed. D. (2006). Anderson and Krathwohl, Beyond Bloom. University of Wisconsin-Stevens Point. Retrieved November 20, 2006 from http://www.uwsp.edu/education/lwilson/curric/newtaxonomy.htm.

33. Websites • Variety of resources including Poster and Planning Framework http://www.kurwongbss.qld.edu.au/thinking/Bloom/blooms.htm • Verb Wheel Based on Bloom’s http://cstep.csumb.edu/Obj_tutorial/bloomwheel.html • Critical and Creative Thinking - Bloom's Taxonomy http://eduscapes.com/tap/topic69.htm • Bloom’s Verbs, Questions, Activities and Products http://www.teachers.ash.org.au/researchskills/dalton.htm • Includes information on Teacher/Student Roles at different Bloom’s Levels http://nerds.unl.edu/pages/preser/sec/articles/blooms.html • Further explanation and additional resources http://nerds.unl.edu/pages/preser/sec/articles/blooms.html • http://www.criticalthinking.org/ • Revised Bloom’s http://eprentice.sdsu.edu/J03OJ/miles/Bloomtaxonomy(revised)1.htm

34. Other Examples From Logan .ppt format • Country Research • Create Your Own Animal .doc format, but could easily be made a .ppt • Preamble Activity • Easy way to make Vocabulary Words HOTS • Caldwell’s Create Your Own Animal Project • Examples of Students’ Digital Work • Third Grade • Fourth Grade

35. Create Your Own Animal Name:

36. Habitat of Your Animal

37. More Information on Habitat • Map and/or Picture of Habitat

38. Animal Adaptations • What animals live here? • What type of animal adaptations are needed to survive here? Why?

39. My Animal • Name • Picture

40. Evidence • Why and/or how will your animal survive in your chosen habitat

41. Citations

42. Polar Jackfox By: Miss Caldwell April 18, 2013

43. Polar-Arctic Regions

44. More Information on Habitat

45. Animal Adaptations Polar Bears, Wolverines, Birds, Walrus, & Seals There is a low number of species that can survive here because of the harsh coldness In order to survive, animals need insulating feathers or fur, short legs, and are usually a larger size. All of these adaptations help the animal stay warm.

46. Polar Jack Fox

47. Evidence The Polar Jackfox is able to survive in the Arctic because of 3 important characteristics This species has a bushy tail that keeps it warm Its coat turns white in the winter to help camouflage it from predators because it matches the ice/snow. It has Polar Bear feet, which means its back paws go into the tracks of the front paws, letting it conserve energy as it travels through deep snow.

48. Citations http://en.wikipedia.org/wiki/Arctic http://www.geographicguide.com/arctic.htm http://www.sciencekids.co.nz/sciencefacts/earth/arctic.html http://www.nps.gov/akso/parkwise/students/referencelibrary/bela/arcticadaptations.htm http://switchzoo.com/zoo.htm

49. Make and Take Time! • Choose a lesson/activity that you are interested in completing with your class. • Using PowerPoint, make a model • For example, Logan’s Create An Animal Project

50. Thank You For Coming! • In case you haven’t heard it today… http://robert.foo.my/2012/09/thank-you-teachers.html