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Creating, Collaborating, Competing, Reflecting, Awakening, Analyzing, Evaluating, Problem-
solving, Synthesizing:Thinking Skills of the 21st Century
Creating, Collaborating, Competing, Reflecting, Awakening, Analyzing, Evaluating, Problem-
solving, Synthesizing:Thinking Skills of the 21st Century
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Jordy as DogzillaJordy as Dogzilla
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“Do not confine your children to your own learning, for they were
born in another time.” -Hebrew
Proverb
“Do not confine your children to your own learning, for they were
born in another time.” -Hebrew
Proverb
A Thought…A Thought…
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“The teacher, if indeed wise, does not bid you to enter the
house of her/his wisdom, but leads
you to the threshold of your own mind.”
–Kahlil Gibran-Lebanese poet, (1883-1931)
“The teacher, if indeed wise, does not bid you to enter the
house of her/his wisdom, but leads
you to the threshold of your own mind.”
–Kahlil Gibran-Lebanese poet, (1883-1931)
Another Thought…Another
Thought…
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Goal:Goal:Students who can function in real-
world situations that are authentic, predictable,
unpredictable and vital.
Students who can function in real-
world situations that are authentic, predictable,
unpredictable and vital.
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Essential QuestionsEssential Questions• How do teachers vary
instruction and assessment in order to be responsive to the
needs of all students?
• How do teachers reach learners in the 21st century?
• How do teachers vary instruction and assessment in order to be responsive to the
needs of all students?
• How do teachers reach learners in the 21st century?
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Why?
How?What?
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What about rigor?What about rigor?
• Bloom’s Taxonomy
• Higher Level Questioning
• Bloom’s Taxonomy
• Higher Level Questioning
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Bloom’s TaxonomyBloom’s Taxonomy
• Evaluation
• Synthesis
• Analysis
• Application
• Comprehension
• Knowledge
• Evaluation
• Synthesis
• Analysis
• Application
• Comprehension
• Knowledge
Higher
Lower
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Critical and Creative Thinking----Questioning Strategies and Products using Bloom’s Taxonomy Knowledge (know and aware)
Comprehension (understand)
Application (use, transfer)
Analysis (examine,relate)
Synthesis (create, design)
Evaluation (judge)
Key words • know • recall • name • select • tell • match • state • recite • memorize • identify • list • label • choose • define • recognize
Key words • summarize • define • restate • rewrite • translate • describe • discuss • estimate • il lustrate • give examples • extrapolate • edit • use
Key words • apply • construct • plan • utilize • interview • model • develop • organize • construct • role-play • research • solve • classify • manipulate • outline
Key words • analyze • relationships • parts to whole • categorize • connect • distinguish • infer • compare/constrast • investigate • diagram • seeing patterns • dissect/separate • examine • review • solve
Key words • create • design • hypothesize • invent • develop • compose • assemble • revise • compose • compile • build • generate • form • predict
Key words • judge • evaluate • critique/criticize • justify • appraise/assess • prioritize • convince • support • conclude • defend • interpret • give opinion • give viewpoint • recommend
Sample questions • What is…? • Where is…? • How did---happen? • Can you recall? • Can you list? • Who is…? • Who were the
main…? • Why did…? • How is..? • Can you list all the
words for ..? • How many…?
Sample questions • How would you
describe..? • Can you explain what is
happening? • How would you
summarize..? • What is the main idea..? • How would you
illustrate..? • Where will you use….? • Who was main
character?
Sample questions • How would you
apply this.? • What examples can
you find to..? • What is significant? • What questions
would you ask in an interview with..?
• How would you role-play?
• Can you group by.? • How would you
solve this?
Sample questions • What is the
relationship between..?
• What evidence can you find..?
• How is ____ related to ___?
• How would you distinguish between.?
• How is this similar? • What was the problem
with..?
Sample questions • What if ..? • What might happen if
you combined..? • How would you
create a new ..? • What solutions might
you suggest for..? • What if…? • What would happen
if..? •
Sample questions • How would you
prioritize…? • What do you recommend
as the solution to the issue?
• What criteria would you use to assess?
• What do you think about..?
• How would you justify. .? • Do you believe..? • What is your conclusion?
Sample products • practice exercises • vocabulary/grammar
quizzes • chart. • facts in isolation • recite a poem • label the cities • match the following… • Match the foods
Sample products • draw pictures, comic
strips, graphics etc. • define…. • summarize the.. • retell the story • describe the … • revise, edit • give a presentation
Sample products • roleplays • artwork • use map, guides,
charts, menus, schedules, etc
• make models • demonstrations • graphic organizers
Sample products • conduct survey • solve the mystery. • analyze a work of art • examine a poem.. • create a Venn diagram
for … • research and compare • examine pros/cons
Sample products • invent a machine • design an ad • devise a way to. • write a new ending
for.. • design a new CD
cover for a song • create a lesson for..
Sample products • debate an issue • make a list of criteria to
judge a.. • write a letter advising.. • write an editorial • cite sources to justify
your point of view • rate the….
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T i e r e dlesson for Readiness
T i e r e dlesson for Readiness
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R.A.F.T.writing(provides purpose for writing)
R.A.F.T.writing(provides purpose for writing)
R-role of the writerA-audienceF-formatT-topic (+strong verb)
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R.A.F.T. AssignmentFrench 2--Traveling in France
R.A.F.T. AssignmentFrench 2--Traveling in France
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R.A.F.T.R.A.F.T.Role Audience Format Topic
(+ strong verb)
Role Audience Format Topic (+ strong verb)
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The Rigor and The Rigor and Relevance Relevance FrameworkFramework
The Rigor and The Rigor and Relevance Relevance FrameworkFramework
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Dr. Willard R. DaggettDr. Willard R. Daggett
International Center for Leadership in
Education
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KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCCRigor/Relevance FrameworkRigor/Relevance Framework
International Center for Leadership in Education
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Knowledge Taxonomy-(Bloom’s)Knowledge Taxonomy-(Bloom’s)
1. Knowledge1. Knowledge2. Comprehension 2. Comprehension 3. Application 3. Application 4. Analysis 4. Analysis 5. Synthesis 5. Synthesis 6. Evaluation 6. Evaluation
International Center for Leadership in Education
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Application ModelApplication Model
1 Knowledge of one discipline1 Knowledge of one discipline
2 Application within 2 Application within disciplinediscipline
3 Application across 3 Application across disciplinesdisciplines
4 Application to real-world 4 Application to real-world predictable situationspredictable situations
• Application to real-world Application to real-world unpredictable situationsunpredictable situations
International Center for Leadership in Education
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KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
Evaluation 6Evaluation 6
Synthesis 5Synthesis 5
Analysis 4Analysis 4
Application 3Application 3
Comprehension 2Comprehension 2
Awareness 1Awareness 1
AssimilationAssimilation
ApplicationApplication
AdaptationAdaptation
AcquisitionAcquisition
11Knowledge Knowledge
in in one one disciplinediscipline
22Apply Apply
knowledge in knowledge in one one
disciplinediscipline
55Apply Apply
knowledge to knowledge to real-world real-world
unpredictableunpredictable situationssituations
44Apply Apply
knowledge to knowledge to real-world real-world predictable predictable situationssituations
33Apply Apply
knowledge knowledge across across
disciplinesdisciplines
International Center for Leadership in Education
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KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance FrameworkRigor/Relevance Framework
Evaluation 6Evaluation 6
Synthesis 5Synthesis 5
Analysis 4Analysis 4
Application 3Application 3
Comprehension 2Comprehension 2
Awareness 1Awareness 1
AssimilationAssimilation
ApplicationApplication
AdaptationAdaptation
AcquisitionAcquisition
11Knowledge Knowledge
in in one one disciplinediscipline
22Apply Apply
knowledge in knowledge in one one
disciplinediscipline
55Apply Apply
knowledge to knowledge to real-world real-world
unpredictableunpredictable situationssituations
44Apply Apply
knowledge to knowledge to real-world real-world predictable predictable situationssituations
33Apply Apply
knowledge knowledge across across
disciplinesdisciplines
International Center for Leadership in Education
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KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCC
Rigor/Relevance Framework
TeacherWork
Teacher/Student Roles
StudentThink
StudentThink & Work
StudentWork
International Center for Leadership in Education
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Quadrant A
Read a paragraph from a tourist brochure and plot the 10 most popular cities in France to visit on the map.
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Quadrant B
Choose six cities that you like and plan and design a two week trip. Include details of things to visit, hotels and restaurants and plot your trip on a map.
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Quadrant CQuadrant C
Do research on cities and regions of France according to types of activities and weather you prefer. Create a 10 slide powerpoint to share your trip.
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Quadrant DQuadrant D
There is a group of 15 people of various ages and preferences. Plan the best two-week trip for this group considering and negotiating these preferences. Create a marketing brochure to inform and persuade them.
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KNOWLEDGE
A P P L I C A T I O N
AA BB
DDCCRigor/Relevance FrameworkRigor/Relevance Framework
International Center for Leadership in Education
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Toni TheisenLoveland High School
Thompson School DistrictLoveland, CO 970-482-2606
[email protected]://lhsfrenchclasses.wikispaces
.com
Toni TheisenLoveland High School
Thompson School DistrictLoveland, CO 970-482-2606
[email protected]://lhsfrenchclasses.wikispaces
.com