August 26, 2017, Week 1: Education 3.0 and R2D2 TEC-VARIETY Models

R546: Instructional Strategies for Thinking, Collaboration, and Motivation

Instructor: Curt Bonk, Indiana University

Week 1 Agenda:

  1. Marker board activity. Task: Fill the board with pedagogical ideas (labels and initials).
  2. Center marker board: Creativity theory/ideas, Creativity strategies
  3. Right marker board: Critical theory/ideas, Critical thinking strategies
  4. Left marker board: Motivation theory/ideas, Motivation strategies
  5. Back marker board: Cooperative/Collab learning theory/ideas; Collab strategies
  6. Circle back through the board and check things you agree with.
  7. What do you already know about R546 content and the syllabus?
  8. Brainstorm in groups your prior knowledge about instructional strategies.
  9. Assign group leader to write down key points
  10. Add to 5-10 items to the board.
  11. Present results in team competitions.
  12. Summarize as a class.
  13. Bonk to briefly explain the syllabus and agenda (15 minute cap).
  14. Guest speaker(s).
  15. Fall break and IUPUI.
  16. Course history.
  17. Course texts and Book of Readings PDF.
  18. Online Website.
  19. Course goals: mushy brain, labels, integration.
  20. Student questions and discussion.
  21. Introduce participants:
  22. Fulbright distinguished teachers
  23. Visiting scholars
  24. Prior students…current students…others.
  25. Comedy: Three things you know about the syllabus and this course.
  26. Break #1…(Book Selections)
  27. Curt Bonk to recap some of 100+ instructional strategies.
  28. Discussion and class activities and demonstrations.
  29. Reflection: 3 best.
  30. Ball toss: Name a strategy or activity.
  31. Break #2...(Book Selections continued)
  32. Brainstorm: What is Education 3.0?
  33. Curt Bonk presents on Education 3.0
  34. Break #3.
  35. Bonk to present his R2D2 model and newest examples and ideas.
  36. Find online resources mentioned.
  37. Bonk to present his TEC-VARIETY model and newest examples and ideas.
  38. Discussion and class activities and demonstration.
  39. Student questions.

September 2, 2017, Week 2: More Education 3.0 and Course Activities Recap and Cooperative Learning Basics

R546: Instructional Strategies for Thinking, Collaboration, and Motivation

Instructor: Curt Bonk, Indiana University

Week 1 Agenda:

  1. Brainstorm Reflection: What is Education 3.0?
  2. Right marker board: What is Education 3.0? Principles? Questions?
  3. Center marker board: What do you remember about R2D2? Any examples?
  4. Left marker board: What do you remember about TEC-VARIETY? Any examples?
  5. Back marker board: What do you remember about the syllabus?
  6. Circle back through the board and check things you agree with.
  7. Green-Yellow-Red post-it notes on ideas can use, might use, can’t use
  8. Phillips 66: Six minutes discuss what remember from last time about Education 3.0 talk.
  9. Group Flip Chart Paper Activity: So what is Education 3.0? Each table brainstorms & shares.
  10. Explaining Books Part 2
  11. Name and where from?
  12. Break #1 (and food)
  13. Marker board activity. Task: Fill the board with pedagogical ideas (labels and initials).
  14. Center marker board: Creativity theory/ideas, Creativity strategies
  15. Right marker board: Critical theory/ideas, Critical thinking strategies
  16. Left marker board: Motivation theory/ideas, Motivation strategies
  17. Back marker board: Cooperative/Collab learning theory/ideas; Collab strategies
  18. Circle back through the board and check things you agree with.
  19. What do you already know about instructional strategies?
  20. Brainstorm in groups your prior knowledge about instructional strategies.
  21. Assign group leader to write down key points
  22. Add to 5-10 items to the board.
  23. Present results in team competitions.
  24. Summarize as a class.
  25. Break #2…
  26. Curt Bonk to recap some of 100+ instructional strategies.
  27. Planted questions
  28. Little known fact activity
  29. Talking String
  30. Human graph
  31. Psychic massage
  32. Creative dramatics
  33. Stand and share
  34. Back to the board: Discussion and class activities and demonstrations.
  35. Reflection: 3 best and 3 word activity.
  36. Ball toss: Name a strategy or activity.
  37. Break #3…
  38. Bonk to present on Cooperative and Collaborative Learning
  39. Videotape: Project-based learning, cooperative learning, or jigsaw

September 9, 2017, Week 3: Cooperative Learning Basics

R546: Instructional Strategies for Thinking, Collaboration, and Motivation

Instructor: Curt Bonk, Indiana University

Week 3 Agenda:

  1. Preclass marker board activity. Task: Fill board with pedagogical ideas (labels and initials).
  2. Center marker board: Creativity theory/ideas, Creativity strategies
  3. Right marker board: Critical theory/ideas, Critical thinking strategies
  4. Left marker board: Motivation theory/ideas, Motivation strategies
  5. Back marker board: Cooperative/Collab learning theory/ideas; Collab strategies
  6. Circle back through the board and check things you agree with.
  7. Phillips 66: What do you already know about instructional strategies?
  8. Brainstorm in groups your prior knowledge about instructional strategies.
  9. Assign group leader to write down key points
  10. Review the board and add to 5-10 items to the board.
  11. 2-3 teams share their results.
  12. Instructor to summarize as a class.
  13. 5 Minute Stickie review (see handout or door): Green-Yellow-Red from previous week.
  14. Draft individual 100 word summary of what you learned last week.
  15. Share with a partner.
  16. Draft joint summary
  17. Post on board.
  18. Rate during break.
  19. Break #1 (Meina to take picture of the board)
  20. Wipe Board:
  21. Left board: what is cooperative learning? Define it. Principles. Etc.
  22. Right board: what is collaborative learning? Define it. Principles. Etc.
  23. Back board: Any activities seen for cooperative or collaborative learning?
  24. Front board: Skills that are enhanced from cooperative or collaborative learning?
  25. Popplet:
  26. Videotape: Cooperative learning or Jigsaw
  27. David Johnson on CL:
  28. Roger Johnson on CL:
  29. Elliot Aronson: Jigsaw classroom:
  30. CL Deeper Edutopia:
  31. Plan future:
  32. Cooperative Teaching Script activity
  33. Group 1: Basic Elements: p. 410 and Cooperative Learning Summary: p. 509
  34. Group 2: Differences cooperative learning and traditional p. 405 and p. 408
  35. Group 3: What is cooperative learning? pp. 406-407
  36. Rotate outside to Table 1, Table 2, or Table 3
  37. Return to teach your group what you learn
  38. Report back to the class
  39. Bonk to present on Cooperative and Collaborative Learning
  40. Break #1
  41. Cooperative Learning Overview (include review of handouts in packet of readings):
  42. PIGS Face (p. 409); CL Pondering Questions (p. 404)
  43. Generic Methods (p. 399): Stand, Raise Hand, Leg, etc. and Admit
  44. Building Positive Interdependence and Individual Accountability
  45. Building Social Skills and Trust (4 F's) (pp. 430-435): Trust or group bonding: How do you create it? (favorite restaurant, pet type, relative, proudest accomplishment, if I were rich, a good movie, best part-time job, travel)
  46. Grouping Strategies (p. 416); Group Processing; Grading Strategies; Reaching Diff. Students
  47. Quiz on cooperative learning from packet of handouts (p. 404 and p. 413).
  48. Review of Key Pts: in book you read (so far) (Three Step Interviews)

a. Line up by date born. Pair up and group by month born.

b. In pairs, interview partner for 5 minutes (max) and jot down note: (1) What is important about this

book?; 2. What is interesting?; 3. What is a dumb idea? (p. 526 & p. 528)

c. Reverse roles (for another 5 minutes)

d. Pairs join to form groups of four

e. Roundrobin sharing what you learned in the interview

f. Alt: Jigsaw into various chapter expert groups and summarize main pts.

  1. Break #2
  2. Structured Controversy Task
  3. You will be assigned to 1 of 4 groups (Group by type of car drive). Please be prepared to make 3-4 arguments for the position you have been given using your text, lecture, and video.
  4. I think CL is just a fad vs. no, CL is really here to stay...
  5. Group Grades vs. Individual vs. No Grades
  6. Ignore CL--assessed by basics vs. tests changing--teamwork is the new basic.
  7. Project-Based Learning
  8. Intro to PBL (Edutopia):
  9. 5 keys to PBL:
  10. Picture possibilities (California):
  11. PBL Start to finish:
  12. Solid vs. Fuzzy about PBL in Groups of Four

a. Three Stay, One Stray--Buzz Groups--Roundtable.

b. Alt #1: #'d Heads Together (Count off 1, 2, 3, 4) & Roundrobin & Blackboard Share.

  1. 13 Reading assignments: pp. 449-452.
  2. Read, Summarize, and Discuss: Convince others that yours is best.
  3. Game #6: Group Grope perhaps on Project-Based Learning
  4. Coop reading with different purposes: teacher, parent, principal, student
  5. Break 3
  6. Simple Structures: circle those you have used or know about...(pp. 490-499)

September 16, 2017, Week 4: Critical Thinking (and end Coop Learning)

R546: Instructional Strategies for Thinking, Collaboration, and Motivation

Instructor: Curt Bonk, Indiana University

Week 4 Agenda:

  1. Pre-class Board Game and Warm-up activity:
  2. Left board:Techniques from last week—cooperative and collaborative learning
  3. Right board: Questions about collaborative or cooperative learning
  4. Back board: Aspects or principles of project-based learning (PBL)?
  5. Front board:Back wall: Value Line: Rate your organization, university, or school administrators’ support or interest in creative thinking, critical thinking, and cooperative learning.

Low Medium High

1-2-3-4-5-6-7-8-9-101. Creative Thinking

1-2-3-4-5-6-7-8-9-102. Critical Thinking

1-2-3-4-5-6-7-8-9-103. Cooperative Learning

  1. Two Notecards: One with questions about cooperative learning. One with controversial issues.
  2. Administrivia: Dress culturally or different day is next week--wear something from your homeland, something nifty or cute, favorite clothes, something old or from another age.
  3. Administrivia: Next week Task #1 and Task #2 are due.
  4. Simple Structures: circle those you have used or know about...(pp. 490-499).
  5. Solid and Fuzzy about PBL in groups of four.

a. Three Stay, One Stray--Buzz Groups--Roundtable.

b. Alt #1: #'d Heads Together (Count off 1, 2, 3, 4) & Roundrobin & Blackboard Share.

  1. Review items in the Packet of handouts
  2. Cooperative Learning Specific:
  1. Reciprocal Teaching Part 1:
  2. Reciprocal Teaching Part 2:
  3. Students Take Charge: RT:
  4. Using Higher-Order Questions: Interview Annemarie Palincsar:
  5. Reciprocal Tchg Activity (Roles: Tchr, #1, #2, #3, #4, Jim, Barbara...) p. 458-459
  1. Structured Controversy Task
  1. You will be assigned to 1 of 4 groups (Group by car drive). Prepare to make 3-4 arguments for the position you have been given using your text, lecture, and video.
  2. Reciprocal teaching gives too much power to the learners
  3. PBL gives too much focus on learners and not enough on teachers.
  4. Create a controversy…
  1. Break #1
  2. Bonk to lecture on critical thinking (pp. 293-294; 358-362.)
  3. Key aspects of critical thinking; 8 ways to fail; Critical Thinking Defined and Separated by Grade Levels; 6 Aspects of Critical Thinking; Highlights from the CT research
  4. Video #1: Critical Thinking Series:
  5. Video #2: Critical Thinking:
  6. Video #3: Critical Thinking:
  7. Fat and Skinny Questions: discuss/explain (page 311-312)

(Note: Think Sheets, Procedural Facilitation, Guided Questions)

Fat Questions: require lots of discussion and explanation with interesting examples and take time to think through and answer in depth.

Skinny Q's: require simple yes/no/maybe or a 1 word answer or nod or head shake and take

  1. Critical thinking Checklist and Definition
  2. Break #2
  3. Evaluation Questions, Blooms Taxonomy, Think Sheets, Procedural Facilitation, Guided Questions
  4. Bloom: p. 313-314
  5. Think sheet questions: p. 315-317
  6. Evaluative Questions (Is the Earth flat; p. 306-308; Random Blooming Verbs)
  7. Case A (IU-B): Higher Ed considering funding a CR/CT center
  8. Case B (IUS and IUPUI): High School is considering a course on CT & CR thinking
  9. PMI on the video
  10. K-W-H-L (1. K-W-L (What did you know?, What do you want to know?, What did you learn?)-
  11. Force Field Analysis: Your final assignment (p. 320-325)
  12. Summing Up, Minute papers revisited
  13. Break #3
  14. Idea Listing Activities (many are Edward de Bono's Methods)

1. APC: Alt's, Possibilities, & Choices (The tasks) (This is CR BS!)

2. FIP: First Important Priorities (e.g., what tasks to do for this class)

3. AGO: Aims, Goals, Objectives

4. OPV: Other People's Views

5. C&S: Consequence & Sequel (of an action or decision)

6. CAF: Considering All Factors: (a) Buying a second hand car, (b) Choosing a place to live, etc.

7. FI - FO: Info In (Already accounted for) - Info Out (Unknown/still needed)

8. EBS: Examining Both Sides of an Argument

9. ADI: Agree, Disagree, Irrelevant

September 23, 2017, Week 5: Critical Thinking Defined and Explained

R546: Instructional Strategies for Thinking, Collaboration, and Motivation

Instructor: Curt Bonk, Indiana University

Week 5 Agenda:

  1. Dress differently sharing
  2. Writing warm-up: Count off 1, 2, 3, 4.
  3. Person #1: Minute papers what learned last week.
  4. Person #2: Muddiest point papers on last week.
  5. Person #3: Plus, Minus, Interesting on last week.
  6. Person #4: K-W-L on last week.
  7. Administrivia: Collect Task #1 and Task #2 are due. Share and turn in.
  8. Reflection on Idea Listing Activities from last class (many are Edward de Bono's Methods)
  9. Finish module on Critical Thinking
  10. PMI on the video
  11. K-W-H-L (1. K-W-L (What did you know?, What do you want to know?, What did you learn?)-
  12. Force Field Analysis: Your final assignment (p. 320-325)
  13. Summing Up, Minute papers revisited
  14. Evaluative Questions (Is the Earth flat; p. 306-308; Random Blooming Verbs)
  15. Case A (IU-B): Higher Ed considering funding a CR/CT center
  16. Case B (IUS and IUPUI): High School is considering a course on CT & CR thinking
  17. Critical thinking tests and assessments

a. Watson-Glaser Critical Think Appraisal: Form A--Sample Items #1 & #2 (p. 307)

b. Cornell Test of Critical Thinking (see handout)--Try questions 1-10.

c. A Disposition Inventory: p. 366

d. Picture completion; p. 363-365

  1. Break #1
  2. Force Field Analysis: Your final assignment (p. 320-325)
  3. SWOT (Master’s program in IST in Singapore); (p. 329)
  4. Visual Thinking Activities and Graphic Organizers (pp. 351-357)
  5. Cmaps, diagrams, flowcharts, graphs, attribute wheels
  6. Venn Diagrams (e.g., compare CR & CT)
  7. Categorization/Classification Schemes:
  8. Taxonomies, timelines, outlines, advance organizers, main idea tables
  9. Semantic Feature Analysis: (e.g., 12 or 14 LCPs by grade or domain)
  10. Mnemonics--acrostics, acronyms, pegword, story, link, keyword, bizarre
  11. Nominal Group Process: You are a commissioned team looking at building a third wing in the School of Education. You have $4,000,000 to spend. What should go in there? (p. 318)
  12. Goal Concretization (Peer review, conferencing, revision???)
  13. Working Backward, Pruning the tree activity: I am thinking of a critical thinking technique
  14. Debate: teach critical thinking as a (a) separate course, (b) added on; or (c) embedded.
  15. Cost-Benefit Analyses--new course on CT/CR thinking skills for middle school/h.s. students.
  16. The name game... (Critical thinking and Cooperative/Collaborative Learning)
  17. Break #2
  18. Bonk to begin to Lecture on Creativity
  19. Creativity test (pp. 180-181) Gough Personality Test (pp. 261-262)
  20. We need a Break #3...
  21. Matching exercise
  22. More Tall Tale Story Telling...
  23. Rearrange facts/what if (Pick one and write for a minute):

1. What-if no one studied creativity and we had no understanding of creative processes?

2. What-if no one assessed creativity? There were no cr measures or researchers?

3. Just suppose you were in charge of curriculum? How would you address cr?

4. What if we had standardized creativity or coop. learning tests in Indiana?

5. What-if creative thinking was more prevalent in dogs than human beings?

6. What is Education 3.0 was required by state governments? What would teaching be like?

7. What if flipping the classroom was possible 30 years ago? What education be like now?

8. What-if more creative people lived 20 years longer than non less creative?

9. What if critical thinking was banned in K-12 schools?

10. What would teaching creative thinking be like if we lived life in reverse...???

11. Just suppose Indiana assessed the level of instructor or department thoughtfulness?

  1. Just suppose
  2. Flexibility/Breaking Set Activity

a. New Perspectives, Metaphoric Thkg, Analogies, Synectics, Breaking Set, Imagery, Aesthetics,

  1. Finding New Patterns, Juxtaposing Ideas, Seeing Functional Fixity, etc...
  2. See: Word games; Which one is different; Nine dots; Flying Pig; Davis; Synectics: Direct, Personal, and Fantasy Analogies; Concealed colors, sentences/words; 13 original colonies
  3. Go through course packet of handouts.
  4. Future Problem solving videos in YouTube.
  5. Object reflection on class

1

September 30, 2017, Week 6: Creative Thinking Defined and Explained

R546: Instructional Strategies for Thinking, Collaboration, and Motivation

Instructor: Curt Bonk, Indiana University

Week 6 Agenda:

  1. Return papers: Task #1 and #2 and begin setting up Week 8 presentations
  2. Bonk to continue to Lecture on Creativity (e.g., Synectics: Direct, Personal, and Fantasy Analogies)
  3. Break #1
  4. Creative Whack Pack and other card packs (try activity #1, #2, #12, etc.)

a. What can you do to teach or enhance creativity in your school/work setting?

b. Find a match; Call to action; etc.

d. How can you use these cards?

  1. Pick a model of Creative Problem Solving and try to improve it. (pp. 245-249)

(e.g., Polya, Osburn, Parnes, Oech, Wallas, AUTA, Torrance, BS, Future PS).

a. Share Models Selected...Is there a true problem solving process that works for you???

b. Assessment dilemmas: validity and reliability.

c. Fishbowl: on the model you selected

  1. We need a Break #2...
  2. The name game... (Critical thinking and Cooperative/Collaborative Learning)
  3. Review of List of 25 creative thinking techniques (pp. 168-169).
  4. Tall Tale Story Telling...
  5. Rearrange facts/what if (Pick one and write for a minute):

1. What-if no one studied creativity and we had no understanding of creative processes?

2. What-if no one assessed creativity? There were no cr measures or researchers?

3. Just suppose you were in charge of curriculum? How would you address cr?

4. What if we had standardized creativity or coop. learning tests in Indiana?

5. What-if creative thinking was more prevalent in dogs than human beings?

6. What is Education 3.0 was required by state governments? What would teaching be like?

7. What if flipping the classroom was possible 30 years ago? What education be like now?

8. What-if more creative people lived 20 years longer than non less creative?

9. What if critical thinking was banned in K-12 schools?

10. What would teaching creative thinking be like if we lived life in reverse...???

11. Just suppose Indiana assessed the level of instructor or department thoughtfulness?

  1. Finding New Patterns, Juxtaposing Ideas, Seeing Functional Fixity, etc...
  2. Dead Poets Society
  3. Barbaric Yawp:
  4. Understanding Poetry:
  5. What will your verse be?:
  6. Oh Captain, my Captain:
  7. Carpe Diem:
  8. Carpe Diem:
  9. Make Shift Fishbowl: What if taught like this, would you be fired. (Front Row, Back Row)
  10. Six Hats
  11. The Creativity Case: Class Discussion with 27 Thinking Roles (p. 194)
  12. Flexibility/Breaking Set Activity

a. New Perspectives, Metaphoric Thkg, Analogies, Synectics, Breaking Set, Imagery, Aesthetics,