HOT+(Higher+Order+Thinking)+Topics

**HOT (Higher Order Thinking) Topics**  //I don’t teach a particular subject area so I am focusing on using technology in lessons from various subject areas.//   The distinction between the roles of hardware and software applications can be made as an understanding of processing is built. The lesson can be extended by having students list some of the ways they use a computer and what programs they use to perform each task. The lesson objective is for students to process basic concepts about how computer work as a foundation for more advanced computer hardware topics. It also establishes that students already have some knowledge about the topic and will continue to build on what they know.     The two students working on the same topic will read and evaluate each other work. At the end of this lesson students will be able to research a topic and take notes, examine concepts, analyze facts, and use critical thinking skills to evaluate and make connections between topics. In addition students will be able to use technology tools to collaborate and share content related data.   Research the rise in the cost of education over the past 20 years. Create a chart or graph representing the changes in the average cost of a 4 year education and the average amount of student debt of college graduates.  Some factions of the Occupy Wallstreet movement are trying to get student loan borrowers to sign pledges of "debt refusal." Once they reach one million signatures, everyone stops paying back their loans. The idea is not to pump up the profits of student loan servicers and big banks by creating a new group of defaulters, but to call attention to the spiraling [|cost] of higher education. Study the Occupy Wallstreet movement and take notes on your research. Use your research notes to prepare for a discussion forum on the topic: Is this an appropriate form of protest?  Objectives – At the end of this Lesson students will be able to: research a topic and take notes,discuss research results in writing with a small group, process the divergent ideas of others, express ideas and opinions appropriately.   Teaching students to comment and tag their resources helps them to construct meaning of the resource and will bring them to an understanding level. They are no longer just saving a website, but they are summarizing and classifying the resource for later use. It is important for our students to be able to understand, summarize, and classify the massive amounts of information they have access to.   Have students review The general introduction to Wikipedia at []. <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 160%;"> Show the video clip: <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 160%;"> [] <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 160%;"> Answer the questions below in your blog. <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 160%;"> <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 160%;"> Objectives: At the conclusion of this lesson students should know it is important to be a critical thinkers and ask questions about information resources; It is important to know who is making statements and the sources of their information; It is also good to ask how information presented can be proved or disproved. <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 160%;"> <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 160%;"> Use a web based timeline creator to have students map the events of a story, history lesson, or any series of events of import to class content. Timelines can be created individually or collaboratively <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 160%;"> [] <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 160%;"> [] <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 160%;"> Objectives: Creating the timeline will make sure students don’t just memorize facts. They will have to select what they believe to be significant events out of the reading, examine them in relation to each other, and create a visual diagram representing the lesson. <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 160%;"> <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 160%;"> Online students can post original voice posts to a group project or discussion on an assigned topic. This can be used for “debates” in online classes. Students will comment on each other’s work. <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 160%;"> This would also be a great tool for a creative writing class or poetry class. Students could actually read their work the way they intended to be heard. (Synthesis) <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 160%;"> <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 160%;"> Resources <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 160%;"> [] <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 160%;"> [] <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 160%;"> [] <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 160%;"> [] <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 160%;"> [] <span style="font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 160%;"> []
 * What is a Computer?** In this lesson and instructor will facilitate a brainstorming session to construct understanding of the function of a computer base on the definition, “A computer is a machine which accepts input, processes the input, and either stores or outputs the results of the processing”. Students will be prompted to identify the parts of a computer. Once all of the parts have been identified, each student will classify the computer parts by their function. The three classifications from the definition be input, output, storage, and processing.
 * Looking at Science and Technology from a Human Rights Perspective.** Students will work in pairs. Each pair will find articles that describe new scientific discoveries, technological advancements, or development projects. They will also use the Universal Document of Human Rights. Each student will write 6-8 paragraphs which answer the following questions about the article:
 * In what ways could this discovery or advancement promote human rights? Which specific rights in the UDHR?
 * In what ways might this discovery or advancement be used to deny human rights? Which specific rights?
 * Who is responsible for overseeing the application/distribution/use of this advancement?
 * Are any rights in conflict as a result of this discovery or advancement?
 * What are the environmental implications, if any, of this advancement?
 * Is this development likely to benefit all people in society, or will certain groups of people benefit more than others?
 * The rising cost of college education.**
 * Economics Terminology**
 * Find and locate at least 3 Internet resource articles which define and discuss the each following topics:** Causes of Inflation, Consumer Price Index (CPI), Inflation, Macroeconomic Indicators, Price Stability, Trade-offs among Goals. Add bookmarks to these websites to your Delicious account. Create tags indicating which topic each article discusses. Add the classroom tag to your bookmarks so others in the class can locate them. You will need to refer to these websites again. Write a summary of each of the articles.
 * Is Wikipedia a reliable Resource for Research? **
 * 1) <span style="color: #000000; font-family: 'Calibri','sans-serif'; font-size: 15.3333px;">Where does Wikipedia get its information?
 * 2) <span style="color: #000000; font-family: 'Calibri','sans-serif'; font-size: 15.3333px;">Who is in charge of deciding what goes into an article and what gets removed from an article?
 * 3) <span style="color: #000000; font-family: 'Calibri','sans-serif'; font-size: 15.3333px;">If there is some debate about whether a particular bit of information should or should not be included in an article, what is the process for deciding?
 * 4) <span style="color: #000000; font-family: 'Calibri','sans-serif'; font-size: 15.3333px;">Is Colbert’s assessment that Wikipedia is “bringing democracy to knowledge” an accurate one?
 * 5) <span style="color: #000000; font-family: 'Calibri','sans-serif'; font-size: 15.3333px;">If so, is that a good thing or a bad thing?
 * 6) What does the Colbert clip lead you to think about the reliability of Wikipedia?
 * Creating timelines**
 * Use VoiceThread for a group project/ discussion**

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