Enhancement Workshop Presentation

Intel® Teach Program
Malaysia Enhancement Workshop

Programs of the Intel Education Initiative are funded by the Intel Foundation and Intel Corporation.
Copyright © 2007 Intel Corporation. All rights reserved. Intel and Intel Education are trademarks or registered trademarks of Intel Corporation
or its subsidiaries in the United States and other countries. *Other names and brands may be claimed as the property of others.
Workshop Objectives
The objectives of the Enhancement Workshop include:

• Preparing Students for the 21st Century
– Understand the essential competencies required by students to be successful in the 21st
century
• Introducing the Intel® Teach Essentials Course Version 10 Curriculum, New

Resources and Technologies
– Understand the key components of the Intel® Teach Essentials Course Version 10
Curriculum
– Develop the skill of integrating technology in their curriculum – the instructional uses of
different applications and emerging Web 2.0 Technologies such as blogs and wikis
• Project Based Learning

– Develop a deeper understanding of Project Based Learning and learn more about the
design elements used in a project-based unit through Intel® Education Designing Effective
Projects and Assessing Projects
2 Programs of the Intel Education Initiative are funded by the Intel Foundation and Intel Corporation.
Workshop Objectives
• Promoting Higher Order Thinking Skills

– Understand the importance of promoting higher order thinking skills
• Curriculum Framing Questions

– Understand the underlying concept behind curriculum framing questions
– Develop the skill of framing curriculum framing questions
– Understand how to weave the curriculum framing questions in the teaching and learning
process
• Effective Assessment
– Understand the importance of effective assessment
– Develop the skill of making effective assessment tools using Intel® Education Assessing
Projects
Agenda
Agenda
Activity 1
Self Introduction
(10 minutes)
Self Introduction
Share with others your name, class you are

teaching, subjects that you handle and the
name of your school or institution.
Activity 2
Overview of Version 10 Curriculum

(35 minutes)
Course Revisions
• Intel® Teach Essentials Course v.10 draws on content from the

Intel® Education Designing Effective Projects and Assessing
Projects.
• The course has been shortened to eight modules.
• Participants are required to complete only one student sample—a
presentation, publication, or web-based resource (wiki or blog)—so
rather than three modules for student samples, there is only one.
• Activities for exploring the instructional uses of emerging Web
technologies for social networking and communication, such as
blogs and wikis, have been integrated throughout the course.
®
I n te l T e a c h
Outcomes
E s s e n t ia ls C o u r s e
U n it P o r t f o lio
a s s e s s m e n ts
G a u g e S tu d e n t
Unit Portfolio N e e d s P r e s e n t a t io n
S tu d e n t S a m p le
• Teachers create all the products listed. A ssessm ent
O th e r A s s e s s m e n ts
• These items together make up a complete Unit A s s e s s m e n ts to F o s te r
Portfolio. S e lf - D ir e c t io n
• Peer reviews are conducted on the products im a g e s _ s o u n d s c o p y r ig h t _ p e r m is s io n s

teachers create.
s t u d e n t _ s a m p le
P r e s e n t a t io n , P u b lic a t io n ,
Unit Plan W ik i, o r B lo g
• Aligns to CS u n it _ p la n
• Focuses through the use of Curriculum-Framing U n it P la n

Questions W o r k s C it e d D o c u m e n t
• Includes Assessment Timeline to note ongoing I m p le m e n t a t io n P la n
assessment u n it _ s u p p o r t
• Provides accommodations to support all P u b lic a t io n o n P B L

learners D o c u m e n t s t o S c a f f o ld
S t u d e n t L e a r n in g
P r e s e n t a t io n , N e w s le t t e r ,
B ro ch u re, o r W e b -B a se d
R e s o u r c e to S u p p o r t th e U n it
M a n a g e m e n t D o c u m e n ts
Curriculum Modules
Essentials Course v.4.4 Essentials Course v.10

Module 1: Getting Started Module 1: Teaching with Projects
Module 2: Locating Resources for Unit Portfolios Module 2: Planning My Unit
Module 3: Creating Student Module 3: Making Connections

Multimedia Presentations
Module 4: Creating Student Publications Module 4: Creating Samples of Learning
Module 5: Creating Student Support Materials Module 5: Assessing Student Projects
Module 6: Creating Student Web Sites Removed
Module 7: Creating Teacher Support Materials Module 6: Planning for Student Success
Module 8: Developing Plans for Implementation Module 7: Facilitating with Technology
Module 9: Putting Unit Portfolios Together Removed
Module 10: Showcasing Unit Portfolios Module 8: Showcasing Unit Portfolios
Module 1: Teaching with Projects
Focus: Outcomes:
Project-based learning and • Understand big picture and portfolio components
unit design • Create a publication on projects
• Identify 21st century skills for unit
• Develop initial unit ideas
• Reflect on learning in your blog
Module 2: Planning My Unit
Focus: Outcomes:
Curriculum-Framing • Identify CS for your unit
Questions • Create learning objectives
and ongoing student- • Create Curriculum-Framing Questions
centered assessment • Research effective assessment strategies
• Draft Assessment Timeline for unit
• Create presentation to gauge student needs
Module 3: Making Connections
Focus: Outcomes:
The Internet to • Use wiki to share ideas for meeting CS with projects
support • Understand copyright laws and fair use
• Create Works Cited document
teaching and learning
• Integrate the use of Internet resources into unit to
support research, communication, collaboration,
problem solving, and/or other 21st century skills
• Use online collaborative resource to share unit ideas
Module 4: Creating Samples of Learning

Focus: Outcomes:
Project outcomes from• Identify strategies to ensure safe, responsible, and
a student perspective appropriate student Internet use
• Create sample student publication, presentation, wiki,
or blog to demonstrate student learning
• Draft Instructional Procedures for unit
• Self-assess student sample
Module 5: Assessing Student Projects
Focus: Outcomes:
Formative and • Obtain feedback to improve your student sample
summative • Explore challenges and solutions for involving students
in the assessment process
assessment
• Self-assess your current assessment practices
• Draft Assessment Summary for unit
• Create summative assessment for your student sample
• Revise your student sample based on your summative
assessment
• Revise your Unit Plan
Module 6: Planning for Student Success

Focus: Outcomes:
Student support and • Explore strategies to differentiate instruction
self-direction • Create an assessment to encourage student self-
direction
• Create student support materials
• Revise your Unit Plan to incorporate accommodations
for all learners
Module 7: Facilitating with Technology
Focus: Outcomes:
Teacher as facilitator • Explore questioning strategies to promote higher-order
thinking
• Self-assess your facilitation of a student-centered classroom
• Create facilitation materials
• Create an Implementation Plan
• Revise your Unit Plan
• Self-assess your Unit Portfolio and revise based on your
assessment
• Reflect on learning in your blog and share with partner
• Locate Internet resources for educators
Module 8: Showcasing Unit Portfolios
Focus: Outcomes:
Sharing learning • Discuss managing technology use in the classroom
• Create management documents
• Prepare for showcasing work
• Give and receive feedback on Unit Portfolios
• Evaluate the Essentials Course
Intel® Education Help Guide
Intel® Education Help Guide provides handy step-

by-step instructions for hundreds of technical skills
for commonly used software applications.
Explore: Intel® Education Help Guide

Note: Intel® Education Help Guide (Help Guide.exe) is
available on the Curriculum Resource CD.
Activity 3
Preparing Students for the 21st Century

(20 minutes)
Reflect and Discuss
When students graduate from your school system, what is
essential for them to know and be able to do?
21st Century Skills
21st CS
Information and
Communication Skills • Information and Media Literacy Skills
• Communication Skills
Thinking and • Critical Thinking and Systems Thinking

Problem-Solving Skills• Problem Identification, Formulation and
Solution
• Creativity and Intellectual Curiosity
Interpersonal and • Interpersonal and Collaborative Skills

Self-Directional Skills • Self-Direction
• Accountability and Adaptability
• Social Responsibility
Reflect and Discuss
• How can you incorporate these skills into your Unit Plan?
• What would these skills look like in your classroom?
• Example:
• Social Responsibility
– Acting responsibly with the interests of the larger community in mind;
demonstrating ethical behavior in personal, workplace, and community
contexts
– Engage students with Copyright Law and its Fair Use clause
– Students start to make responsible decision about use of materials

according to the rules governing intellectual property, trademark,
copyright, fair use and plagiarism
Activity 4
Unit Plan Template

(35 minutes)
Unit Plan Template
• The Unit Plan Template of the project portfolio serves as one of the most
effective curricular and instructional frameworks for classroom teachers to
design their unit plans.
• It helps you to decide what the students will learn, the resources that you
will use, how the units are related to students’ interests and needs, the
questions that you would ask them, and how technology can be integrated
into your teaching.
Review: The unit plan template – Module 1.10 – 1.11 UP Template
(Module 1 / Activity 1)
Sample UP
Understand: The explanations under each field
<<Comparison
Unit Plan Template v. 4.4 Unit Plan Template v.10
Unit Plan Template v. 4.4 Unit Plan Template v.10
<<BACK
Unit Plan v. 4.4
Unit Plan v.10
<<BACK
Unit Plan v. 4.4
Unit Plan v. 10
<<BACK
Activity 5
Portfolio Rubric
(20 minutes)
Portfolio Rubric
• The Portfolio Rubric helps you understand how you address different
components of the design process.
Review : The Portfolio Rubric - Module 1.18 – 1.19

Portfolio
Rubric
Activity 6
Promoting Higher Order Thinking Skills

(30 minutes)
Higher Order Thinking Skills
Analysis
Digging Deeper for Understanding
Using
Making Use of Information
Knowledge Deep &
Meaningful
Metacognition Thinking about Thinking Thinking
Thinking Effectively Interpret and Use Data
With Data
Higher Order Thinking Skills – Bloom’s
Taxonomy
Revised taxonomy of the cognitive domain Anderson

and Krathwohl (2001)
Note: For in-depth information on the revised Bloom’s Taxonomy, you can visit the Intel® Education Designing Effective Projects at:
http://educate.intel.com/en/ProjectDesign/ThinkingSkills/ThinkingFrameworks/Bloom_Taxonomy2.htm
A Useful Structure – Bottom 3 Levels
Level Skill
Knowledge Recall or recognition of information
- Cues: list, define, memorise name
When and where Tunku Abdul Rahman was born?
Comprehension Grasping (understanding) the meaning of provided

information
- Cues: describe, identify, restate
What were the contributions of Tunku Abdul Rahman?
Application Using concepts in new situations

-Cues: apply, classify, illustrate, solve
How did Tunku Abdul Rahman lead and bring Malaysia from
colonialism to independence?
A Useful Structure – Upper 3 Levels
Level Skill
Analysis Breaking information down into related parts
- Cues: analyse, examine, experiment, organize
Analyze whether non violent methods are a better way to win
freedom wars.
Synthesis Putting information together to create a new whole

- Cues: create, design, develop, plan, propose
Propose a policy of non violence to overcome the present
threats to Malaysia’s freedom.
Evaluation Judge value or use based on criteria

-Cues: argue, defend, justify, support
Justify with suitable reasons that the ways of Tunku Abdul
Rahman’s thinking pave the pathway for peace in Asian
country.
Higher Order Thinking Skills
Spend 15 minutes completing the worksheet provided.

Devise questions or statements for each level of Bloom’s
HOTS
Taxonomy that applies to each topic according to the class
level that you decide.
List and share your ideas.
Activity 7
Project Based Learning –

Designing Effective Projects
(120 minutes)
Characteristics of PBL
• Organizes curriculum around a problem or project.

• Engages students as stakeholders.
• Creates a learning environment where teachers
coach, guide inquiry and facilitate deeper levels of
understanding.
Project Based Learning
• Concentrates scenarios that provide rich learning opportunities.

• Involves students in problem-solving investigations and other
meaningful tasks.
• Allows students to build their own knowledge – answers
essential questions.
• Concludes with realistic products.
• Establishes connections to life outside the classroom.

• Addresses real world concerns.
• Develops real world skills.
Many of the skills are those desired by today's employer such as:
– the ability to work well with others
– make thoughtful decisions
– take initiative
– solve complex problems
• Accessible for all learners.
• Shifts away from the classroom practices of short, isolated,

teacher-centered lessons.
• Emphasizes learning activities that are:
– Long-term
– Student-centered
– Integrated with real world issues and practices and have compelling
questions
• Promotes higher-level cognitive skills and problem-solving

strategies.
• Teaches students to:
– Use their minds, apply what they learn, be technologically literate, acquire
21st century skills and self-confidence.
Outcome of Project Based Learning
Environment
• PBL promotes higher-level
cognitive skills
• PBL helps to move from the
knowledge to comprehension
and application to higher level
skills like analysis, synthesis
and evaluation.
• The child moves from
knowing to using and
extending his knowledge and
making real life connections.
Paradigm Shift
Past Present and Future

Teacher – passes on Teacher – leads and works together
knowledge with students 　　　　　　
Students – listen passively Students – participate actively
Memorizing <knowledge Thinking <relationship and

and concepts> integration>
Closed questions asking Open questions asking “why/how”

“what”
Individual structure Development based scenario
stressing the results stressing relativity
Stressing individual results Stressing collaboration
ICT and Project Based Learning
High affinity=Effective tool

　

　 Searching information
 　 Communication
 　 Managing project progress

　 Publishing results/transmitting information
How Does Project-Based Learning Work?
Plan
• Determine specific learning goals

– Use curriculum specifications
– Connect to a real world topics
• Develop Curriculum-Framing Questions

– Create Essential Question
– Make it one that students can feel they are making an impact by answering the question or solving the
problem – make it a “NOW” question
• Make an assessment plan

– How will you know your students have met your learning goals?
– By what criteria will your students be assessed?
• Design project ideas and activities

– G R A S P E (Goal, Role, Audience, Set of Tasks and Solutions, Products, Evaluation)
Develop the Project Idea
• G
• R
• A
• S
• P
• E
Example of Project Based Unit –
Primary School Science
Goal:
To study about the concept of 3R (Recycle, Reuse, Reduce)
Essential Question:
How can I contribute to a better tomorrow?
Role and Audience
• As school recycling specialists, students aim to

promote the 3R concept to the school
community.
Set of Tasks and Solutions
• Students conduct research on the concept of 3R (Recycle,

Reuse, Reduce) and ways to reuse solid waste (waste
generated in their homes).
• The school recycling specialists get together to set up a Reuse

Centre in the school to make use of the solid waste from the
recycling bins.
• The students make products from the waste materials that they
have collected from their homes and sell them at the Reuse
Centre.
Products
• They prepare a multimedia presentation to

share information on recycling with other students.
• They prepare 3R wiki to create awareness about

some simple ways for making the best out of
waste.
Evaluation
• Student assessment to be carried out by using the

following methods
– Journal
– Collaboration Self-Assessment
– Presentation Checklist
– Presentation Rubric
– Wiki Scoring Guide
Schedule
• Design a timeline for project components.
• Set benchmarks.
• Keep it simple and age-appropriate.
Sample Schedule Plan
Day - Period Task Time Frame
6th September – 3rd Introduce project 30 min

Period
Group students 10 min
8th September – 6th Research Work- Facilitate 40 min
Period students working in groups
and carrying out the
research using the
research guide scaffold.
10th September – 8th ………………………………………… ………………………………

Period ………….
Implement and Monitor
• Follow your project schedule

• Integrate Field Learning and Classroom Learning
• Facilitate the process
– Be there for support
– Provide resources
– Provide guidance
– Question student's thinking and challenge students to support their conclusions
• On-going progress review and evaluation

– Utilize rubrics
• Provide time for sharing and showcasing
Reflect
Take time to reflect, individually and as a group – what went well,

what didn’t
Discuss:
• Quantitative and qualitative analyses of student
learning outcomes.
• Quantitative and qualitative analyses of your
professional growth.
• Others: parents’ perceptions, principal’s perceptions.
Share feelings and experiences.
• Share ideas that will lead to new inquiries, thus new
projects.
Try it – evaluate what you have done and adjust for the next year.
PBL vs. Activity Based Learning
Example Activity Based Project Based Differences between
Themes Instruction Learning the two
Pollution Complete different Identify pollution The activity-based tasks

activities that show problems in the are just that – individual
effects of different community. Form a tasks with no
kinds of pollution. task force to connections between
investigate the the individual activities
Identify components of problems and devise and no real world
each. technically feasible connection.
solutions for each.
The Project based
approach defines an
overarching challenge
and inserts these tasks
in a meaningful
community project. The
students may still
complete the activities,
and identify components
of each, but then they
use this information when
devising solutions.
Researching Project Based Learning
Step 1: Online Tagging and Bookmarking

• Go to: http://www.diigo.com/sign-up/
Note: The “Online Tagging and Bookmarking Sites” file is located in the Resources,
Internet Resources folder on the Curriculum Resource CD.
• Register for your Diigo account

• Write down your username and password
• Activate the Diigo account through your email
• Download and Install the Diigo toolbar
Step 2: Exploring Intel® Education Designing Effective Projects

• Go to: http://educate.intel.com/my/ProjectDesign
• Tag or bookmark this Web site
• Explore the site and highlight necessary information as needed
Step 3: Research on PBL

• Research at least 2 Web sites on PBL using yahoo, google, etc
• Tag or bookmark the sites using Diigo
• Join the essentialsv10 Group at:
http://groups.diigo.com/groups/essentialsv10
• Share your PBL bookmarks with the essentialsv10 Group
• View sample publications on PBL (Module 1 / Activity 4)
Social bookmarking Traditional Online Bookmarking
• It allows you to save and annotate Web • It is very similar to the favorites or
sites you want to find later, but also makes bookmarks you keep on your computer,
it easy to share and "tag" Web sites with except that you can access them from
key words. any Internet-connected computer.
• These tags are used to categorize and • You can usually import your current
organize your favorite Web sites; then other computer-based favorites so you can access
users can take these bookmarks and add them online.
them to their own collection.
• For examples:
• It is also like a search engine, except Yahoo! Bookmarks:
that it only searches entries on its database http://bookmarks.yahoo.com
that other people have recommended (or Ikeepbookmarks:
tagged). http://www.ikeepbookmarks.com
• Usually these resources have a toolbar

you can install on your web browser for
quick saving of resources.
• For examples:
Blinklist: www.blinklist.com
del.icio.us: http://del.icio.us
Diigo: www.diigo.com <<BACK
Sample Unit Portfolios
View: Sample Unit Portfolios

Note: Sample Unit Portfolios located in the Sample Unit Portfolios folder on the
Curriculum Resource CD or in the Intel® Education Web site:
http://educate.intel.com/my/ProjectDesign
Spend 20 minutes completing the PBL worksheet (Project Idea and

Project Characteristics) provided according to the unit portfolio that you
have selected.
List and share your ideas.
PBL
Summary
• PBL makes school learning more like real-world learning.

• PBL helps students learn the same content, only in a different way.
• Besides learning content, PBL incorporates components like
collaboration, problem solving, presenting, communication with
others.
• PBL motivates students to dig deeper as they get involved in the
learning process.
Activity 8
Blog
(150 minutes)
What is a Blog?
• Blog is used to share information and opinions with

readers and to solicit feedback and discussion.
• It often take the form of a journal and is regularly
updated with new entries.
Example Instructional Uses
• Character Journals
• List of research sources
• Reflections on learning
• Collecting responses to ideas
• Debating issues relevant to the subject area
• Cinderella Blog is a student sample blog available in the Where in
the World is Cinderella? Unit Plan
Note: Student Sample Blogs are available in the Module 4, Activity 1 folder on the
Curriculum Resource CD
Drawbacks
• Interaction is limited to written responses

• Blogs often can be viewed by anyone with Internet access
unless you make the blog entries private
• Formatting, design options and multimedia are often limited
• Content usually must be edited online
• People may respond to blog entries with inflammatory or
inappropriate content
21classes Blog Portal
• 21Classes is specifically designed for education use.

• Rather than just having unconnected individual blogging accounts like
most sites, 21Classes provides a “blog portal”—a community of
connected blog accounts.
• Every blog portal consists of two layers.
• The first layer is a class home page where users can log on, easily
access the other blogs in the community (and only their community),
and find out about classroom news and assignments.
• The second layer consists of the individual user blogs.
Note: Additional Web sites that provide free blog space are listed in the
“Blogging Site” document in the Resources, Internet Resources folder on the
Curriculum Resource CD
Registering for a Blog Portal
• Go to: www.21classes.com
• Tag or bookmark the site using Diigo
• Click Sign up for free!
• Register for your portal
Note: Make the Classroom name unique to you, your school, or your class since it becomes a part
of the URL.
• Write down your Classroom name, password and portal address

Note: Tutorial for setting up a blog portal (Tutorial_for_21classes_for_classroom_use.pdf) is available in the
Resources, Internet Resources folder on the Curriculum Resource CD
• Tag or bookmark you portal address using Diigo
Editing Your Home Page Message
• Mouse over Classroom Homepage, and then click

Welcome text / about
• Delete the placeholder text and replace with your own.
• Click Save
Adding an Entry for the Community Blog
• To add entries for the Community Blog, mouse over Classroom

Homepage, and then click New Entry.
• Add title and text. The entry will automatically link to the home page
and entries will display from most recent to oldest.
• Leave the Entry category set for Home so that you will see the blog
entry on the home page.
• If you want others outside the course to be able to view all the entries
and comments, leave the default to Public. If you want only your
participants to view the blogs, change the setting to Members only.
• Click Publish.
Creating Accounts
• There are three ways to add users to your blog portal:

• Sign them up directly yourself,
• Invite users through e-mail to create accounts themselves, and/or
• Provide a link on your blog portal home page to allow users to sign up
from there
Note: For the Essentials Online Course, you may want to sign them up directly, as well
as allow users to sign up themselves in case you have any last minute additions to
your class.
Adding User Accounts Directly
• Mouse over Student accounts, and then click Manage and add student
accounts.
• Click Create account.
• Enter the number of accounts you need to create using the drop-down box.
Note: Do not choose a number higher than you actually need. You will receive an error
message if any of the account fields are left blank
• If you want the account information sent by e-mail to the user(s), select the
checkbox at Send login data by E-Mail. If your users are students, you may
not want an e-mail to be sent.
• Enter the Username, password, and E-mail address for each user.
Note: The e-mail address field is optional if you do not select the box for send login data by
E-Mail.
• Click Save.
Inviting Users to Sign Up for an Account
• Mouse over Student accounts, and then click Manage

and add student accounts.
• Click Invite members.
• Click the box to Enter more E-Mail addresses as many
times as needed.
• Add a message in the Additional text for invitation box to
let the recipients know what this invitation is for and who it
is from.
• Preview the blog invitation and then Click Send.
Allowing Member Registration from Your
Blog Portal Home Page
• Mouse over Student accounts, and then click Manage and
add student accounts.
• Click Allow member registration.
• Click the box to Provide link for members to register
themselves.
• Click Save.
Blogging My Journey
• Open: [enter URL]

• Click Click here to sign up
• Register for your account
• Write down your user name and password
• Log in with your user name and password
• Create a blog entry to reflect on the following:
- How can projects help my students meet curriculum specifications and develop 21st century
skills?
- How can I use projects to enhance student learning?
Activity 9
Curriculum-Framing Questions
(90 minutes)
Questions
Different types of questions accomplish different tasks
Asking questions is contagious

• It promotes authentic learning, which encourages students to ask
more questions.
• Students are more likely to become self-directed learners because
they are interested in the answers.
• Students see the connections between the subject being taught and
their world—it can change their whole outlook on what education is
about.
What are Curriculum-Framing Question?
guide a unit of study and include:
• Essential
• Unit and
• Content Questions
Essential Question Unit Question Content Question
• is the highest-order, • is an open-ended • directly supports
most abstract and question but ties to a curriculum
open-ended question specific topic or unit specifications and
in a chain of questions. of study. learning objectives
• serves as an • supports and continues • has specific “right”

overarching the study of an answers
conceptual framework Essential Question.
for a group of curricula
or even all curricula.
Example: Example: Example:
Why do we need
Which of our public Who are those involved
others?
service is the most in the public service?
important?
What are their
Which public service responsibilities/
would you most like to duties?
be?
Identifying Questions
• Identify whether the questions are Essential, Unit, or
Content.
Do graphs and tables tell the truth?
How do we make decisions?
What are the similarities and differences

between different types of graphs?
How are graphs used to represent data?
Does using data help in decision-making?
Identifying Questions
• Identify whether the questions are Essential, Unit, or
Content.
How do today’s agricultural practices affect
environment?
What is Green Revolution?
Are we crossing our limits?
How can we grow enough food, without

polluting our environment?
What is the impact of Green Revolution on

environment?
Curriculum-Framing Questions Rubric
• The Curriculum-Framing Questions Rubric helps you create and modify your
Curriculum-Framing Questions throughout your unit development process.
Review : The Curriculum-Framing Questions Rubric - Module 2.05 – 2.06

CFQ Rubric
• Discuss and create a blog entry on the following points:

- What new insights do you have after reviewing the rubric?
- What parts of the rubric do you feel will be most helpful to keep in
mind as you develop your own Curriculum-Framing Questions?
Note: Open your bookmarked blog site: [enter URL]
Revising Curriculum-Framing Questions
• Revise the following Curriculum-Framing Questions using the Curriculum-

Framing Questions Rubric
Form 2 Science 2.1 Analysing the classes of food

Curriculum Specifications 2.2 Evaluating the important of a balanced diet.
Essential Question How can I stay healthy?
Unit Questions How do I plan a healthy and nutritious balanced diet?
What factors influence my food choices?
Content Questions What is food pyramid?
What are the classes of food?
What are their functions to the body?
Note: Not all the questions are necessarily poor questions
• Note your revised Curriculum-Framing Questions using the CFQ worksheet.

• Share your questions
CFQ
Activity 10
Wiki
(150 minutes)
What are Wikis?
• Wikis are collaborative Web sites that can be set

up to be edited by anyone or only designated
users.
• The creator of a wiki can receive notice of all
changes and can track and monitor the
development
Example Instructional Uses
• Group Writing
• Collaborative Web development
• Share research findings
• Project planning
• Information collection
• Enduring Heroes Wiki is a student sample wiki available in the
Enduring Heroes Unit Plan
Note: Student Sample Wikis are available in the Module 4, Activity 1 folder
on the Curriculum Resource CD
Drawbacks
• Other authors could make unwanted changes to your work

• Content must be edited online
• People may contribute inflammatory or inappropriate content
Wik.is
• It is a free wiki hosting service.

• It is also a platform for collaborative writing,
organizing and sharing content.
Note: Additional Web sites that provide free wiki space are
listed in the “Wiki Site” document in the Resources, Internet
Resources folder on the Curriculum Resource CD
Registering for a Wiki
• Go to: http://wik.is
• Enter the site name you want for your course or class.
Note: Make the site name unique to you, your school, or your class since it becomes a part of the URL.
• Click Create
• Register for your wiki site
• Check your email for login information
• Write down your username and password
Note: Tutorial for wik.is (Tutorial_for_wik.is.pdf) is available in the Resources, Internet Resources folder on the Curriculum
Resource CD
• Click Login to my wiki now!
• Tag or bookmark you wiki site using Diigo
• Log on to your wiki using the password provided in the e-mail
Changing Your Password
• To change your password, click the Tools menu, and then click My
Preferences
• Click My Password and enter your old password and your new
password twice
• Click Apply preferences

• Write down your new password
Editing Your Wiki’s Home Page
• Click the Welcome link of your wiki in the left navigation

pane
• Click Edit page
• Delete the placeholder text and replace with your own.
• Click Save
Creating New Pages
• Click New page

• Select to highlight the Page Title text and then type your own.
Note: The page title will become a part of the wiki URL for this page, so
keep the title short
• Select to highlight the content text and replace with your own.
• Click Save
Creating Accounts
• There are three ways to add users to your blog portal:

• Sign them up directly yourself,
• Invite users through e-mail to create accounts themselves, and/or
• Provide a link on your wiki site home page to allow users to sign up from
there
Note: For the Essentials Online Course, you may want to sign them up directly, as well
as allow users to sign up themselves in case you have any last minute additions to
your class.
Adding User Accounts Directly
• Click Control Panel

• Click User Management
• Enter the Username, Email and Password for
each user
• Click add user
Note: The wik.is system automatically emails the username and
password to the user. Use multiple users tool to create multiple
users.
Inviting Users to Sign Up for an Account

• Click User Management
• Enter the Username and Email for each user
• Click add user
Note: The wik.is system automatically invites users to complete their
registrations through email. Use multiple users tool to create multiple users
Allowing Member Registration from Your
Blog Portal Home Page
• Click Site settings
• Click the box to Allow anonymous account creation
• Click set site options>>
Using Wiki

• Click register
• Write down your user name and password
• Discuss the following question and share your ideas with the whole
group using wiki.
- What are some ways that you can integrate the use of Curriculum-
Framing Questions into your classroom and student projects?
Note: You may review the information and examples on effective questioning practices at
http://educate.intel.com/en/ProjectDesign/Design/CurriculumQuestions/Transforming_Classroom_Effective_Questi
Using Wiki
• Record your ideas on a wiki page.

- New Page
- Title for your page (Your Name)
- Enter your ideas
- Save your wiki page when your discussion and wiki page are
finished
Activity 11
Samples of Learning
(30 minutes)
Examining Student Samples
• Open a student sample presentation, publication, wiki or blog

of interest on the Module 4, Activity 1 folder
• Open the associated Unit Plan and view the Curriculum-
Framing Questions, the target CS and learning objectives
• Review the procedures and note how the activities in the
classroom support the creation of the student product
• Open and review the associated assessment(s)
Examining Student Samples
• Review the student sample and its associated assessment

and think about the following questions:
- Considering the learning objectives and assessment, how does
the student sample effectively demonstrate student learning?
- What higher order thinking and 21st century skills does the
student sample target?
- How does the student sample help to answer the Curriculum-
Framing Questions?
- How does the chosen technology too help to showcase student
learning?
• Discuss your responses to the above questions and note them using
the student samples worksheet.
• Share you responses.
Student
Samples
Activity 12
Assessing Projects
(150 minutes)
Why do we assess?
• To collect data about what students know and what students

can do.
– Helps teachers to understand students better.
• To monitor a student's learning.

– Assessment helps students answer the questions "Am I getting
it?" and "How am I doing?"
• To continually improve teaching and learning effectiveness.

– Assessment helps teachers plan their next steps
Authentic Assessment
• Captures student understanding of concepts and subject

matter
• Documents and promotes the development of "real world"
skills
• Reflects student learning over time
– not just student performance on a piece of work or a final exam.
• Helps build real mastery of a subject by allowing students
to revise their work and incorporate new understandings and
constructive feedback.
Intel® Education Assessing Projects
• Intel® Education Assessing Projects help you:

- Learn ways to assess 21st century thinking
- Develop strategies for student-centred assessment
- Create your own assessments from the Assessment
Library
• Go to: www.intel.com/education/AssessingProjects
• Click Enter
Types of Assessments
Assessment Plan
• The Assessment Plan section in the Unit Plan

Template consists of:
• Assessment Timeline
- A good way to visually represent the occurrence of
assessments throughout the unit
• Assessment Summary
- Describes the assessments that used to gauge students’ needs, set
goals, monitor progress, provide feedback, assess thinking and
processes and reflect on learning throughout the learning cycle
Note: Visit http://educate.intel.com/en/AssessingProjects/AssessmentPlans/ for

more sample assessment plans.
Sample Assessment Timeline
The diagram below shows how assessment can be embedded

throughout a unit. There are endless combinations of assessment
methods and plans that can be woven into a unit plan.
Sample Assessment Summary
Assessment Summary
Begin with the Think-Pair-Share activity which encourages a high degree of
students’ responses and helps them organize prior knowledge. Questioning
throughout the unit addresses the Curriculum-Framing Questions and helps
students develop their higher-order thinking skills and process content.
Students document their responses to Essential Question using journals. Self-

direction Checklist is used to help students plan, monitor and learn from this
project experience. Mind Map provides information on how well students
understand specific characteristics of successful entrepreneurs.
Students use Wiki Rubric as a guide while working on their wiki. The Scoring
Guide is used by students to self- assess their presentations and provide peer
feedback. Use the same Wiki Rubric and Scoring Guide to assess the final
products.
<<BACK
Discussing Assessment Plan
• Review: Fraction Quest Assessment Plan
Fraction
Quest
• Discuss the following questions:
- Are there other assessments that could be used instead of or in addition to
those you viewed?
- How would the assessments assess higher order thinking, 21st century skills
and a student’s ability to answer the Curriculum-Framing Questions?
• Record your ideas on a wiki page. Choose one person in the group to create the
following elements:
- Open: [enter URL]
- New Page
- Title for your page (Group No)
- Enter your group’s ideas
- Save your wiki page when your discussion and wiki page are finished
Note: When working with Web 2.0 resources, you may want to type your ideas in an offline word processing document and
then copy and paste it into the online environment when you are finished – especially if your Internet connection is not
stable
Intel® Education Assessing Projects
Application
• It is a place to create new assessments by

searching, selecting and modifying examples from
a library of assessments of 21st century skills.
• You can build and save your own from scratch or

modify assessments that address skills such as
problem solving, self-direction, collaboration and
critical thinking.
Exploring the Assessing Projects
Application
• Go to: http://educate.intel.com/en/AssessingProjects
• Click Try It
• View the Demo to explore the Assessment Library and
examine checklists, rubrics, and scoring guides on
thinking skills, processes, products, and performances
• View the Tutorial to see how features of the Assessing
Projects application work
Using the Assessing Projects Application
• Go to: http://educate.intel.com/en/AssessingProjects
• Click Workspace
• Click click here to register.
• Write down your Login ID and password
• Login using your Login ID and password
Activity 13
Revising Unit Plan to Version 10

(120 minutes)
Revising a Unit Plan
• In your small groups, review the unit plan

assigned to your group
• Discuss and revise the unit plan to Version 10
• Note your revisions using the Version 10 Unit Plan
Template
Unit Plan Allotment Details
BM UP
• Group 1 – <Bahasa Malaysia Unit Plan>

• Group 2 – <English Unit Plan> ENG UP
• Group 3 – <Geography Unit Plan>

GEO UP
• Group 4 – <Mathematics Unit Plan>

• Group 5 – <Science Unit Plan> MATHS UP
SC UP
Activity 14
Showcasing
(120 minutes)
Using a Wiki to Showcase
• Create your wiki showcase page

- Create a New Page
- Title for your page (Group No)
- Enter your Unit Plan’s title, a brief summary and your

- Upload the Unit Plan file for your showcase
Feedback to a Wiki Showcase
• Record feedback on a subpage in the presenter’s

wiki
- Create a subpage with your name in the title (such as,
Ahmad’s feedback)
- Enter your feedback on the wiki subpage
- Click Save
Activity 15
Workshop Evaluation & Wrapping Up

(30 minutes)
Acknowledgement
• ANDERSON, L W, & KRATHWOHL D R (eds.) (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision
of Bloom's Taxonomy of Educational Objectives. New York: Longman
• http://www.intel.com/education/
• http://www.glef.org/
• http://www.bie.org/pbl/pbloverview/toc.php
• http://www.netc.org/presentations/itsc/2000/pbl/routes.html
• http://www.uoregon.edu/~moursund/PBL/outline.htm
• http://www.qesnrecit.qc.ca/workshops/pbl/index.htm
• http://www.edutopia.org/modules/PBL/whypbl.php
• http://pblmm.k12.ca.us/
• http://www.4teachers.org/projectbased/
• http://www.iste.org/research/roadahead/pbl.cfm
• http://www.rmcdenver.com/useguide/pbl.htm
• http://www.ed.gov/pubs/SER/Technology/ch8.html
• http://www.idecorp.com/assessrubric.pdf
• http://www.imsa.edu/center/PBL/intro.html
Programs of the Intel Education Initiative are funded by the Intel Foundation and Intel Corporation.

Enhancement Workshop Presentation

Caricato da

Informazioni sul documento

Descrizione originale:

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

Enhancement Workshop Presentation

Caricato da

Copyright:

Formati disponibili

Intel® Teach Program

Malaysia Enhancement Workshop

The objectives of the Enhancement Workshop include:

• Introducing the Intel® Teach Essentials Course Version 10 Curriculum, New

• Project Based Learning

• Promoting Higher Order Thinking Skills

• Curriculum Framing Questions

Share with others your name, class you are

Overview of Version 10 Curriculum

• Intel® Teach Essentials Course v.10 draws on content from the

• Peer reviews are conducted on the products im a g e s _ s o u n d s c o p y r ig h t _ p e r m is s io n s

• Focuses through the use of Curriculum-Framing U n it P la n

• Includes Assessment Timeline to note ongoing I m p le m e n t a t io n P la n

• Provides accommodations to support all P u b lic a t io n o n P B L

Essentials Course v.4.4 Essentials Course v.10

Module 2: Locating Resources for Unit Portfolios Module 2: Planning My Unit

Module 3: Creating Student Module 3: Making Connections

Module 5: Creating Student Support Materials Module 5: Assessing Student Projects

Module 6: Creating Student Web Sites Removed

Module 8: Developing Plans for Implementation Module 7: Facilitating with Technology

Module 9: Putting Unit Portfolios Together Removed

Module 10: Showcasing Unit Portfolios Module 8: Showcasing Unit Portfolios

Module 2: Planning My Unit

Module 4: Creating Samples of Learning

Module 6: Planning for Student Success

Module 8: Showcasing Unit Portfolios

Intel® Education Help Guide provides handy step-

Explore: Intel® Education Help Guide

Preparing Students for the 21st Century

Thinking and • Critical Thinking and Systems Thinking

Interpersonal and • Interpersonal and Collaborative Skills

– Students start to make responsible decision about use of materials

Unit Plan Template

Review: The unit plan template – Module 1.10 – 1.11 UP Template

Review : The Portfolio Rubric - Module 1.18 – 1.19

Promoting Higher Order Thinking Skills

Thinking Effectively Interpret and Use Data

Revised taxonomy of the cognitive domain Anderson

Comprehension Grasping (understanding) the meaning of provided

Application Using concepts in new situations

Synthesis Putting information together to create a new whole

Evaluation Judge value or use based on criteria

Spend 15 minutes completing the worksheet provided.

List and share your ideas.

Project Based Learning –

• Organizes curriculum around a problem or project.

• Concentrates scenarios that provide rich learning opportunities.

• Establishes connections to life outside the classroom.

• Accessible for all learners.

• Shifts away from the classroom practices of short, isolated,

• Promotes higher-level cognitive skills and problem-solving

Past Present and Future

Students – listen passively Students – participate actively

Memorizing <knowledge Thinking <relationship and

Closed questions asking Open questions asking “why/how”

High affinity=Effective tool

• Determine specific learning goals

• Develop Curriculum-Framing Questions

• Make an assessment plan

• Design project ideas and activities

How can I contribute to a better tomorrow?

• As school recycling specialists, students aim to

• Students conduct research on the concept of 3R (Recycle,