Professional Development for Career and Technical Education

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Professional Development for Career and
Technical Education

• Monday, October 10, 2005
• By Lolita G. Hardiman
• Director Career and Technical Education

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Creating a Culture of Thinking

• Essential elements in developing a whole-school
  thinking culture
• EXPLICIT teaching of thinking skills to all
  students
• Teachers who design teaching and learning
• activities that will
• - Engage
• - Create
• - Provide
• - Assist
• - Encourage

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What do you know about using HOTS in the
Classroom?
K what you know W want to know
L Learned H how you learned
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A Guide to Productive Pedagogies

• Uses of simplistic thinking skills
• - receive information
• recite information
• routine practices
• - simple production of knowledge

• Use of routine Higher-Order thinking skills
• -Thinking a good share of the lesson
• One activity involving HOTS

HOTS - Almost all students are engaged in
thought provoking and analytical activities
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What Is Higher-order Thinking?

• Higher-order thinking by students involves the
  transformation of information and ideas. This
  transformation occurs when students combine facts
  and ideas and synthesize, generalize, explain,
  hypothesize or arrive at some conclusion or
  interpretation. Manipulating information and
  ideas through these processes allows students to
  solve problems, gain understanding and discover
  new meaning.

(Department of Education, Queensland, A guide to
Productive Pedagogies Classroom reflection
manual , 2002, p. 1)
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What Is Higher-order Thinking?

• Continued.
• When students engage in the construction of
  knowledge, an element of uncertainty is
  introduced into the instructional process and the
  outcomes are not always predictable In other
  words, the teacher is not certain what the
  students will produce. In helping students
  become producers of knowledge, the teachers main
  instructional task is to create activities or
  environments that allow them opportunities to
  engage in higher-order thinking.
• (Department of education, Queensland, A
  guide to productive pedagogies classroom
  reflection manual , 2002, p. 1).

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Thinking Skills in the Classroom

• A variety of thinking strategies and approaches
  from which to draw
• KWLH
• Other Graphic Organizers
• Using Blooms Taxonomy
• See Handouts.

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Graphic Organizers

• Ranking Ladder
• Helps students to Rank in order
• To rate, evaluate and judge in order of
  importance
• Ways standard or reasoned by which we measure or
  decide
• Spectrum
• Help students sequence events
• Addresses a range of varied but related ideas or
  objects that form a continuous series
• VENN Diagram
• Helps students to compare objects, characters,
  ideas
• To contrast objects, characters
• Organize, sort and classify by critical
  attributes

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Graphic Organizers

• WEB
• Help generate multiple ideas
• To preview unit by listing attributes of
  appropriate topics
• To Review material by listing attributes of
  assigned topics

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Where Do We Go From Here?

• What conversations about using HOTS in the
  classroom should take place?
• How can we incorporate best practices into our
  curriculum?
• How can we best use our planning time?

• How will we know that our students are learning?
• Where should we put or professional development
  emphasis?
• What support is needed from Division Office

MAPS
HOTS
Vocabulary
Text
Current information
Original Documents
Text
Text
Text
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Thank You For Your ATTENTION, TIME!

• Evaluation Time!

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Where to Get More Information

• Bellanca, James. The Cooperative Think Tank.
  Arlington Heights Illinois IRI/ Skylight
  Training and Publishing, Inc. 1990.
• Burke, Kay. The Mindful School How to Assess
  Authentic Learning. Palatine, Illinois IRI/
  Skylight Publishing Inc. 1994.
• Silver, James. Real-Life Reading Activities for
  Grades 6-12. San Francisco, California Josey-
  Bass A Wiley Imprints. 2002.

• Call John, Pam, Cathy, Frank or Lolita in
  Career and Technical Education
• _at_ 314-345-5777