10. TYPE III
INDEPENDENT OR SMALL GROUP INVESTIGATIONS
PRODUCTS AND/OR PERFORMANCES
TYPE I
GENERAL
EXPLORATORY
ACTIVITIES
TYPE II
METHODOLOGICAL
TRAINING /
HOW-TO ACTIVITIES
(Renzulli, 1977)
11.
12.
13. TYPE III
INDEPENDENT OR SMALL GROUP INVESTIGATIONS
PRODUCTS AND/OR PERFORMANCES
TYPE I
GENERAL
EXPLORATORY
ACTIVITIES
TYPE II
METHODOLOGICAL
TRAINING /
HOW-TO ACTIVITIES
(Renzulli, 1977)
30. They must know how to link apparently
unconnected elements to create something new.
People who hope to thrive in the Conceptual Age
must understand the connection between
diverse, and seemingly separate disciplines.
-- Daniel Pink in AWhole New Mind
34. “Urging people to find their passion may lead them
to put all their eggs in one basket but then to drop
that basket when it becomes difficult to carry.”
37. TYPE III
INDEPENDENT OR SMALL GROUP INVESTIGATIONS
PRODUCTS AND/OR PERFORMANCES
TYPE I
GENERAL
EXPLORATORY
ACTIVITIES
TYPE II
METHODOLOGICAL
TRAINING /
HOW-TO ACTIVITIES
(Renzulli, 1977)
47. “To my mind, the greatest
reward and luxury of travel is to
be able to experience everyday
things as if for the first time, to
be in a position in which almost
nothing is so familiar it is taken
for granted.”
Bill Bryson
55. Consumer Skills Productivity Skills
Developing self-aware
Listening, observing, &
Perceiving
Searching for Information
Evaluation Information
Self-Regulating Behavior
for Learning
Curating
Conducting Research
Generating Ideas
Modifying
Iterating
Thinking Critically
Problem Solving
56. Consumer Skills Productivity Skills
Using a Variety of Sources
(video, data, primary sources)
Effective Internet Searches
Finding Reliable Sources
Evaluating Sources
Avoiding Copyright
Infringement
Eliminating Distractions
Curating Content
Triangulating Information
Creative Productivity /
Creative Outlets
Finding Mentors
Participating in Professional
Communities
57.
58.
59.
60. 1. Find two news stories or websites that are at least
some what plausible but are false.
2. Locate one news story or website that seems
unlikely but is factual.
3. Create a Google Document or Slides presentation
that contains the three stories.
4. Share your one link with the group.
5. BONUS POINTS if the three stories are related or
focused on one topic.
67. Type III Project
Support Planning &
Goal Setting
Set Requirements &
Prescribe Format
Facilitate the
Navigation of Real
World Processes
Observe Students’
Progress
Help Define
Authentic Audience
Provide Rubric &
Assess Outcomes
68. Type III Project
Support Planning &
Goal Setting
Set Requirements &
Prescribe Format
Facilitate the
Navigation of Real
World Processes
Observe Students’
Progress
69. Type III Project
Support Planning &
Goal Setting
Set Requirements &
Prescribe Format
Facilitate the
Navigation of Real
World Processes
Observe Students’
Progress
Help Define
Authentic Audience
Provide Rubric &
Assess Outcomes
71. Type III Project
Think, Feel, & Do
Like Practicing
Professionals
Fulfill Requirements
of the Project
Creatively Contribute
to a Field
Synthesize Existing
Knowledge
Product for an
Appropriate Audience
Be Assessed,
Usually by the Teacher
72. Type III Project
Think, Feel, & Do
Like Practicing
Professionals
Fulfill Requirements
of the Project
Creatively Contribute
to a Field
Synthesize Existing
Knowledge
Product for an
Appropriate Audience
Be Assessed,
Usually by the Teacher
73. Type III Project
Think, Feel, & Do
Like Practicing
Professionals
Fulfill Requirements
of the Project
Creatively Contribute
to a Field
Synthesize Existing
Knowledge
Product for an
Appropriate Audience
Be Assessed,
Usually by the Teacher
77. TYPE IIITYPE I TYPE II
RESEARCH ON SURVIVING ON
THE SURFACE OF MARS…
1. Learning Skills
•Understanding
•Determining Relevance
•Notetaking
2. Analyzing and Organizing
Information
•Identifying Sources
•Drawing Conclusions
3. Advanced Research Skills
83. TYPE IIITYPE I TYPE II
DEVELOP A PROTOTYPE…
1. Creative Problem Solving &
Decision Making
2. Critical Thinking
3. Analyzing and Organizing
Information
4. Preparing for Independent
Work
5. Advanced Research Skills
6. Communication