Thinking with Technology

Module 1 Summary

Review the central ideas of this module and the materials or ideas that
you have created that can be used in your classroom, instruction, or
planning to help improve learning.

Module 1 Key Points:

The essential skills needed to be successful in the future go beyond basic literacy. learners must also be able to read critically, write persuasively, think and reason logically, solve complex problems, and other such skills, such as those defined by the Partnership for 21st Century Skills.
Research is clear that instruction that builds upon and encourages higher-order thinking skills results in greater levels of learner learning.

Accomplishments:

Created a personalized list of higher-order thinking skills to target in instruction using three models for defining and categorizing thinking—Bloom's Revised Taxonomy, Marzano's Dimensions of Learning, and Costa and Kallick's 16 Habits of Mind
Identified positive and negative influences that can affect the incorporation and use of higher-order thinking skills in the classroom

In the following modules, we will build upon these concepts as we discuss
ways we can support and encourage higher-order thinking skills in the
classroom.

Thinking with Technology Module 1 - Targeting Thinking in the Classroom

	Module 1 Summary Review the central ideas of this module and the materials or ideas that you have created that can be used in your classroom, instruction, or planning to help improve learning. Module 1 Key Points: The essential skills needed to be successful in the future go beyond basic literacy. learners must also be able to read critically, write persuasively, think and reason logically, solve complex problems, and other such skills, such as those defined by the Partnership for 21st Century Skills. Research is clear that instruction that builds upon and encourages higher-order thinking skills results in greater levels of learner learning. Accomplishments: Created a personalized list of higher-order thinking skills to target in instruction using three models for defining and categorizing thinking—Bloom's Revised Taxonomy, Marzano's Dimensions of Learning, and Costa and Kallick's 16 Habits of Mind Identified positive and negative influences that can affect the incorporation and use of higher-order thinking skills in the classroom In the following modules, we will build upon these concepts as we discuss ways we can support and encourage higher-order thinking skills in the classroom.