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: Engaged Learning Project
Reflection: This artifact is the Engaged Learning Project was created in ITEC 7400. Students who participated in this project have a wide variety of skill and ability levels. I created this artifact as documentation of a culminating activity for myself and my students.
While completing the Engaged Learning Project I was able model and facilitate the use digital tools and resources such as the iPad and computer to support higher order thinking skills, processes, and mental habits. I began by modeling for students how the technology would be used in the project. During the course of the project, students tapped into higher order thinking skills by completing the coursework independently. The assignments given pushed students to higher levels of thinking by using authentic learning as a motivator. Students analyzed and evaluated fractions and then created several artifacts from the information they learned in the course. Students used processes such as problem-solving skills and decision making throughout the blended course. Students solved real world problems dealing with fractions by using their problem-solving skills. They also used their decision making skills when completing individual assignments that require choices to be made such as in the Candy Crush Task. Students showed good qualities of mental habits throughout the course. Students were able to show critical thinking, creative thinking, self-regulation and reflection skills on most assignments throughout. Students reflected on their work and learning on a weekly basis. Students were able to show these habits on a daily basis throughout the course. I was able to facilitate the use of technology for the duration of the project. I used a constructivist approach to teaching and was able to help student get to the next level.
This project really stretched my teaching and technology muscles. I learned how to effectively use digital tools and resources to support and enhance student learning. Prior to this experience, I was trying to integrate and use digital tools effectively. As I developed this project I realized I was simply substituting technology in where I could but still doing the same types of activities. I have realized by giving students more control and allowing myself to have a more constructivist teaching model, I have seen my students perform at level I could have only dreamed of. Students really grabbed ahold of being in charge of their own learning. By allowing them to make mistakes, and guide them along the way, they have went above and beyond and learned more than I could have ever taught them by standing in front of them. Students worked at their own pace and explored what they wanted to with my guidance. Overall, this was a great experience and it taught me a good deal about how to use digital tools effectively and appropriately. If I had this experience to do all over again, I would have given myself more time to allow students to complete this project.
This artifact impacted student learning. It can be assessed through the students knowledge, understanding, and curiosity about recycling. Those students are have now started a recycling team at our school since the end of that project. They have moved past the requirements of the standard and put the knowledge into action.
While completing the Engaged Learning Project I was able model and facilitate the use digital tools and resources such as the iPad and computer to support higher order thinking skills, processes, and mental habits. I began by modeling for students how the technology would be used in the project. During the course of the project, students tapped into higher order thinking skills by completing the coursework independently. The assignments given pushed students to higher levels of thinking by using authentic learning as a motivator. Students analyzed and evaluated fractions and then created several artifacts from the information they learned in the course. Students used processes such as problem-solving skills and decision making throughout the blended course. Students solved real world problems dealing with fractions by using their problem-solving skills. They also used their decision making skills when completing individual assignments that require choices to be made such as in the Candy Crush Task. Students showed good qualities of mental habits throughout the course. Students were able to show critical thinking, creative thinking, self-regulation and reflection skills on most assignments throughout. Students reflected on their work and learning on a weekly basis. Students were able to show these habits on a daily basis throughout the course. I was able to facilitate the use of technology for the duration of the project. I used a constructivist approach to teaching and was able to help student get to the next level.
This project really stretched my teaching and technology muscles. I learned how to effectively use digital tools and resources to support and enhance student learning. Prior to this experience, I was trying to integrate and use digital tools effectively. As I developed this project I realized I was simply substituting technology in where I could but still doing the same types of activities. I have realized by giving students more control and allowing myself to have a more constructivist teaching model, I have seen my students perform at level I could have only dreamed of. Students really grabbed ahold of being in charge of their own learning. By allowing them to make mistakes, and guide them along the way, they have went above and beyond and learned more than I could have ever taught them by standing in front of them. Students worked at their own pace and explored what they wanted to with my guidance. Overall, this was a great experience and it taught me a good deal about how to use digital tools effectively and appropriately. If I had this experience to do all over again, I would have given myself more time to allow students to complete this project.
This artifact impacted student learning. It can be assessed through the students knowledge, understanding, and curiosity about recycling. Those students are have now started a recycling team at our school since the end of that project. They have moved past the requirements of the standard and put the knowledge into action.