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Digital thinking
The document discusses methods for fostering intellectual rigor in digital learning environments, emphasizing the importance of guiding students in using digital resources as effectively as traditional libraries. It also highlights various pedagogical approaches, the need for higher-order thinking, and the challenges students face in navigating information technology. Moreover, it suggests various strategies for enhancing teaching practices and promoting meaningful student inquiries in a rapidly evolving digital landscape.
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Digital thinking
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- 4. How can wegenerate intellectual rigour in digital environments? In ages past, great teachers took students to a library, and supported them in learning from those resources. We must now do the same with digital environments ie take them there, and support them in learning from those resources.
- 5. Dodecahedron thinking Digital thinking Teacher learningPassion Four approaches
- 7. A pending Web3.0 World Of Thinking Constructivism Instructivism Metacognitivism Connectivism
- 8. Why really has theworld developed ICT?? If we started all over again, how would we design schools?
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- 11. •The internet as abrain •Processes for utilising collective intelligence •Brain implants for online access Dodecahedron thinking??
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- 18. •Virtual learning delivery(eg Second Life islands; gaming environments;Wiimotes; I-Pads; brain caps) •Global classroom inquiries - Kids Helping Kids •Your IP for sale at ITunesU; also rated on some version of Rate My Learning •E-Learning? M-Learning? B-Learning concepts? Second Decade learning??
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- 20. Some techno-issues!!? • Online‘space’ must be used creatively. It’s not just for collating content. • Some (many?) students have more time than many teachers do to skill themselves online. • Many students have little idea of how to advance their learning with ICT. • Low level thinking projects can encourage online plagiarism. Intellectualise everything!
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- 23. Digital brain issues •Multi-tasking? Single-tasking? • Shorter attention spans impeding the ability to ponder and solve a lengthy problem? • The word ‘memory’ is spelt g-o-o-g-l-e • Capacity to ascertain the validity of online content?
- 25. Some dodecahedron thinking options •Developa Future Focus • Possible / Probable / Preferable •Generate daily Challenges •Endlessly search for Best / Next / Zest Practice exemplars
- 26. Present and future action •Whatdo we presently do well? •What else could we do? •What else will we do?
- 27. THINKING CLASSROOMS Practical strategies forpromoting higher order thinking and deep understanding Tony Ryan 6th November 2010 Digital thinking
- 28. How could wecode ‘digital thinking’? 1.Students are engaged only in lower-order thinking; i.e., they either receive, or recite, or participate in routine practice and in no activities during the lesson do students go beyond simple reproduction. 2.Students are primarily engaged in routine lower- order thinking a good share of the lesson.There is at least one significant question or activity in which some students perform some higher-order thinking. 3.Almost all students, almost all of the time, are engaged in higher-order thinking. Productive Pedagogies, DET, Q’land
- 29. Poor Sensational Creative intent Drycontent Irrelevant to the topic Interesting material Highly thought- provoking Degree of research ๏ Hasn’t been authenticated Strongly substantiated Wiki thinking??
- 30. How could wecode the quality of thinking while playing WOW?
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- 32. • There isno ‘formula’ for developing these questions • They can be: Philosophical / provocative / quirky / thought- provoking / unusual / intriguing • Examples of focus questions? • How could we viral market our school? • Are we really what we eat? • Which toy would choose you? • Is more ever enough? • Why did FaceBook become so successful? • Does happily ever after really exist? Rich focus questions for units
- 33. Provocative questions?? • Whydo you believe...? • Could you give an example of that? • Are you suggesting...? • What reasons do you have for saying that? • Could you clarify that comment? • Why did you find that interesting? • How do you know that?
- 34. Student inquiry!?? Q.What dowe already know about this issue? Q.What are our questions? Q.What learning steps will we take? Q.What and how will we research; and is it useful in answering our questions? Q. How will we share our findings?
- 35. Zestful inquiries!! • Whenpossible, develop an inquiry about contemporary issues in their lives • Base the inquiry upon an intellectually rigorous question • Generate interest with a provocative intro lesson • Give your inquiry units some exciting titles (name them after a movie or a piece of music) • Design an icon, a metaphor or a general image to represent the inquiry
- 36. Some great ICTapplications
- 37. • A specificawareness of their own thinking • Begin with an explicit self-talk lesson • Constantly model your own self-talk • Ask them: What (and how) are you thinking as you work on this learning? The most critical single factor in teaching children to think: Self-talk
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- 41. An example ofusing the Thinkers Keys in a process
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- 43. What we reallyneed to use as a unit study: Real life with real people
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- 48. Visual Stimulus • Childrenprocess images 10 000 times faster than text • Students can recall 90% of images 72 hrs later, after 10 secs exposure of each; even 63% after one yr (‘Brain Rules’ - Lee Crockett) • Only 10% retained from verbal • Can rise to 65% even if you reinforce the verbal with a visual • Develop a visual database of ongoing classroom achievements
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- 53. The impact ofa single image!
- 54. The origin ofthe expression: ‘Daylight robbery’
- 55. How to finda degree in Beijing: Just call one of these numbers!
- 56. Some digital thinking options •Develop coding for digital pedagogy elements • Inject intellectual rigour into digital tasks and focus questions • Get very visual
- 57. Present and future action! •Whatdo we presently do well? •What else could we do? •What else will we do?
- 58. Teacher inquiry!?? Q.What dowe already know about this issue? Q.What are our questions? Q.What learning steps will we take? Q.What and how will we research; and is it useful in answering our questions? Q. How will we share our findings?
- 59. Into practice • Whatteacher inquiries are taking place in your school over the next six months? • What explicit teacher learning opportunities take place every day in your school? • What great practices have been retained in 2010? What new practices have been developed?
- 61. Factors involved ina 1-on-1 implementation Choice of device/s Funding models Support mechanisms Insurance Reliability + resilience of devices Security (on- and off-line) PhaseOne
- 62. Teacher learning Re-writing of assessmenttasks for a digital world Student voice in the implementation phase The school’s pedagogy models supporting a one-on-one philosophy The connectivist theory in practice PhaseTwo
- 64. Use the GeniusBar concept
- 66. Some Teacher Learning Options?? •A Centre For Teacher Excellence within the school • A requirement that each teacher clarifies his / her philosophy on teaching • Worldwide collaborations / sharing mechanisms • Professional buddy systems
- 67. Present and future action •Whatdo we presently do well? •What else could we do? •What else will we do?
- 71. Refining our humanity ina digital environment??
- 72. Sustainable practice in schools? •Professionallearning •Professional dialogue •Continuous reflection
- 73. How do yousustain good practice?? • When you manage to sustain a worthwhile practice in your life (eg healthy eating; saving money), what strategies keep you going? • When you manage to sustain a worthwhile practice in your professional life (eg a teaching process that you hear during this day), what strategies keep you going?
- 74. ‘The Leadership CoachingGuide’ A possible dialogue 1.What do you need to achieve? 2.What’s happening right now? 3.What could you put into action? 4.What will you put into action? 5.What will be the process for implementation? 6. How will you keep this going??