Ben


 * [[image:Ben.jpg]] || **Reflecting on the Thinking With Technology Course: Module 1 and 2**

Stepping through the application of ICT within the context of thinking frameworks, has been very helpful. I have also enjoyed looking at the thinking tools on the Intel Web Site. I am finding it particularly helpful to step through the planning process, going over the 'Essentil Question' and having examples of the Intel tools to draw upon. I am hoping to get clearer on identifying the different parts of the planning more easily. A great course, and I am looking foward to more that it will bring in the coming days. ||
 * || **Reflecting on the Thinking With Technology Course: Module 3 and 4**

Creating [|Curriculum Framing Questions] to Support Thinking Skills is a great resource for looking at how questioning can be used to engage higher order thinking in students. [|Developing Good Questions]gives an overview of the process, including examples related to this. Some great notes on this on pages 3.04 to 3.09; the notion of creating a Essential Questions within the context of Curriculum Framing.

A great idea, as a planning tool is the idea of an assessment timeline, as a visual representation of assesment tasks to be undertaken as part of the project. A good example can be found from the [|Assessment Timeline] related to the African Adventure Safari Project (Refer [|link]). The assessment timeline is also contained within the Unit Planner Template available through [|Course Files].

A Project Idea on the Seing Reason Tool section of the Intel web site has a great example that may be useful in terms of the Unit that I currently developing. This is available through [|Neighbourhood Diversity]. ||
 * **Reflecting on Modules 5 and 6**

Setting up a Teacher Workspace has been very useful; creating two login id's (1) Master Trainer ID and (2) School/Teacher ID for use with students. Master Trainer ID will be shared with other trainers, therefore the password should be something **that can be shared**.
 * In Manual 6.02 to 6.03**: An **excellent reference** has been the option to **view or print all parts** of the thinking process via teacher workspace\manage team workspace\current work\ew or pint teams maps\

Any of the images from the tools can be saved using right click, and added to digital portfolio (for example).


 * A Great strength** of the Seeing and Resoning Tool forces students to be **succinct**.

The **added challenge** with the tool is to have correct language, to show cause and effect accurately. ||
 * **Module 6: Seeing Reasoin Tool**

To access the tool that I have created for my Unit, follow this link [|Seing Reason Tool] and use the following credentials.

Teacher ID: twt_benjamin Team ID: practice001 Password: twt000

I hope that you enjoy the tool. If you could __please add a comment on my discussion page__ for any feedback that would help me modify this tool if needed?

Is the Question set up so that factors are Measurable, Observable or Verifiable?

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 * || **Reflecting on Module 7 and 8**

Further backgrouond on Toulmin's Model for argumentation can be found at [|this Link].

Reflecting on argumentation in the classroom: Within my calssroom students regularly engage in questioning and reasoning by the topics that are being covered. Although they do struggle to identify and work through some aspects of the data that they need to present to support their ideas. Our group discussion also raised this point, including student's ability to articulate arguments clearly.

Considering Data Validity: 'WikiPedia Discussion' presented in Austeachers. The following link http://www.oz-teachernet.edu.au/ will connect to this source. ||
 * **Reflecting on Modules 9 and 10**
 * **Reflecting on Modules 9 and 10**

Factors to consider where using the Showing Evidence Tool that were discussed during partner session were: assign project teams to be reviewed, then have teacher comments following 'peer review'. Discuss validity of data that is being used to support of refute the claim/position (this depends on the project label types that were initially set up).

In terms of assessment, [|this link] provides a great example that is concerned with a similar notion to the Project that I am currently developing. Intel provides project assessment information at [|\Tools and Resources\Assessing Priojects] ||
 * **Additional Notes**

A really neat feed reader [|www.bloglines.com] ||