14 GS20 Appendix PDF

Appendix
Appendix
21st Century Workplace Scenarios . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Classroom Scenarios . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Frameworks for Describing Thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Copyright 2007 Intel Corporation.

All rights reserved.
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E
Intel Teach Program

Version 2.0 Getting Started Course
Appendix
Intel Teach Program

Getting Started Course Version 2.0
Copyright
2007 Intel Corporation.

Appendix A
21st Century Workplace Scenarios
Appendix A
21st Century Workplace

Scenarios
(Adapted from the document on the website- http://wdr.doleta.gov/SCANS/whatwork/)
Scenario 1 - Health Services

Angela is the Chief Reception Manager in the emergency room of a large public
Hospital in Manila serving a diverse, urban population. She is the first person patients
meet when they enter the hospital. Stress in the emergency room is tangible*,
particularly on weekends. Residents of nearby low-income neighborhoods use the
facility for routine health care; accident victims from all over the area are frequently
brought to the hospital. This combination threatens to overwhelm the emergency
room on weekends. One Friday evening, the emergency room staff is just recovering
from a very difficult afternoon. Seven children, who were injured when their school
bus was hit by a delivery van, were brought to the emergency room between 3:30
and 4:00 p.m. As Angela takes a breather, at that very moment, a distraught mother
arrives with her teenage daughter who is wheezing, clearly in severe respiratory
distress. Angela turns her attention to the mother and daughter only to find that
neither speaks Tagalog nor English. The girl is choking; the mother unable to make
herself understood becomes hysterical and says they speak only Ilocano. Manuel, a
Registered Nurse (RN) who hears the commotion, arrives and takes the girl to an
examining room. As the RN leaves, he instructs Angela to get a duty doctor and a
staff who knows Ilocano.
Angela then looks for Dr. Reyes in the next room and asks her to come to the
examination room. Next, she calls the Community Affairs office and gets someone
who knows Ilocano on the phone with the mother and herself. The interpreter informs
Angela that the girl is asthmatic and that she has been treated at the hospital before.
Angela smiles at the mother to reassure her that everything is under control and goes
to her computer terminal to locate the daughters hospital records. Angela hands a
copy of the records to Dr. Reyes who completes the examination of the girl and
prescribes medication to relieve her distress.
*Tangible = Real/Concrete

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Appendix A
21st Century Workplace Scenarios
Scenario 2 - Office Services

SATE Corporation is a Business Process Outsourcing (BPO) company that provides the
industrys fastest and most comprehensive written records of meetings, legal
proceedings and conferences. The firm has 24 employees, including six transcribers,
but today, only four of the transcribers are available. The transcribers job is to
decipher tapes received from stenographers and recorders and create a written
record. Accuracy andtimeliness are important elements of the transcribers work
which undergird the companys success.
Joyce is a top-notch transcriber at SATE. This has been a busy week for her and today
she has six tapes in various stages of conversation. Three of the clients have asked
for their documentation by the following morning. One law firm has a court case
approaching. The minutes of a controversial school board budget hearing are to be
delivered to the local newspaper tomorrow for publication the following day. The
president of one university (one of SATEs largest clients) wants immediate service on
the tapes of a book she is dictating, regardless of how many other clients are
inconvenienced. Joyce doesnt think she can finish all the tapes on time.
So, she goes to Thomas, her supervisor, to discuss the problem and possible solutions.
She and Thomas decide to call in a freelance transcriber they have hired previously to
work with legal clients. Joyce then calls the school board president and the local
newspaper to arrange that the minutes must be reviewed that evening by the school
board staff so she can make the corrections and deliver them to the newspaper by
the editors "drop-dead" deadline. After which, she calls the university president and
discusses her time constraints and negotiates a reprieve.
Joyce works out a schedule where she will have the presidents transcript ready two
days later by 4:00 p.m. After finishing her scheduled daily work, Joyce looks over the
first draft of a new transcriber hired to work exclusively with a local teaching hospital
to determine if his knowledge of medical terms is adequate. Otherwise, he will be
sent to a specialized training course. Joyce tells Thomas that, in her opinion, they have
hired the right person and no further training is needed.
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Appendix B
Classroom Scenarios
Appendix B
Classroom Scenarios
(Adapted from the Getting Started Enhancement Workshop Activities during the 2008 Intel
Teach Asia ST Summit)
Science and Health Class

Scenario 1 - The case of Ms. Carillos Grade 6 Class
Ms. Carillos Grade 3 class is studying about nutrition. The students are shown a
documentary on the nutritional values of food. After viewing the film, Ms. Carillo
reviews the food groups with the students. She lists on the board the six categories
shown on the food pyramid. She names the different food items and let students
identify which food group that food item belongs to. The class has a discussion on
how different food items may fit into more than one category. They analyze the
different food items such as pizza and burgers to see which categories each fit into.
She calls on students to discuss their favorite food and identify which food group(s) it
is in.
Ms. Carillo let each student list what he or she eats in a typical day. She tells them to
make sure they include the quantity of each item. She then hands out copies of the
food pyramid. She tells students that these servings apply to all people but as
adolescents they should make one adjustment and that is, they should make sure to
eat more than three or more servings everyday from milk, yogurt, and other dairy
products to get enough calcium intake. Ms. Carillo shows a chart of what is considered
a serving size for each of the food groups.
For their home assignment, Ms. Carillo asked the students to collect pictures of food
cut out from magazines and newspapers. In the next meeting, students glue the
pictures on appropriate posters with food labels and share the nutrition facts about
the different kinds of food.
Throughout the week, Ms. Carillo let students write in their journals all the food they
eat that week and then analyze whether or not they typically eat in a healthy manner.
At the end of the week the students are asked to take a class test on the topic they
covered.

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Appendix B
Classroom Scenarios
Scenario 2 - The case of Mr. Danaos Grade 3 Class

Mr. Danaos Grade 3 students are learning about the basics of good nutrition. Mr.
Danao announces to his students that over the next couple of weeks they would be
taking on the role of nutritionists who would evaluate their school menu and then
introduce the next months choices. In order to do this, the students would be
spending some time discussing nutrition so that they all get a good sense of the topic.
He begins the lesson by encouraging a discussion about nutrition, and recording prior
knowledge, interesting ideas, questions that arise, and possible avenues for
answering questions. He then discusses food choices and the impact of small changes
in diet over time. He gets the students to give examples of making the right choices
while eating their meals. Students give examples such as a person choosing to have a
glass of milk or a soft drink for lunch. He discusses how these food items compare
nutritionally and let students choose two food items, research their nutritional value
(using print or electronic sources), and compare them. Using spreadsheet software,
they create nutritional food graphs. He encourages students to collect and analyze
data from at least five other students; to interpret each other's graphs and record
their interpretations in their nutrition learning logs.
Mr. Danao periodically reviews the nutrition learning logs and also uses observation
sheets to keep track of notes for individual students, looking for things such as group
skills, flexibility and fluency of ideas. He provides an opportunity for students to post
their graphs on the board and have a gallery walk so that they see what the graphs of
others look like and fill out a peer assessment form on the graphs. .The following
week he passes out the current months school canteen menu. He tells the students
they will be working together in teams to analyze the school menu in terms of good
nutrition. Their job as nutritionists is to decide what will stay, what will go and what
else needs to be included in order to maintain a balanced healthy diet.
After the introductory session about the six food groups the students are instructed
to research what constitutes a healthy diet by reading their health book, searching
the Internet, talking with the school doctor etc. in order to justify their proposed menu
for the next month. He gives them the scoring-guide where the requirements are
given and encourages them to self-assess their work.
A few groups focus on the food pyramid in their health book, or on the Internet while
searching for resources. Others find information about carbohydrates and protein and
some students find information about organic foods.
As Mr. Danao walks around the class observing his students, he notices how animated
they are as they discuss, debate and decide upon the school menu. When they
complete their research they create a lunch menu for a week. Students present their
menus justifying their choices with reasoned arguments backed by nutritional facts
and sources. A final test is held at the end and students also fill out self-evaluations
and reflection logs.
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Appendix C
Frameworks for Describing Thinking
Appendix C
Frameworks for Describing

Thinking
Teaching Higher-Order Thinking
Thinking beyond the level of knowledge acquisition is considered complex thinking.
Complex thinking requires effort and produces outcomes that may differ from one
person to another. The 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. Current research on higher-order thinking points to a clear
conclusion. Instruction that builds on and encourages the use of higher-order thinking
skills yields greater levels of student learning. Gains on learning and intelligence
measures have been tied to instruction that use a variety of specific techniques
(Cotton, 1991), including:
CREATIVE AND CRITICAL THINKING SKILLS, such as decision making, problem

solving, fluency, observation, exploration, classification, and generating
hypotheses
METACOGNITION, including awareness, self-monitoring, and self-regulating
To learn more about teaching thinking, explore the Teaching Thinking section of the
Intel Education Designing Effective Projects Web site at:
http://educate.intel.com/en/ProjectDesign/ThinkingSkills/TeachingThinking/
Many frameworks have been developed by educational thinkers to help educators and
researchers identify and categorize thinking skills. As you read through the following
frameworks, consider which ways of looking at thinking best suit your teaching style
and subject area.
Blooms Taxonomy of Educational Objectives (Traditional)

In 1956, Benjamin Bloom wrote Taxonomy of Educational Objectives: Cognitive
Domain, and his six-level description of thinking has been widely adapted and used in
countless contexts ever since. His list of cognitive processes is organized from the
simplest, the recall of knowledge, to the most complex, making judgments about the
value and worth of ideas.

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Appendix C
Skill
Definition
Key Words
Knowledge
Recall information
Identify, describe, name, label,

recognize, reproduce, follow
Comprehension
Understand meaning, paraphrase

concepts
Summarize, convert, defend,

paraphrase, interpret, give
examples
Application
Use information or concepts in

new situations
Build, make, construct, model,

predict, prepare
Analysis
Break information or concepts

into parts to understand it more
fully
Compare/contrast, break down,

distinguish, select, separate
Synthesis
Put ideas together to form

something new
Categorize, generalize,
reconstruct
Evaluation
Make value judgments
Appraise, critique, judge, justify,

argue, support
Revised Blooms Taxonomy

In 1999, Dr. Lorin Anderson, a former student of Bloom's, and his colleagues published
an updated version of Blooms Taxonomy that takes into account a broader range of
factors that impact teaching and learning. This revised taxonomy attempts to correct
some of the shortcomings found in the original taxonomy. Unlike the 1956 version,
the revised taxonomy differentiates between knowing what (the content of thinking)
and knowing how (the procedures used in solving problems).
Cognitive Processes Dimensions

RememberingProduce the right information from memory
Recognizing, recalling
UnderstandingMake meaning from educational materials or experiences
Interpreting, exemplifying, classifying, summarizing, inferring, comparing, explaining
ApplyingUse a procedure
Executing, implementing
AnalyzingBreak down a concept into its parts and describe how the parts relate to
the whole
Differentiating, organizing, attributing
EvaluatingMake judgments based on criteria and standards
Checking, critiquing
CreatingPut pieces together to form something new or recognize components of a
new structure
Generating, planning, producing
(continued)
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Appendix C
The Knowledge Dimension

Factual KnowledgeBasic information
Terminology, specific details and elements
Conceptual KnowledgeRelationships among pieces of a larger structure that make
them function together
Classifications and categories; principles and generalizations; theories, models, and
structures
Procedural KnowledgeHow to do something
Subject-specific skills, algorithms, techniques, and methods; criteria for determining when
to use appropriate procedures
Metacognitive KnowledgeKnowledge of thinking in general and your thinking in
particular
Strategies, cognitive task requirements, self-knowledge
For more information about the traditional and revised Blooms frameworks for
describing thinking, visit the following Web site:
http://educate.intel.com/en/ProjectDesign/ThinkingSkills/ThinkingFrameworks/
Bloom_Taxonomy.htm
Marzanos New Taxonomy

Robert Marzano, a respected educational researcher, has proposed what he calls A
New Taxonomy of Educational Objectives (2000). Marzano developed his new
taxonomy to respond to the shortcomings of the widely used Blooms Taxonomy and
the current environment of standards-based instruction. Marzanos model of thinking
skills incorporates a wide range of factors that affect how students think and provides
a strong research-based theory to help teachers improve students thinking.
The Three Systems and Knowledge

Self-System
Beliefs about the Importance
of Knowledge
Beliefs about Efficacy
Emotions Associated with

Knowledge
Metacognitive System
Specifying Learning
Goals
Monitoring the
Execution of
Knowledge
Monitoring Clarity
Monitoring Accuracy
(continued)

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Appendix C
Cognitive System
Knowledge
Retrieval
Comprehension
Analysis
Knowledge
Utilization
Recall Execution
Synthesis
Representation
Matching
Classifying
Error Analysis
Generalizing
Specifying
Decision Making
Problem Solving
Experimental Inquiry
Investigation
Knowledge Domain
Information
Mental Procedures
Physical Procedures
For further information about Marzanos Taxonomy, visit the following Web site:
http://educate.intel.com/en/ProjectDesign/ThinkingSkills/ThinkingFrameworks/
Marzano_New_Taxonomy.htm
Related Frameworks
While the taxonomies of Bloom and Marzano continue to be the most well-known
ways of describing levels of thinking, other educators have also contributed significant
ideas to this important field.
Paulo Freire and Critical Literacy

The educational approaches of Brazilian educator Paulo Freire have had a significant
impact around the world, but particularly in Latin America. Freires framework, which
is based on his experience teaching literacy to poor adults in South America, focuses
on the role of education in empowering people to transform their lives.
Freires work critiques what he calls the banking theory of education. From this
perspective, teachers hold all the important knowledge. They deposit the knowledge
into the minds of their students, and students patiently receive, memorize, and
repeat what they have learned (Freire, 1993, p. 43). Freire proposes that individuals
learn in the context of the world they live in, with real-life problems and situations.
Freires model of education emphasizes higher-order thinking, but the kind of thinking
he promotes is situated in a revolutionary context. He maintains that all aspects of a
persons life, reading and writing as well as everyday tasks, take place in a political
and social arena. Learning to read the world as well as the word helps people
understand how they have been oppressed and empowers them to become liberated.
This process from oppression to liberation is called praxis, the action and reflection of
men and women upon their world in order to transform it (Freire, 1993, p. 51).
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Appendix C
Freires approach to education is often called critical literacy. This approach is similar
to what other thinkers in this area would call critical thinking, but critical literacy
incorporates a decidedly political perspective. Critical thinking, in the traditional sense,
asks thinkers to examine their own biases and assumptions, so they can ask questions
of texts and ideas, in order to discover the truth. In contrast, critical literacy assumes
that language is always used for a political purpose. When people are critically literate,
they go beyond recognizing the flaws in their own thinking to identifying how
language preserves oppressive power structures.
For further information about Freire and his educational theories, visit the following
Web sites:
Paulo Freire: Chapter 2 of The Pedagogy of the Oppressed
www.webster.edu/~corbetre/philosophy/education/freire/freire-2.html
The second chapter of Freires landmark book on pedagogy and critical literacy
Howard Gardner and Multiple Intelligences

Throughout the last decade, a growing number of educators have adopted Howard
Gardners theory of multiple intelligences. Logical/mathematical and linguistic
intelligencesthe two ways of thinking most valued in schoolsare only two of eight
intelligences described by Gardner. According to Gardners biological and cultural
research, the other six intelligences are spatial, musical, bodily/kinesthetic,
interpersonal, intrapersonal, and naturalist.
Logical-Mathematical
Ability to detect patterns, reason deductively, and think

logically. This intelligence is most often associated with
scientific and mathematical thinking.
Linguistic
Mastery of language. This intelligence includes the ability

to effectively manipulate language to express oneself
rhetorically or poetically. It also allows one to use language
as a means to remember information.
Spatial
Ability to manipulate and create mental images in order to

solve problems. This intelligence is not limited to visual
domains.
Musical
Capability to recognize and compose musical pitches, tones,

and rhythms.

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Appendix C
Bodily-Kinesthetic
Ability to use one's mental capacities to coordinate one's own

bodily movements. This intelligence challenges the popular
belief that mental and physical activity are unrelated
(ERIC, 1996, p. 2).
Interpersonal
Core capacity to notice distinctions among others; in

particular contrasts in their moods, temperaments,
motivations, and intentions (Gardner, 1993, p. 42).
Intrapersonal
Access to ones own feeling life, ones range of emotions, the

capacity to effect discriminations among emotions and
eventually to label them and to draw on them as a means of
understanding and guiding ones own behavior
(Gardner, 1993, p. 44).
Naturalist
Expertise in the recognition and classification of plants and

animals. The same skills of observing, collecting, and
categorizing might also be applied in the "human"
environment (Campbell, 2003, p. 84).
Costa and Kallick and 16 Habits of Mind

Art Costa and Bena Kallick identified the 16 Habits of Mind used by effective thinkers
when confronted with a challenging problem. Art Costa says a habit of mind "is
knowing how to behave when you don't know the answer" (Costa & Kallick,
20002001). Employing a habit of mind requires many skills, attitudes, and learned
behaviors. These behaviors are not performed in isolation but in clusters. The 16
Habits of Mind (shown in the following table) is not a complete list, but its a beginning
point for discussion on how people display their intelligence.
16 Habits of Mind
Description
Persisting
Ability to sustain a problem solving process over time.
Managing Impulsivity
Ability to think before acting, intentionally forming a plan

before beginning a task.
Listening to Others with

Understanding and Empathy
Ability to listen to other people, to empathize with and to

understand their points of view.
Thinking Flexibly
Capacity to change one's mind as additional data is

received. Ability to approach a problem from a new angle
using a novel approach.
(continued)
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Appendix C
16 Habits of Mind
Description
Thinking about Thinking

(Metacognition)
Ability to develop a plan of action, maintain that plan in

mind over a period of time, and then reflect on and
evaluate the plan after its completion. Awareness of one's
actions and the effect of those actions on others and on
the environment. Ability to explain one's strategies of
decision making.
Striving for Accuracy and

Precision
Valuing of accuracy, precision, and craftsmanship.
Questioning and Posing

Problems
Knowing how to ask questions to fill in the gaps between

what is known and unknown. Ability to recognize
discrepancies and phenomena in one's environment and
probe into their causes.
Applying Past Knowledge to

New Situations
Ability to abstract meaning from one experience, carry it

forth, and apply it in a new and novel situation.
Thinking and Communicating

with Clarity and Precision
Striving to communicate accurately in both written and

oral form, taking care to use precise language, define
terms, and use correct names, universal labels, and
analogies.
Gathering Data through All

Senses
Deriving information from the environment by observing

or taking it in through the senses.
Creating, Imagining, and

Innovating
Trying to conceive problem solutions differently,

examining alternative possibilities from many angles,
using analogies, starting with a vision and working
backward, taking risks, and pushing the boundaries of
one's perceived limits.
Responding with Wonderment

and Awe
Maintaining curiosity, enthusiasm, and passion about

learning, inquiring, and mastering.
Taking Responsible Risks
Accepting confusion, uncertainty, and the higher risks of

failure as part of the normal process. Learning to view setbacks as interesting, challenging, and growth producing.
Finding Humor
Using humor and laughter to liberate creativity and

provoke such higher-level thinking skills as anticipation,
finding novel relationships, visual imagery, and making
analogies. Having a whimsical frame of mind, finding
incongruity, and perceiving absurdities, ironies, and satire.
Thinking Interdependently
Heightened ability to think in concert with others. Ability

to justify ideas and to test the feasibility of solution
strategies on others. Willingness and openness to accept
the feedback from a critical friend.
Learning Continuously
Constantly searching for new, better ways and always

striving for improvement, growth, knowledge, selfmodification, and self-improvement.
Summarized from: Costa & Kallicks "Describing 16 Habits of Mind".

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Appendix C
Learn more about the 16 Habits of Mind by visiting the following Web site:
http://educate.intel.com/en/ProjectDesign/ThinkingSkills/BeliefsAndAttitudes/
Habits_of_Mind.htm
References
Anderson, L. W. & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and
assessing. New York: Longman.
Bloom, B. S. (Ed.). 1956. Taxonomy of educational objectives: The classification of
educational goals: Handbook I, cognitive domain. New York: Longman.
Costa, A. L. & Kallick, B. (2000). Describing 16 Habits of Mind. (Adapted from Habits of
mind: A developmental series. Alexandria, VA: Association for Supervision and
Curriculum Development). Retrieved from: www.habits-of-mind.net/pdf/16HOM2.pdf
Cotton, K. (1991). Education for lifelong learning: Literature synthesis. ED 422608.
Washington, DC: OERI.
Freire, P. (1972). Pedagogy of the oppressed. London: Herder and Herder.
Gardner, H. (1993). Multiple intelligences: The theory in practice. New York: Harper
Collins.
Marzano, R. J. (2000). Designing a new taxonomy of educational objectives. Thousand
Oaks, CA: Corwin Press.
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Appendix D
Resources
Appendix D
Resources
You might consider reading the resources in this section to learn more about the featured educational theories and methods.
Books
Brooks, J. G., & Brooks, M. G. (1999). In search of understanding: The case for
constructivist classrooms. Alexandria, VA: ASCD. ISBN: 0-87120-358-8.
Campbell, L., Campbell, B., & Dickinson, D. (2004). Teaching and learning through
multiple intelligences, 3rd edition. Boston, MA: Allyn & Bacon. ISBN: 0-2-5-36390-3.
Johnson, D. W., Johnson, R. T., & Johnson Holubec, E. (1998). Cooperation in the
classroom, 7th edition. Edina, MN: Interaction Book Company. ISBN: 0-939603-04-7.
Kagan, S. (1994). Cooperative learning. San Clemente, CA: Kagan Cooperative
Learning. ISBN: 1-879097-10-9.
Katz, L. G., & Chard, S. C. (2000). Engaging childrens minds: The project approach, 2nd
edition. Stamford, CT: Ablex Publishing Corporation. ISBN: 1-56750-500-7.
Moursund, D. (2003). Project-based learning using information technology, 2nd
edition. Eugene, OR: ISTE. ISBN: 1-56484-196-0.
National Research Council. (2000). How people learn: Brain, mind, experience, and
school, expanded edition. Washington, DC: National Academy Press. ISBN:
0309070368.
Torp, L., & Sage, S. (2002). Problems as possibilities: Problem-based learning for K16
education. Alexandria, VA: ASCD. ISBN: 0-87120-574-2.
21st Century Skills Internet Resources

Digital Transformation: A Framework for ICT Literacy (2002)
www.ets.org (Research Monographs, 52 pages)
EnGauge 21st Century Skills (2003)
http://pict.sdsu.edu/engauge21st.pdf (PDF, 88 pages)
Learning for the 21st Century (2004)
www.21stcenturyskills.org/index.php?option=com_content&task=view&id=29
&Itemid=42

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Appendix D
Resources
Blooms Taxonomy of Thinking Skills Internet Resources

Bloom's Taxonomy
http://projects.coe.uga.edu/epltt/index.php?title=Bloom%27s_Taxonomy
Task Oriented Question Construction Wheel Based on Bloom's Taxonomy
http://www.upsidedownschoolroom.com/btaxonomy.shtml
Bloom's Taxonomy of Learning Domains
www.nwlink.com/~donclark/hrd/bloom.html
Applying Bloom's Taxonomy
www.teachers.ash.org.au/researchskills/dalton.htm
Facilitation Skills Internet Resources

Facilitation: A Different Pedagogy?
By Ms Shu Moo Yoong
www.cdtl.nus.edu.sg/link/mar2002/tm4.htm
Graduating from Teacher to Facilitator in the Technology-Rich Classroom
www.4teachers.org/testimony/webb/index.shtml
Giving Directions
http://www.youthlearn.org/learning/teaching/techniques/giving-directions/giving-directions
Starter Activities: Belief CirclesSuggested Statements
www.sda-uk.org/statements.html
The Teacher as Facilitator by Vito Perrone
www.learningpod.com/article/0,1120,5-2166,00.html
Other Internet Resources

A Lexicon of Learning: What Educators Mean When They Say
http://www.ascd.org/Publications/Lexicon-of-Learning/Lexicon-of-Learning.aspx
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Appendix E
Index
Appendix E
Index
21st Century Skills

Definitions and Differences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Strategies for Promoting Key Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158
Action Plans
Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
Doing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 164
Planning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 168
Reviewing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175
Sample . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167
Sharing/Showcase . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176
Activity Structure
Do It Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Plan It Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Review It Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Share It Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Change . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 158
Collaboration
Achieving Learning Goals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Facilitating Collaboration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38
Forming Collaborative Groups or Pairs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Computer Parts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Critical Friend . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Evaluation, Getting Started Course . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 178
Facilitation Skills
Encouraging Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155
Giving Directions Skills. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
Intervening Skills. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156
Listening and Speaking Skills. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 152
Observing and Monitoring Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
Questioning Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
Help Guide . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Internet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Mouse Movements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
(continued)

Intel Teach Program

E.01
Appendix E
Index
Multimedia
Required Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87, 88
Elective Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87, 97
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
List of Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Showcase . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
Operating System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Showcase
Action Plan Showcase . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176
Multimedia Showcase . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116
Spreadsheets Showcase. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
Word Processing Showcase . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Spreadsheets
Required Activity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121, 122
Elective Activities. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121, 131
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120
List of Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121
Showcase . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148
Thinking Skills
Critical Thinking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Lower-Order Thinking Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Higher-Order Thinking Skills. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Top Discoveries and Inventions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Word Processing
Required Activity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49, 50
Elective Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49, 61
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
List of Resources. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Showcase . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
E.02
Intel Teach Program

Copyright 2007 Intel Corporation. All rights reserved.

Intel, the Intel logo, Intel Education Initiative, and Intel
Teach Program are trademarks of Intel Corporation in
the U.S. and other countries. *Other names and
brands may be claimed as the property of others.

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Appendix

Copyright 2007 Intel Corporation.

Intel Teach Program

Intel Teach Program

2007 Intel Corporation.

21st Century Workplace

Scenario 1 - Health Services

Copyright 2007 Intel Corporation.

Intel Teach Program

Scenario 2 - Office Services

Intel Teach Program

2007 Intel Corporation.

Science and Health Class

Copyright 2007 Intel Corporation.

Intel Teach Program

Scenario 2 - The case of Mr. Danaos Grade 3 Class

Intel Teach Program

2007 Intel Corporation.

Frameworks for Describing

CREATIVE AND CRITICAL THINKING SKILLS, such as decision making, problem

METACOGNITION, including awareness, self-monitoring, and self-regulating

Blooms Taxonomy of Educational Objectives (Traditional)

Copyright 2007 Intel Corporation.

Intel Teach Program

Identify, describe, name, label,

Understand meaning, paraphrase

Summarize, convert, defend,

Use information or concepts in

Build, make, construct, model,

Break information or concepts

Compare/contrast, break down,

Put ideas together to form

Make value judgments

Appraise, critique, judge, justify,

Revised Blooms Taxonomy

Cognitive Processes Dimensions

Intel Teach Program

2007 Intel Corporation.

The Knowledge Dimension

Marzanos New Taxonomy

The Three Systems and Knowledge

Beliefs about Efficacy

Emotions Associated with

Copyright 2007 Intel Corporation.

Intel Teach Program

Paulo Freire and Critical Literacy

Intel Teach Program

2007 Intel Corporation.

Howard Gardner and Multiple Intelligences

Ability to detect patterns, reason deductively, and think

Mastery of language. This intelligence includes the ability

Ability to manipulate and create mental images in order to

Capability to recognize and compose musical pitches, tones,

Copyright 2007 Intel Corporation.

Intel Teach Program

Ability to use one's mental capacities to coordinate one's own

Core capacity to notice distinctions among others; in

Access to ones own feeling life, ones range of emotions, the

Expertise in the recognition and classification of plants and

Costa and Kallick and 16 Habits of Mind

Ability to sustain a problem solving process over time.

Ability to think before acting, intentionally forming a plan

Listening to Others with