Think Sheets: Using Technology
for Higher-Order Learning
Chapter 5
Zimmerman’s Model of Self-Regulation
• Self-Regulation is a
proactive learning
activity that students
initiate to gain
understanding.
• Students who
demonstrate selfregulation show
motivation to complete
a task using both
behavioral and
metacognitive stategies.
Performance Control
Use of mental imagery,
reading, or listening
Forethought
Self-Reflection
Planning and goal
setting
Judging what one knows
and adapting
Self-Regulation & NTeQ
• While the NTeQ environment creates an
authentic problem that can increase motivation,
the students may still need help in developing
and refining their reading, research, and
questioning skills. Self-regulation provides us with
a means for helping students develop these skills
within the context of their problem. Our goal is to
help each student develop the ability to read,
develop questions and answer questions as they
strive to gain understanding.
Strategies for Self-Regulation
• The goal with Think Sheets is to help the
learner understand the content by using
appropriate inquiry skills.
• One approach to this is using Generative
Strategies
• When students use a generative strategy such
as underlining or paraphrasing, they construct
new ideas.
Generative Strategies Approach
• Recall- Helpful for learning facts and lists.
• Integration- Useful for transforming
information into a more easily remembered
form.
• Organization- Helps learner identify how new
ideas relate to existing ideas.
• Elaboration- Requires learner to add his/her
ideas to the information to be learned.
Three Types of Think Sheets
• Planning Think Sheets- for use during student
planning (use during the Specify Problem and
Activities Before Computer Use sections).
• Performance Think Sheets- created primarily for
the Activities During Computer Use, Activities
After Computer Use, and Supporting Activities.
• Self Reflection Think Sheets- Not test, but they
encourage the learner to do a self-evaluation
such as asking whether they have met their goals
or achieved the standard.
NTeQ Problem-Solving Process Aligned
with Bloom’s Taxonomy
Component
Bloom’s Level
Student Action
Define the problem
Comprehension &
analysis
Write a statement that clearly
defines the problem.
Identify what is known about the problem
Analysis
Ideas are stated as ‘known’
information
Identify what needs to be known to solve the
problem
Analysis
List as questions
Identify data that need to be collected to solve
the problem
Analysis
Write as action statements and
indicate how to collect
Determine how the data needs to be manipulated
to solve the problem
Application
Synthesis
Analysis
Describe how the data will be
manipulated to develop a solution
Generate possible solutions
Synthesis
Base solutions on results of the
data manipulation
Determine how to evaluate each solution
Evaluation
Identify criteria that will be used to
select the best solution
Select the best solution
Analysis
Evaluation
Consider each alternative and
identify the implications of each
Present Findings
Synthesis
Publish the results
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Chapter 5