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: ITEC 7445 Olympics Webquest
Reflection:
This artifact was created during ITEC 7445. It is a webquest that I developed using the ADDIE process of Analysis, Design, Development, Implementation, and Evaluation. The webquest was created for my sixth grade Social Studies / Current Events class and focused on students completing a performance task by joining an Internet Design Team tasked with creating a website to highlight the 2014 Winter Olympic Games in Sochi, Russia. Students were given a choice of their role on the three person team as either the sports analyst, the broadcast specialist, or the web page designer. This artifact demonstrated student mastery of both content and technology standards and enhanced higher order thinking skills in my students.
By creating and implementing this artifact, I demonstrated that I have the ability to effectively model and facilitate digital tools and resources to support and enhance higher order thinking skills, processes, and mental habits of mind in my students. Within this one project, my students had to analyze and evaluate information and then create a product to demonstrate learning of both content and technology standards. It required them to problem-solve, collaborate, make decisions, and think creatively. The success of this project demonstrates my mastery of the ISTE 2.4 standard.
This artifact taught me to incorporate digital tools as a vehicle for students to construct their own knowledge. I learned to utilize tools that really enhanced higher order thinking among my students and allowed them to embrace their creativity. I was pleased with the quality of this artifact. Students were highly motivated and looked forward to working on the project every day. The actual classroom implementation was a bit challenging though. Two takeaways that I would need to consider in the future would be that some 11-12 year old kids struggle with the executive functioning that often accompanies higher order thinking. The multi-step webquest contained many steps and required collaboration, problem solving and flexibility. Some kids struggled to "bring it all together." Also, some students had difficulty learning to use the text editor in Wikispaces. To do this over again I would spend more time before the project began teaching students how to use Wikispaces.
The work that went into creating this artifact has been extremely beneficial to me. It taught me how to incorporate technology tools and content beyond just “looking things up on the internet.” It has already been beneficial to my students’ learning, and I’m looking forward to creating and implementing more projects and activities like this in the future.
This artifact was created during ITEC 7445. It is a webquest that I developed using the ADDIE process of Analysis, Design, Development, Implementation, and Evaluation. The webquest was created for my sixth grade Social Studies / Current Events class and focused on students completing a performance task by joining an Internet Design Team tasked with creating a website to highlight the 2014 Winter Olympic Games in Sochi, Russia. Students were given a choice of their role on the three person team as either the sports analyst, the broadcast specialist, or the web page designer. This artifact demonstrated student mastery of both content and technology standards and enhanced higher order thinking skills in my students.
By creating and implementing this artifact, I demonstrated that I have the ability to effectively model and facilitate digital tools and resources to support and enhance higher order thinking skills, processes, and mental habits of mind in my students. Within this one project, my students had to analyze and evaluate information and then create a product to demonstrate learning of both content and technology standards. It required them to problem-solve, collaborate, make decisions, and think creatively. The success of this project demonstrates my mastery of the ISTE 2.4 standard.
This artifact taught me to incorporate digital tools as a vehicle for students to construct their own knowledge. I learned to utilize tools that really enhanced higher order thinking among my students and allowed them to embrace their creativity. I was pleased with the quality of this artifact. Students were highly motivated and looked forward to working on the project every day. The actual classroom implementation was a bit challenging though. Two takeaways that I would need to consider in the future would be that some 11-12 year old kids struggle with the executive functioning that often accompanies higher order thinking. The multi-step webquest contained many steps and required collaboration, problem solving and flexibility. Some kids struggled to "bring it all together." Also, some students had difficulty learning to use the text editor in Wikispaces. To do this over again I would spend more time before the project began teaching students how to use Wikispaces.
The work that went into creating this artifact has been extremely beneficial to me. It taught me how to incorporate technology tools and content beyond just “looking things up on the internet.” It has already been beneficial to my students’ learning, and I’m looking forward to creating and implementing more projects and activities like this in the future.