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Intel® Teach Thinking with Technology Course Curriculum Overview
The Intel® Teach Thinking with Technology Course is 24 to 40 hours of hands-on, face-to-face professional development. Focused on building effective technology integration skills, Thinking with Technology uses free online tools to sharpen students' higher-order thinking.

Master Teachers (MTs) receive 32 to 40 hours of instruction covering the three online thinking tools and two online resources that support productivity (Assessing Projects and Intel® Education Help Guide). Each MT then determines which course option to deliver to their Participant Teachers (PTs), from 24 to 40 hours (7 to 11 modules). Download the Syllabus ›
 
Modules
 
To see an overview of the module activities, click on the module number or title below.

Module 1 ›
Targeting Thinking in the Classroom (4 hours)
Module 2 ›
Designing Standards-Based Projects (4 hours)
Module 3 ›
Creating Curriculum-Framing Questions to Support Thinking Skills (4 hours)
Module 4 ›
Planning Student-Centered Assessment (2 hours)
Module 5 ›
Using the Visual Ranking Tool to Target Thinking Skills (2 hours)
Module 6 ›
Considering the Visual Ranking Tool For Your Unit (4 hours)
Module 7 ›
Using the Seeing Reason Tool to Target Thinking Skills (4 hours)
Module 8 ›
Considering the Seeing Reason Tool for Your Unit (4 hours)
Module 9 ›
Using the Showing Evidence Tool to Target Thinking Skills (4 hours)
Module 10 ›
Considering the Showing Evidence Tool for Your Unit (4 hours)
Module 11 ›
Completing Your Unit (4 hours)
Module 1 | Targeting Thinking in the Classroom (4 hours)
Technology best supports and enhances learning when it is used to engage students in higher-order thinking. Teachers review different models of thinking in order to apply key ideas in their classrooms, and they look at how different thinking skills are employed in various classroom scenarios. They also reflect on what affects the way we think-from different perspectives.
  • Activity 1 - Introducing Yourself
  • Activity 2 - Introducing the Thinking Tools
  • Activity 3 - Applying Models of Thinking
  • Activity 5 - Creating Your Own "Habits of Learning Taxonomy"
  • Activity 6 - Reviewing the Unit Plan Template
  • Activity 7 - Supporting Thinking
  • Extension Activity - Thinking in the Classroom
Module 2 | Designing Standards-Based Projects (4 hours) Teachers explore how projects that support authentic learning require planning. They identify the standards and objectives that target higher-order thinking skills supported by the thinking tools. They set up a Teacher Workspace for the Intel® Education online teaching tools.
  • Activity 1 - Identifying Standards and Learning Objectives
  • Activity 2 - Exploring Project Design
  • Activity 3 - Considering a Project Idea for Your Unit
  • Activity 4 - Sharing Project Ideas for Your Unit
  • Activity 5 - Supporting Thinking
  • Extension Activity - Harnessing the Power of Project-Based Learning
Module 3 | Creating Curriculum-Framing Questions to Support Thinking Skills (4 hours)
Curriculum-Framing Questions help students focus on meaningful work during projects. They provide an authentic and real-world context for connecting learning activities and incorporating higher-order thinking around big ideas. Teachers discuss the general types of questions used in instruction, practice with and create Curriculum-Framing Questions for their own classrooms, and reflect on how these questions can stimulate thinking.
  • Activity 1 - Ranking Questions
  • Activity 2 - Asking Questions in the Classroom
  • Activity 3 - Developing Curriculum-Framing Questions
  • Activity 4 - Supporting Higher-Order Thinking Skills with Curriculum-Framing Questions
  • Activity 5 - Writing Your Own Curriculum-Framing Questions
  • Activity 6 - Sharing Your Curriculum-Framing Questions
  • Activity 7 - Supporting Thinking
  • Extension Activity - Focusing on Essential Questions
Module 4 | Planning Student-Centered Assessment (2 hours)
Assessment plays an important role before, during, and after a project. Teachers examine a variety of assessment methods and scenarios, and use the Assessing Projects application to help them analyze which assessment methods may be appropriate for their classroom. Teachers use the results to create a draft Assessment Plan for their unit.
  • Activity 1 - Exploring an Assessment Plan
  • Activity 2 - Using the Showing Evidence Tool to Analyze Assessment Plan Ideas
  • Activity 3 - Drafting an Outline for Your Unit's Assessment Plan
  • Extension Activity - Browsing Assessments
Module 5 | Using the Visual Ranking Tool to Target Thinking Skills (2 hours)
Teachers explore the strengths of the Visual Ranking Tool, discuss and view project ideas, and begin thinking about how Visual Ranking can be integrated into their classroom projects and unit plans.
  • Activity 1 - Looking at Visual Ranking in Action
  • Activity 2 - Viewing Project Ideas
  • Activity 3 - Thinking About Your Unit
  • Extension Activity - Understanding Best Practices with Visual Ranking
Module 6 | Considering the Visual Ranking Tool for Your Unit (4 hours)
Teachers explore uses of the Visual Ranking Tool and brainstorm ways to integrate Visual Ranking in their own classroom projects. They try out ideas by creating a practice list to rank and then obtain feedback from others.
  • Activity 1 - Clarifying Project Ideas for Using Visual Ranking
  • Activity 2 - Planning Your Project
  • Activity 3 - Setting Up a Visual Ranking Project
  • Activity 4 - Trying Out Your Visual Ranking Idea
  • Activity 5 - Revisiting Your Unit Plan
  • Activity 6 - Sharing Your Results
  • Extension Activity - Finalizing Your Visual Ranking Project
Module 7 | Using the Seeing Reason Tool to Target Thinking Skills (4 hours)
Teachers learn more about causal mapping and the communication, thinking, and collaboration that are associated with that process; discuss the benefits of the Seeing Reason Tool; discuss and view project ideas; and brainstorm ways to integrate Seeing Reason into their own classroom projects.
  • Activity 1 - Looking at Seeing Reason in Action
  • Activity 2 - Digging Deeper into Cause and Effect
  • Activity 3 - Viewing Project Ideas
  • Activity 4 - Clarifying Project Ideas for Using Seeing Reason
  • Activity 5 - Sharing Your Results
  • Activity 6 - Planning Your Project
  • Extension Activity - Understanding Best Practices with Seeing Reason
Module 8 | Considering the Seeing Reason Tool for Your Unit (4 hours)
Teachers try out their project ideas by creating a practice Seeing Reason causal map, discuss and practice effective questioning techniques, provide and receive feedback on project ideas, and use tips on implementation and assessment to revise their project ideas.
  • Activity 1 - Trying Out Your Seeing Reason Idea
  • Activity 2 - Sharing Causal Maps and Practicing Effective Questioning
  • Activity 3 - Revising Your Project
  • Activity 4 - Revisiting Your Unit Plan
  • Activity 5 - Sharing Your Results
  • Extension Activity - Finalizing Your Seeing Reason Project
Module 9 | Using the Showing Evidence Tool to Target Thinking Skills (4 hours)
Teachers learn about argumentation and the communication, thinking, and collaboration that are associated with that process; discuss the benefits of the Showing Evidence Tool; discuss and view project ideas; and brainstorm ways to integrate Showing Evidence into their own classroom projects.
  • Activity 1 - Looking at Showing Evidence in Action
  • Activity 2 - Digging Deeper into Argumentation
  • Activity 3 - Viewing Project Ideas
  • Activity 4 - Clarifying Project Ideas for Using Showing Evidence
  • Activity 5 - Sharing Your Results
  • Activity 6 - Planning Your Project
  • Extension Activity - Understanding Best Practices with Showing Evidence
Module 10 | Considering the Showing Evidence Tool for Your Unit (4 hours)
Teachers try out their project ideas by creating a practice Showing Evidence case, discuss and practice effective questioning techniques, provide and receive feedback on project ideas, and use tips on implementation and assessment to revise their project plans.
  • Activity 1 - Creating a Practice Case
  • Activity 2 - Reviewing Student Work
  • Activity 3 - Sharing Your Practice Case
  • Activity 4 - Revising Your Project
  • Activity 5 - Revisiting Your Unit Plan
  • Activity 6 - Sharing Your Results
  • Extension Activity - Finalizing Your Showing Evidence Project
Module 11 | Completing Your Unit (4 hours)
Teachers will complete their plan to effectively use one or more of the online thinking tools, review various types and formats of assessments, finalize their unit's assessment plan, create one or more assessments for their unit using the Assessing Projects application, and showcase their unit to colleagues.
  • Activity 1 - Supporting Your Assessment Plan
  • Activity 2 - Creating an Assessment
  • Activity 3 - Finalizing Your Assessment Plan
  • Activity 4 - Reflecting on Your Unit
  • Activity 5 - Completing Your Unit Plan
  • Activity 6 - Showcasing Your Unit
  • Activity 7 - Reflecting on the Course
  • Extension Activity - Enhancing Assessment in Your Unit
 
Agenda Options
 
 
Intel® Teach Thinking with Technology Course for Master Teachers
 
Three Tools: Visual Ranking, Seeing Reason, and Showing Evidence
(Modules 1-11; 32 or 40 hours)
 
Intel® Teach Thinking with Technology Course for Participant Teachers
 
One Tool
  • Visual Ranking only
(Modules 1-6 and 11; 24 hours)
  • Seeing Reason only
      (Modules 1-4, 7-8, and 11; 26 hours)
  • Showing Evidence only
        (Modules 1-4, 9-10, and 11; 26 hours)
Two Tools
  • Visual Ranking and Seeing Reason
(Modules 1-8 and 11;32 hours)
  • Visual Ranking and Showing Evidence
         (Modules 1-6, 9-10, and 11; 32 hours)
  • Seeing Reason and Showing Evidence
         (Modules 1-4, 7-10, and 11; 34 hours)
Three Tools
  • Visual Ranking, Seeing Reason, and Showing Evidence
(Modules 1-11; 40 hours)        
Module 1 ›
Targeting Thinking in the Classroom (4 hours)
Module 2 ›
Designing Standards-Based Projects (4 hours)
Module 3 ›
Creating Curriculum-Framing Questions to Support Thinking Skills (4 hours)
Module 4 ›
Planning Student-Centered Assessment (2 hours)
Module 5 ›
Using the Visual Ranking Tool to Target Thinking Skills (2 hours)
Module 6 ›
Considering the Visual Ranking Tool For Your Unit (4 hours)
Module 7 ›
Using the Seeing Reason Tool to Target Thinking Skills (4 hours)
Module 8 ›
Considering the Seeing Reason Tool for Your Unit (4 hours)
Module 9 ›
Using the Showing Evidence Tool to Target Thinking Skills (4 hours)
Module 10 ›
Considering the Showing Evidence Tool for Your Unit (4 hours)
Module 11 ›
Completing Your Unit (4 hours)
Module 1 ›
Targeting Thinking in the Classroom (4 hours)
Module 2 ›
Designing Standards-Based Projects (4 hours)
Module 3 ›
Creating Curriculum-Framing Questions to Support Thinking Skills (4 hours)
Module 4 ›
Planning Student-Centered Assessment (2 hours)
Module 5 ›
Using the Visual Ranking Tool to Target Thinking Skills (2 hours)
Module 6 ›
Considering the Visual Ranking Tool For Your Unit (4 hours)
Module 7 ›
Using the Seeing Reason Tool to Target Thinking Skills (4 hours)
Module 8 ›
Considering the Seeing Reason Tool for Your Unit (4 hours)
Module 9 ›
Using the Showing Evidence Tool to Target Thinking Skills (4 hours)
Module 10 ›
Considering the Showing Evidence Tool for Your Unit (4 hours)
Module 11 ›
Completing Your Unit (4 hours)
Module 1 ›
Targeting Thinking in the Classroom (4 hours)
Module 2 ›
Designing Standards-Based Projects (4 hours)
Module 3 ›
Creating Curriculum-Framing Questions to Support Thinking Skills (4 hours)
Module 4 ›
Planning Student-Centered Assessment (2 hours)
Module 5 ›
Using the Visual Ranking Tool to Target Thinking Skills (2 hours)
Module 6 ›
Considering the Visual Ranking Tool For Your Unit (4 hours)
Module 7 ›
Using the Seeing Reason Tool to Target Thinking Skills (4 hours)
Module 8 ›
Considering the Seeing Reason Tool for Your Unit (4 hours)
Module 9 ›
Using the Showing Evidence Tool to Target Thinking Skills (4 hours)
Module 10 ›
Considering the Showing Evidence Tool for Your Unit (4 hours)
Module 11 ›
Completing Your Unit (4 hours)
Module 1 ›
Targeting Thinking in the Classroom (4 hours)
Module 2 ›
Designing Standards-Based Projects (4 hours)
Module 3 ›
Creating Curriculum-Framing Questions to Support Thinking Skills (4 hours)
Module 4 ›
Planning Student-Centered Assessment (2 hours)
Module 5 ›
Using the Visual Ranking Tool to Target Thinking Skills (2 hours)
Module 6 ›
Considering the Visual Ranking Tool For Your Unit (4 hours)
Module 7 ›
Using the Seeing Reason Tool to Target Thinking Skills (4 hours)
Module 8 ›
Considering the Seeing Reason Tool for Your Unit (4 hours)
Module 9 ›
Using the Showing Evidence Tool to Target Thinking Skills (4 hours)
Module 10 ›
Considering the Showing Evidence Tool for Your Unit (4 hours)
Module 11 ›
Completing Your Unit (4 hours)

Intel Teach Thinking with Technology for Master Teachers and Participant Teachers must follow the established Delivery Guidelines.
 
 
Workshop modules back to top 
 
 
Module 1 | Targeting Thinking in the Classroom (4 hours)
Technology best supports and enhances learning when it is used to engage students in higher-order thinking. Teachers review different models of thinking in order to apply key ideas in their classrooms, and they look at how different thinking skills are employed in various classroom scenarios. They also reflect on what affects the way we think-from different perspectives.
  • Activity 1 - Introducing Yourself
  • Activity 2 - Introducing the Thinking Tools
  • Activity 3 - Applying Models of Thinking
  • Activity 5 - Creating Your Own "Habits of Learning Taxonomy"
  • Activity 6 - Reviewing the Unit Plan Template
  • Activity 7 - Supporting Thinking
  • Extension Activity - Thinking in the Classroom

Module 2 | Designing Standards-Based Projects (4 hours)
Teachers explore how projects that support authentic learning require planning. They identify the standards and objectives that target higher-order thinking skills supported by the thinking tools. They set up a Teacher Workspace for the Intel® Education online teaching tools.
  • Activity 1 - Identifying Standards and Learning Objectives
  • Activity 2 - Exploring Project Design
  • Activity 3 - Considering a Project Idea for Your Unit
  • Activity 4 - Sharing Project Ideas for Your Unit
  • Activity 5 - Supporting Thinking
  • Extension Activity - Harnessing the Power of Project-Based Learning

Module 3 | Creating Curriculum-Framing Questions to Support Thinking Skills (4 hours)
Curriculum-Framing Questions help students focus on meaningful work during projects. They provide an authentic and real-world context for connecting learning activities and incorporating higher-order thinking around big ideas. Teachers discuss the general types of questions used in instruction, practice with and create Curriculum-Framing Questions for their own classrooms, and reflect on how these questions can stimulate thinking.
  • Activity 1 - Ranking Questions
  • Activity 2 - Asking Questions in the Classroom
  • Activity 3 - Developing Curriculum-Framing Questions
  • Activity 4 - Supporting Higher-Order Thinking Skills with Curriculum-Framing Questions
  • Activity 5 - Writing Your Own Curriculum-Framing Questions
  • Activity 6 - Sharing Your Curriculum-Framing Questions
  • Activity 7 - Supporting Thinking
  • Extension Activity - Focusing on Essential Questions

Module 4 | Planning Student-Centered Assessment (2 hours)
Assessment plays an important role before, during, and after a project. Teachers examine a variety of assessment methods and scenarios, and use the Assessing Projects application to help them analyze which assessment methods may be appropriate for their classroom. Teachers use the results to create a draft Assessment Plan for their unit.
  • Activity 1 - Exploring an Assessment Plan
  • Activity 2 - Using the Showing Evidence Tool to Analyze Assessment Plan Ideas
  • Activity 3 - Drafting an Outline for Your Unit's Assessment Plan
  • Extension Activity - Browsing Assessments

Module 5 | Using the Visual Ranking Tool to Target Thinking Skills (2 hours)
Teachers explore the strengths of the Visual Ranking Tool, discuss and view project ideas, and begin thinking about how Visual Ranking can be integrated into their classroom projects and unit plans.
  • Activity 1 - Looking at Visual Ranking in Action
  • Activity 2 - Viewing Project Ideas
  • Activity 3 - Thinking About Your Unit
  • Extension Activity - Understanding Best Practices with Visual Ranking

Module 6 | Considering the Visual Ranking Tool for Your Unit (4 hours)
Teachers explore uses of the Visual Ranking Tool and brainstorm ways to integrate Visual Ranking in their own classroom projects. They try out ideas by creating a practice list to rank and then obtain feedback from others.
  • Activity 1 - Clarifying Project Ideas for Using Visual Ranking
  • Activity 2 - Planning Your Project
  • Activity 3 - Setting Up a Visual Ranking Project
  • Activity 4 - Trying Out Your Visual Ranking Idea
  • Activity 5 - Revisiting Your Unit Plan
  • Activity 6 - Sharing Your Results
  • Extension Activity - Finalizing Your Visual Ranking Project

Module 7 | Using the Seeing Reason Tool to Target Thinking Skills (4 hours)
Teachers learn more about causal mapping and the communication, thinking, and collaboration that are associated with that process; discuss the benefits of the Seeing Reason Tool; discuss and view project ideas; and brainstorm ways to integrate Seeing Reason into their own classroom projects.
  • Activity 1 - Looking at Seeing Reason in Action
  • Activity 2 - Digging Deeper into Cause and Effect
  • Activity 3 - Viewing Project Ideas
  • Activity 4 - Clarifying Project Ideas for Using Seeing Reason
  • Activity 5 - Sharing Your Results
  • Activity 6 - Planning Your Project
  • Extension Activity - Understanding Best Practices with Seeing Reason

Module 8 | Considering the Seeing Reason Tool for Your Unit (4 hours)
Teachers try out their project ideas by creating a practice Seeing Reason causal map, discuss and practice effective questioning techniques, provide and receive feedback on project ideas, and use tips on implementation and assessment to revise their project ideas.
  • Activity 1 - Trying Out Your Seeing Reason Idea
  • Activity 2 - Sharing Causal Maps and Practicing Effective Questioning
  • Activity 3 - Revising Your Project
  • Activity 4 - Revisiting Your Unit Plan
  • Activity 5 - Sharing Your Results
  • Extension Activity - Finalizing Your Seeing Reason Project

Module 9 | Using the Showing Evidence Tool to Target Thinking Skills (4 hours)
Teachers learn about argumentation and the communication, thinking, and collaboration that are associated with that process; discuss the benefits of the Showing Evidence Tool; discuss and view project ideas; and brainstorm ways to integrate Showing Evidence into their own classroom projects.
  • Activity 1 - Looking at Showing Evidence in Action
  • Activity 2 - Digging Deeper into Argumentation
  • Activity 3 - Viewing Project Ideas
  • Activity 4 - Clarifying Project Ideas for Using Showing Evidence
  • Activity 5 - Sharing Your Results
  • Activity 6 - Planning Your Project
  • Extension Activity - Understanding Best Practices with Showing Evidence

Module 10 | Considering the Showing Evidence Tool for Your Unit (4 hours)
Teachers try out their project ideas by creating a practice Showing Evidence case, discuss and practice effective questioning techniques, provide and receive feedback on project ideas, and use tips on implementation and assessment to revise their project plans.
  • Activity 1 - Creating a Practice Case
  • Activity 2 - Reviewing Student Work
  • Activity 3 - Sharing Your Practice Case
  • Activity 4 - Revising Your Project
  • Activity 5 - Revisiting Your Unit Plan
  • Activity 6 - Sharing Your Results
  • Extension Activity - Finalizing Your Showing Evidence Project

Module 11 | Completing Your Unit (4 hours)
Teachers will complete their plan to effectively use one or more of the online thinking tools, review various types and formats of assessments, finalize their unit's assessment plan, create one or more assessments for their unit using the Assessing Projects application, and showcase their unit to colleagues.
  • Activity 1 - Supporting Your Assessment Plan
  • Activity 2 - Creating an Assessment
  • Activity 3 - Finalizing Your Assessment Plan
  • Activity 4 - Reflecting on Your Unit
  • Activity 5 - Completing Your Unit Plan
  • Activity 6 - Showcasing Your Unit
  • Activity 7 - Reflecting on the Course
  • Extension Activity - Enhancing Assessment in Your Unit
 
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