COMPLEX THINKING

1. WELCOME Complex Thinking: DOE: TS 167844 BRANDMAN: EDDU 9193 COMPLEX THINKING

2. Goal for today… 1. Go over the 5 activities you designed and implemented or plan to implement in your classroom. COMPLEX THINKING

3. Do not leave here today without a clear understanding of what you are going to do and include in your Portfolio/Practicum. COMPLEX THINKING

4. A quick quiz on what we think we know versus what is actually true. This quiz relates to Asian/Pacific Islander Females in the United States. These statistics are from the Centers for Disease Control and Prevention and are from 2010. COMPLEX THINKING

5. On a sheet of paper number #1-5 1. What is the leading cause of death for “all-ages” of female Asian/Pacific Islanders in the US? COMPLEX THINKING

6. 2. Homicide ranks as the ____ leading cause of deaths in female Asian/Pacific Islanders 1-4 years of age. COMPLEX THINKING

7. 3. In Asian/Pacific Islander females age 20-24, the leading cause of death is? COMPLEX THINKING

8. 4. In Asian/Pacific Islander females age 25-34, the leading cause of death is? COMPLEX THINKING

9. 5. In Asian/Pacific Islander females aged 15-19 years of age, the second leading cause of death is? COMPLEX THINKING

10. What is the leading cause of death for “all-ages” of female Asian/Pacific Islanders in the US? Cancer…28.3% of all deaths Heart disease…21.3% All women in the US…Heart disease is the #1 cause of death. COMPLEX THINKING

11. 2. Homicide ranks as the ____ leading cause of deaths in female Asian/Pacific Islanders 1-4 years of age. 4th leading cause of death…5.3% #1…accidents 21.3% COMPLEX THINKING

12. 3. In Asian/Pacific Islander females age 20-24, the leading cause of death is? Accidents…25.6% of all deaths COMPLEX THINKING

13. 4. In Asian/Pacific Islander females age 25-34, the leading cause of death is? Cancer…26.4% of all deaths Know that cancer is not a disease only impacting “older” women. Take care of yourself by doing self exams and going to the doctor when you have any concerns. COMPLEX THINKING

14. 5. In Asian/Pacific Islander females aged 15-19 years of age, the second leading cause of death is? Suicide…22.2% of all deaths If you have a student or friend who is struggling with life, don’t just brush it off. COMPLEX THINKING

15. The purpose of this quiz was not to depress you, but rather to have you look honestly and objectivity at the risk factors for female Asian/Pacific Islanders. From a complex thinking perspective, this quiz addressed a couple of the 10 skills. COMPLEX THINKING

16. 1. Identification…if I want to look at your health from an objective point of view, you need to know the facts about your major health risks. COMPLEX THINKING

17. 2. I could look at the “assumptions” I had about the leading causes of death or get the most current and accurate information. COMPLEX THINKING

18. 3. I could suspend judgment until I could get more information. These statistics relate to all female Asian/Pacific Islanders in the US. Could they be different for female Asian/Pacific Islanders living in Hawaii? COMPLEX THINKING

19. 4. Credibility of the information. The Centers for Disease Control and Prevention has nothing to sell me. There is no agenda behind their collecting of data. They are a credible source of information. COMPLEX THINKING

20. 5. Prediction…you put this information into the context of family history, your lifestyle, etc. COMPLEX THINKING

21. Information is power if you use it. COMPLEX THINKING

22. Reminders 1. We don’t use the payment tab on the PDE3 website, so it will always show you as not having paid for the class. COMPLEX THINKING

23. 2. You can turn in your Portfolio in either a hard copy or electronically. Email your electronic Portfolios to: loverdeportfolios@gmail.com COMPLEX THINKING

24. Let’s start… The 10 complex thinking skills are. COMPLEX THINKING

25. 1. Identification Complex thinkers are good at defining the problem, decision to be made, etc. They look beyond the obvious and ask questions of themselves and others to make sure they are on the correct track. COMPLEX THINKING

26. 2. Evaluates Assumptions Complex thinkers look at what they believe and know about a situation. They are careful because we all have a lot of ideas and information in our brains that we think is accurate and it isn’t. COMPLEX THINKING

27. 3. Suspends Judgment Complex thinkers wait until they get all the information they need before solving the problem, making a decision, etc. They avoid the temptation to think “fast” and get it over with. They can “slow” down. COMPLEX THINKING

28. 4. Additional Information Complex thinkers determine what they know and what they don’t know about a situation. They then decide what additional information they need to solve the problem, make a decision, etc. COMPLEX THINKING

29. 5. Assesses Credibility of Information Complex thinkers evaluate the sources of their information. They look for any bias the provider of that information might have towards influencing what people believe or think. COMPLEX THINKING

30. 6. Prior Knowledge and Experience Complex thinkers look for patterns and use their prior knowledge and experience to solve the problem, make a decision, etc. COMPLEX THINKING

31. 7. Maintains Objectivity Complex thinkers maintain objectivity about the problem to solve, decision to be made, etc. They avoid letting their emotions control their thinking. COMPLEX THINKING

32. 8. Prioritizes Information Complex thinkers can analyze and evaluate information to determine if that information is important and pertinent to solving a problem, making a decision, etc. COMPLEX THINKING

33. 9. Prediction Complex thinkers have the ability to anticipate both intended and unintended outcomes. Intended outcomes are what we hoped would result from our action. Unintended outcomes are those we never anticipated happening related to our actions. COMPLEX THINKING

34. 10. Reflection Complex thinkers reflect upon their problem solving, decision making, etc. They evaluate the outcomes and use that information in future problem solving and decision making situations. COMPLEX THINKING

35. We will look at these 10 skills in relation to: Problem solving Decision making Comparing and contrasting Forming an opinion Invention COMPLEX THINKING

36. Open your Portfolios/Practicums to page #12. There are differences in the requirements for DOE Portfolio and the Brandman Practicum. In this section of the Portfolio/Practicum you are to create, implement and evaluate 5 activities related to the teaching of 5 different complex thinking skills. COMPLEX THINKING

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38. Complex Thinking skill: You will identify which of the 10 skills this activity is addressing. Example: A. Complex thinking skill: Additional Information COMPLEX THINKING

39. Goal: The goal of this activity to have students create questions they need answered before making a decision on which student in their classroom they are voting for to be their representative on the school’s student advisory board. COMPLEX THINKING

40. B. Name of the activity: School Advisory Board Selection Questions. COMPLEX THINKING

41. C. Procedures and products: Each student will receive a 3x5 card and be asked to create three questions they want answered by the candidates for Student Advisory Board. Then they will get in groups of 4 and share their questions. The group will then decide upon 4 questions they will submit to the entire class. COMPLEX THINKING

42. Next, the teacher will read all the questions submitted by each group and talk about the merits of each question, the information the answer would provide and if there was a better question to get the desired information. They will then open it up to a class discussion and give the students the opportunity to create new questions. COMPLEX THINKING

43. The class will then vote on the best 5-7 questions that they will want the candidates to answer. COMPLEX THINKING

44. D. Samples of 2 student’s work prior to the implementation of the activity. For this particular activity, the teacher could collect the 3x5 cards of 2 students that were filled out as the first step in this activity. COMPLEX THINKING

45. E. Three criteria you will use to evaluate the effectiveness of the activity. 1. Did the questions require the candidate to answer the questions beyond a simple “yes” or “no” response. COMPLEX THINKING

46. 2. Did the questions reflect an understanding of what a complex thinker would want to know before voting for a candidate? 3. Would the questions provide information that is pertinent to the responsibilities associated with the Student Board position? COMPLEX THINKING

47. F. Student work after implementing the activity. The teacher could now ask the students to write 3 questions they would want to ask a candidate for Principal of the school, City Council, Mayor, Governor, etc. COMPLEX THINKING

48. They would collect these answers from the same 2 students who they collected the 3 Student Advisory Board questions to start this activity. COMPLEX THINKING

49. G. Evaluation of the activity based upon the pre and post student work samples. There are many ways to go with the evaluation based on the pre and post questions. The important thing is that you use the pre and post data as the basis for your analysis. COMPLEX THINKING

50. It’s not the job of the reviewer of the Portfolios to evaluate your activity related to whether or not it was effective, but only that you provided a detailed evaluation of the activity. Reflect…no short answers! COMPLEX THINKING