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Thinking by Design: Framing Thought With Cognitive Strategies and Digital Tools

,
Pennsylvania Convention Center, 116

Explore and create: Exploratory Creation lab
Preregistration Required
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Presenters

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Associate Professor
National Louis University
@elkorda
Dr. Angela Elkordy is an Associate Professor at the National College of Education, National Louis University, Chicago, IL. She is the Founding Director of the Learning Sciences graduate program and served as the Director of Learning Technologies for many years. Dr. Elkordy loves her work teaching in-service teachers and school leaders about cognition and learning, teaching as a design science, instructional technologies, leadership, and research methods. She is the lead author of Design Ed: Connecting Learning Sciences Research to Practice, an ISTE publication (2019) that makes impactful findings of the learning sciences accessible for educators to use in their practice.

Session description

Educators must design experiences to promote deep learning through cognitive engagement and thinking — without adequate preparation. This session explores the instructional use of cognitive tools and visual representations to develop habits of mind, including creative, critical, computational, systems and design thinking. Strategies using digital tools and thinking protocols will be shared.

Purpose & objective

Educators are charged with teaching and demonstrating the flexibility of thinking in different ways but are rarely taught how to present, develop or assess these skills. In this session, participants explore learning and cognition through an applied approach using thinking frameworks, visual literacy, and digital tools. Special attention is given to translating cognitive and learning sciences findings into strategies, materials, interventions, and thinking routines for educational settings. Participants explore digital tools for modeling and sharing thinking as well as scaffolding frameworks, visual tools, and protocols. The ethical and social-justice implications of thinking and cognition are considered from a critical lens. Topics include critical thinking and problem-solving, creative thinking, design thinking, systems thinking, and positive thinking.

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Outline

Introduction - How do we know what our learners are thinking? (10 mins)
Participant poll
Understanding visual strategies for assessment - what can we learn and how? (15 mins)
Participants view examples and discuss in small groups or padlet
Recognizing connections and misconceptions in learning through concept maps and other graphics (10 mins)
Participants collaborate to identify possible uses for images(applications)
Shaping thinking using routines or protocols (10 mins)
Wrap up

throughout, participants will be encouraged to ask questions and contribute through chat and a backchannel

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Supporting research

Brief listing - Elkordy, A. & Keneman, A. (2019). Design ed: Connecting learning sciences research to practice. ISTE.
Howard-Jones, P. (2008). Fostering Creative Thinking: co-constructed insights from neuroscience and education.
Illinois ACEs Response Collaborative. (2008). Education Brief: ACEs for Educators and Stakeholders. Retrieved from http://www.hmprg.org/wp-content/themes/HMPRG/backup/ACEs/Education%20Policy%20Brief.pdf.
Laurillard, D. (2015). Teaching as a Design Science.
Mensah, F. M. (2021). Culturally Relevant and Culturally Responsive. Science and Children, 58(4).
National Academies of Sciences, Engineering, and Medicine. (2018). How people learn II: Learners, contexts, and cultures. National Academies Press.
Razzouk, R., & Shute, V. (2012). What is design thinking and why is it important?. Review of educational research, 82(3), 330-348.
Salmon, D. & Kelly, M. (2014). Using concept mapping to foster adaptive expertise: Enhancing teacher metacognitive learning to improve student academic performance. New York: Peter Lang Publishing.
Shao, Y., Zhang, C., Zhou, J., Gu, T., & Yuan, Y. (2019). How does culture shape creativity? A mini-review. Frontiers in psychology, 10, 1219.
Sylwester, R. (1994). How emotions affect learning. Educational Leadership (Vol. 52, pp. 60–65).
Yadav, A., Good, J., Voogt, J., & Fisser, P. (2017). Computational thinking as an emerging competence domain. In Competence-based vocational and professional education (pp. 1051-1067). Springer, Cham.
Zaretta Hammond "Culturally Responsive Teaching" at the San Francisco Public Library https://www.youtube.com/watch?v=ME8KjqyqthM

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Session specifications

Topic:
Science of Learning
Grade level:
PK-12
Skill level:
Beginner
Audience:
Coaches, Teachers, Teacher education/higher ed faculty
Attendee devices:
Devices required
Attendee device specification:
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
ISTE Standards:
For Educators:
Designer
  • Use technology to create, adapt and personalize learning experiences that foster independent learning and accommodate learner differences and needs.
Learner
  • Stay current with research that supports improved student learning outcomes, including findings from the learning sciences.
Analyst
  • Provide alternative ways for students to demonstrate competency and reflect on their learning using technology.