{"content":{"sharePage":{"page":0,"digests":[{"id":"50774686","dateCreated":"1329880414","smartDate":"Feb 21, 2012","userCreated":{"username":"kmcureton","url":"https:\/\/www.wikispaces.com\/user\/view\/kmcureton","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1327630550\/kmcureton-lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/edtech12red.wikispaces.com\/share\/view\/50774686"},"dateDigested":1532288190,"startDate":null,"sharedType":"discussion","title":"p. 68-71","description":"Facilitating Creative Thinking while Meeting Content Standards<br \/>\n<br \/>\nTwo goals of education are to help students develop creative thinking skills and to become effective problem solvers.<br \/>\n1.    Creative thinking skills are generating original ideas and refining them through analysis, synthesis and evaluation in context of responding to some challenge or opportunity.<br \/>\nStandards help determine the specific skills and knowledge that your students will need to master in your classroom and also help to describe expected student behaviors.<br \/>\n\u2022    Standards are followed up by objectives.<br \/>\n\u2022    There are two types of elements: knowledge and skills.<br \/>\n1.    Knowledge- discipline-specific facts, concepts, and procedures that are to be demonstrated in a standard.<br \/>\n2.    Skills-Determine what students can do, they are assessed in different activities, tests, etc. <br \/>\nIdentifying Content Standards<br \/>\n1.    Set goals-Learn more about the content standards you are required to meet when you teach.<br \/>\n2.    Take Action-Find out if there is a national organization whose content standards you must meet and find the website and review standards.<br \/>\n3.    Monitor-Are you finding the standards you need? Do you need to modify or change your search strategies? <br \/>\n4.    Evaluate and Extend-Compare the content standards found with those located by other students who plan to teach similar areas. Find standards that are the most applicable.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"50774528","dateCreated":"1329880110","smartDate":"Feb 21, 2012","userCreated":{"username":"torigjohnson","url":"https:\/\/www.wikispaces.com\/user\/view\/torigjohnson","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/edtech12red.wikispaces.com\/share\/view\/50774528"},"dateDigested":1532288190,"startDate":null,"sharedType":"discussion","title":"Pg. 48-51","description":"Creative Thinkers rely on...<br \/>\n-Content knowledge<br \/>\n-Heuristic knowledge<br \/>\n-Learning strategies<br \/>\n-Metacognative strategies<br \/>\n<br \/>\nCreative thinkers pay close attention to their thinking processes... monitoring and evaluating the effectiveness of their thoughts and actions. <br \/>\n<br \/>\nTypes of Creative Thinking-<br \/>\n-- Divergent Thinking. Starts with a common point and moves outward.<br \/>\n-- Convergent Thinking. Brings thoughts from different perspectives and brings them together in order to achieve common understanding.<br \/>\n-- Innovation. Aims to produce to something original and of use.<br \/>\n-- Critical Thinking. Determines the value of something.<br \/>\n-- Inductive Thinking. Reasoning that moves from parts to a whole.<br \/>\n-- Deductive Thinking. Reasoning that moves from a whole to it's parts.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"50773038","dateCreated":"1329877529","smartDate":"Feb 21, 2012","userCreated":{"username":"mbsullivan13","url":"https:\/\/www.wikispaces.com\/user\/view\/mbsullivan13","imageUrl":"https:\/\/www.wikispaces.com\/i\/user_none_lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/edtech12red.wikispaces.com\/share\/view\/50773038"},"dateDigested":1532288191,"startDate":null,"sharedType":"discussion","title":"Pg. 59-63","description":"Complex Activities<br \/>\n     -Authentic instruction incorporates real world and complex problems.<br \/>\n     -Authentic intellectual work: defines specifically how students should work within an authentic context.  <br \/>\n     -3 distinct characteristics of authentic intellectual work:<br \/>\n    1. construction of knowledge<br \/>\n    2. disciplined inquiry<br \/>\n    3. value beyond school<br \/>\nChallenging Activities<br \/>\n     -Authentic instruction is challenging<br \/>\n     -lexiles: a scale that matches the difficulty of reading material to student ability.<br \/>\n     -Using the concept of lexiles, students can engage in relevant authentic materials at a level they can understand. <br \/>\n     -Collaborative work groups can ease the challenges of authentic instruction.<br \/>\n     -Scaffolds can ease the challenges of authentic instruction.<br \/>\n     -Modeling can also help students learn how to do an activity.","replyPages":[{"page":0,"digests":[],"more":0}]},{"id":"50755378","dateCreated":"1329852102","smartDate":"Feb 21, 2012","userCreated":{"username":"alatchley","url":"https:\/\/www.wikispaces.com\/user\/view\/alatchley","imageUrl":"https:\/\/www.wikispaces.com\/user\/pic\/1327613833\/alatchley-lg.jpg"},"monitored":false,"locked":false,"links":{"self":"https:\/\/edtech12red.wikispaces.com\/share\/view\/50755378"},"dateDigested":1532288191,"startDate":null,"sharedType":"discussion","title":"p. 64-68","description":"Technology Support for Authentic Instruction<br \/>\n  - using technology makes it less difficult as well as more stimulating<br \/>\n  -Ways to incorporate:<br \/>\n      1. Problem-Based Learning<br \/>\n      2. Inquiry\/Discovery Method<br \/>\n      3. Inductive Method<br \/>\n      4. Role-Play<br \/>\n      5. Simulation<br \/>\n<br \/>\nDirected Instruction in Support of Authentic Learning<br \/>\n  -directed instruction: variety of instructional methods that introduce a topic, present the content to be learned, and offer practice to ensure mastery of content<br \/>\n  1. Materials and curricula are broken down into small steps and arranged in what is assumed to be prerequisite order.<br \/>\n  2. Objectives are stated clearly in terms of learner outcomes or performances.<br \/>\n  3. Learners are provided w\/opportunities to connect their new knowledge w\/what they already know.<br \/>\n  4. Learners are given practice w\/each step or combination of steps.<br \/>\n  5. Learners experience additional opportunities to practice that promote increasing responsibility and independence.<br \/>\n  6. Feedback is provided after each practice opportunity or set of practice opportunities.<br \/>\n<br \/>\nUsing Technology to Support Directed Instruction<br \/>\n  -videos, animations<br \/>\n  -drill and practice software<br \/>\n  -simulations","replyPages":[{"page":0,"digests":[],"more":0}]}],"more":false},"comments":[]},"http":{"code":200,"status":"OK"},"redirectUrl":null,"javascript":null,"notices":{"warning":[],"error":[],"info":[],"success":[]}}