Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: * identify and define authentic problems and significant questions for investigation. * plan and manage activities to develop a solution or complete a project. * collect and analyze data to identify solutions and/or make informed decisions. * use multiple processes and diverse perspectives to explore alternative solutions Scenarios
Select Edit This Page to comment on which of the following scenarios best represents the standard that refers to Critical Thinking, Problem Solving, and Decision Making. How would you modify the scenario to better represent this standard?
Scenario A: Submitted by Mike King
When it comes to implementing new technology, Mike King, director of technology for the Enid Public School District, in Enid, OK, believes in covering all the bases. Last year, in anticipation of the district-wide imple-mentation of interactive whiteboards, King went beyond offering classes to his media specialists and nearly 500 teachers on how to integrate technology in the classroom and design interactive lessons. He also called on at-risk students, enrolled in the district’s alternative high school, to help teachers make the most of their new whiteboards, especially by incorporating various forms of digital media when using them. King knew teachers would be more eager to use Discovery Education United Streaming—which the district had already been using—if they had ready-to-use, interactive lessons they could easily plug into their curriculum. Guided by King and Melissa Dennis, Enid’s Alternative Academy director, 30 juniors and seniors began the 2005-06 school year developing “media kits.” Each media kit is built around an objective and features an activity and a wrap-up assessment. Because the kits use PowerPoint to deliver information, teachers can easily tailor each lesson to meet their students’ individual needs. King stored the kits on CDs and distributed 30 of them to teachers at the start of the 2006-07 school year. He plans to make the kits available on individual media servers located at each school. “This was our first experience working with united streaming this extensively, so it really gave us a sense of the depth of knowledge and materials the technology could provide,” King says. In addition, he says, teachers in the district loved the ease of use of the media kits. Working on the media kits also was a great benefit for the students. Not only did they feel good about being able to contribute to the district’s educational program in a meaningful way, they also learned about the teaching profession and mastered a new set of technological skills that may help them secure better careers. “This is a group of students that isn’t normally excited about education,” says King. “By the time the class was over, they became so engaged by the technology they wanted to learn more.” —Denise Willi Educator featured in this article Mike King Director of Technology Enid Public Schools, Enid, OK www.enidpublicschools.org firstname.lastname@example.org, I think this is the best way to get teachers that are intimidated by technology to start using it in their classrooms.Teachers need"media kits" based on curriculum standards. Teachers in this school district are fortunate to have this technology instruction to help them use computers and interactive whiteboards effectively.
Scenario B: Submitted by Debbie Kritikos
My Algebra students do a car sales flyer project. They use the Internet to find invoice price and MSRP on a vehicle of their choice (must be a new vehicle). Students applied a discount to the invoice price as well as tax and special financing (an auto calculator was used from the Internet). Then they applied the current finance rate to the MSRP and add tax. They used...
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