Lessons in Critical Thinking is now available free at iTunes. It includes critical thinking lessons in science, math, literature and media literacy. This new iBook is a collaborative project by my ED 424 ~ Computers and Educational Technology. During our discussion of digital literacy and “Fake News,” we realized that our middle and high school level students need more practice in the critical evaluation of information. So our edTechMethods class of senior pre-service teachers decided to develop engaging lessons which promoted critical thinking skills in their content areas using the edtech tools of their choice. Then, using iBooks Author, they compiled the lessons into this iBook .
My Social Studies Methods class at the University of Portland recently published a free multi-touch iBook – Exploring History: Vol IV. It features eight engaging questions and historic documents that empower students to be the historian in the classroom. For more info on our project and free download of a pdf or multi-touch iBook version click here.
To better publicize student work, I’m featuring each chapter in it’s own blog post.
WWI: The Human Cost of Total War by Anna Harrington Find Anna at LinkedIn
It features eight engaging questions and historic documents that empower students to be the historian in the classroom. The units draw from a fascinating collection of text and multimedia content – documents, posters, photographs, audio, video, letter and other ephemera. “Stop-and-think” prompts based on CCSS skills guide students through analysis of the primary and secondary sources. Essential questions foster critical thinking. All documents include links back to the original source material so readers can remix the content into their own curated collections.
All of my student’s wrote for a public audience on our class blog and persued three class goals:
Learn to think like a historian.
Become a skillful instructional designer
Develop technical skills for production, reflection, growth and professional networking.
The lesson design process began early in the semester when students designed lessons in historical thinking skills based on the work of Sam Wineburg and the Stanford History Education Group (SHEG). They focussed on three key skills – Sourcing, Contextualizing and Corroborating. Then students identified essential questions worth answering and gathered documents to explore the question in an extended lesson design process.
I’m pleased to announce that this 6 book series was just named “2016 Best Textbook” at the international iBooks Author Conference. “The iBAs“ are the only peer-nominated, peer-voted awards for best-in-class achievement with Apple’s iBooks Author.
I just finished teaching Alaskan Studies at University of Alaska Southeast’s MAT program in Juneau. My course was teamed with a Multicultural Ed class in the first three weeks of the on-campus session. We took a PBL approach and our cohort of 37 MAT students did a terrific job researching and designing six regional iBooks as models of culturally responsive teaching. More on their assignment here.
Each iBook begins with a regional overview focussed on the intersection of three factors – natural environment, the human environment, and the cultural expressions unique to the indigenous people of the respective region. Six-member teams collaborated on each overview and then each student designed a culturally-responsive lesson in their content area focused on that region. The iBooks are filled with interactive elements and extensive source material from Juneau’s newly opened Alaska State Library, Archives and Museum (SLAM).
Here’s a lesson I designed for use in my University of Alaska Southeast summer course – ALST 600. I’ll be working with nearly 40 preservice teachers in the secondary MAT program teaching Alaska Studies using a place-based approach that integrates good instructional practice and free ed tech tools across the curriculum. For more on this lesson click here
This lesson features a poem as a prompt for a creative reflection. It also integrates two tools for presentation of the reflection.
After reading Where I’m From, students will use Haiku Deck to design a brief presentation that uses text and images to depict “where they are from.” The presentation should include a a title slide plus 6 slides which explore the place you’re from. Follow this link for ideas on Where to Go with “Where I’m From”
After completing the Haiku Deck presentation, students will create a blog post that includes an embedded version of the presentation and a written response to the question:
What have I learned from this activity and how might I use the learning strategies and / or technology in my teaching placement?
I am from clothespins,
from Clorox and carbon-tetrachloride.
I am from the dirt under the back porch.
it tasted like beets.)
I am from the forsythia bush
the Dutch elm
whose long-gone limbs I remember
as if they were my own.
I’m from fudge and eyeglasses,
from Imogene and Alafair.
I’m from the know-it-alls
and the pass-it-ons,
from Perk up! and Pipe down!
I’m from He restoreth my soul
with a cottonball lamb
and ten verses I can say myself.
I’m from Artemus and Billie’s Branch,
fried corn and strong coffee.
From the finger my grandfather lost
to the auger,
the eye my father shut to keep his sight.
Under my bed was a dress box
spilling old pictures,
a sift of lost faces
to drift beneath my dreams.
I am from those moments–
snapped before I budded —
leaf-fall from the family tree.