Thinking with Technology
Module 1 - Targeting Thinking in the Classroom
As society changes, the skills that learners need to be successful in life also change. Basic literacy skills of reading, writing, and mathematics are no longer sufficient. Our learners need to master those basic skills as well as read critically, write persuasively, think and reason logically, and solve complex problems. A successful 21st century learner must also be adept at managing information—finding, evaluating, and applying new content understanding with great flexibility.
Read one such list of essential 21st century skills (Partnership for 21st Century Skills, 2007). Consider which skills are actively taught or supported in your own classroom.
Thinking beyond the level of knowledge
acquisition is considered complex thinking—that which requires
effort and produces outcomes that may differ from one learner to
another. These outcomes are not predictable because the process of
higher-order thinking is not mechanical. Central to higher-order
thinking is the ability to work through new challenges with
understanding and empathy and rise to meet those challenges.
In order to build a framework for organizing thinking skills that will best suit your learners' learning needs and to focus on classroom practices that promote deeper thinking, we will review three models of thinking: Bloom's Revised Taxonomy (Anderson and Krathwohl, 2001), Marzano's Dimensions of Learning, and Costa and Kallick's 16 Habits of Mind. You will use these models to help build your own “Habits of Learning Taxonomy” for your classroom.
Note: Wiggins and McTighe’s Six Facets of Understanding is provided in as additional resources.
Next: Proceed to Step 1 of Activity 1.3
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