2.4 Higher Order Thinking Skills
Candidates model and facilitate the effective use of digital tools and resources to support and enhance higher order thinking skills (e.g., analyze, evaluate, and create); processes (e.g., problem-solving, decision-making); and mental habits of mind (e.g., critical thinking, creative thinking, metacognition, self-regulation, and reflection). (PSC 2.4/ISTE 2d)
Artifact: Internet Lesson Plan
Reflection:
The Internet lesson plan, which I created as a project in ITEC 7430, illustrates my ability to use digital tools to enhance higher order thinking skills and processes. The objective of this lesson was to become an expert of Roman culture. The students researched a topic and created a Wikispaces page that shared their research. For this lesson, the students used a variety of digital tools including Google Drive, Wikispaces, Screencast-omatic, and Diigo to create and share a final product based on their discoveries, collaboration, and research.
In order to foster higher ordering thinking skills, this lesson required the students to evaluate and synthesize information in the creation of their final product. During the stages of development and production of the final product, the students worked their way up the skill on Bloom's taxonomy. In order to foster higher order processes, like problem-solving and decision making, the students were given the opportunity to choose throughout each lesson. They selected the digital tools they would use to create their final product. When designing their own wikipage, they decided on the format and what multimedia elements to include. Additionally, as part of their final product, they were to create a screencast for the class to share their research. The students chose the best presentation methods and tools. The autonomy provided throughout all the lesson plans presented students with chances to make decisions and solve problems. In order to foster habits of mind, each project included elements of creativity and reflection. Creativity is needed for each lesson as the students design, develop, and create their final products. After the final product was completed, the students received surveys that helped them reflect on the lesson, process, and final product. This time of reflection helped the students gain insight into their learning. The surveys also helped me in discovering ways to improve the project.
The creation of this Internet lesson was educational for me. I learned the value of reflection and feedback, both for myself and for my students. I gained knowledge and an understanding for constructivist learning and higher order thinking and how to apply these principles in the classroom. I have a new appreciation for sharing student work with a broader audience and how it can motivate and engage students. I have gained valuable skills, especially troubleshooting skills, by using various digital tools, like Diigo, Wikispaces, Google Drive, and Screencast-omatic. Lastly, I have learned how to effectively integrate a variety of digital tools into my lessons in order to enhance student learning by engaging them in higher order thinking. If I were to redesign this project, I would create a sample wikipage and a rubric to share with the students in advance. Having these resources will show the students what is expected of them and how to create a successful final product.
This lesson had a dramatic effect on student learning. The students were active participants in the construction of their own knowledge and understanding. They were in charge of the research and the method of illustrating their mastery. This project increased the engagement of my students. The increased engagement led to higher performance on the assessment. Due to the positive effects of this project, I have incorporated these strategies and digital tools in other lessons. The effects of this lesson can be assessed through data from student perception surveys, classroom assessments, and classroom observations.
The Internet lesson plan, which I created as a project in ITEC 7430, illustrates my ability to use digital tools to enhance higher order thinking skills and processes. The objective of this lesson was to become an expert of Roman culture. The students researched a topic and created a Wikispaces page that shared their research. For this lesson, the students used a variety of digital tools including Google Drive, Wikispaces, Screencast-omatic, and Diigo to create and share a final product based on their discoveries, collaboration, and research.
In order to foster higher ordering thinking skills, this lesson required the students to evaluate and synthesize information in the creation of their final product. During the stages of development and production of the final product, the students worked their way up the skill on Bloom's taxonomy. In order to foster higher order processes, like problem-solving and decision making, the students were given the opportunity to choose throughout each lesson. They selected the digital tools they would use to create their final product. When designing their own wikipage, they decided on the format and what multimedia elements to include. Additionally, as part of their final product, they were to create a screencast for the class to share their research. The students chose the best presentation methods and tools. The autonomy provided throughout all the lesson plans presented students with chances to make decisions and solve problems. In order to foster habits of mind, each project included elements of creativity and reflection. Creativity is needed for each lesson as the students design, develop, and create their final products. After the final product was completed, the students received surveys that helped them reflect on the lesson, process, and final product. This time of reflection helped the students gain insight into their learning. The surveys also helped me in discovering ways to improve the project.
The creation of this Internet lesson was educational for me. I learned the value of reflection and feedback, both for myself and for my students. I gained knowledge and an understanding for constructivist learning and higher order thinking and how to apply these principles in the classroom. I have a new appreciation for sharing student work with a broader audience and how it can motivate and engage students. I have gained valuable skills, especially troubleshooting skills, by using various digital tools, like Diigo, Wikispaces, Google Drive, and Screencast-omatic. Lastly, I have learned how to effectively integrate a variety of digital tools into my lessons in order to enhance student learning by engaging them in higher order thinking. If I were to redesign this project, I would create a sample wikipage and a rubric to share with the students in advance. Having these resources will show the students what is expected of them and how to create a successful final product.
This lesson had a dramatic effect on student learning. The students were active participants in the construction of their own knowledge and understanding. They were in charge of the research and the method of illustrating their mastery. This project increased the engagement of my students. The increased engagement led to higher performance on the assessment. Due to the positive effects of this project, I have incorporated these strategies and digital tools in other lessons. The effects of this lesson can be assessed through data from student perception surveys, classroom assessments, and classroom observations.