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 artifact that I have decided to use for this standard is the Engaged Learning Project. I created the Engaged Learning Project with my classmate, Kenya Ransey, during the summer of 2013 in ITEC 7400. The project was created for first grade students. Engaging in the lesson from the perspective of scientist, students studied the water cycle and examined freshwater samples to identify macroinvertebrates. Then, they Skyped with classes in different parts of the country to determine if the same macroinvertebrates were present in their freshwater samples. A local water specialist visited the class and spoke to the students concerning how this activity relates to his job in real life.
Standard 2.4, Higher Order Thinking Skills states, “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) .” This standard establishes the foundation that technological learning experiences should provoke deeper levels of thinking and not solely be fun. In the Engaged Learning Project, students engaged in the higher levels of LoTi by communicating with other students studying the same material using Skype. Students had to analyze the macroinvertebrates present in the water sample. Then, students used critical thinking skills to determine if these macroinvertebrates are present in freshwater samples throughout our country. Students created a presentation of their findings.
From completing the Engaged Learning Project, I learned how fun and uncomplicated creating high order thinking experiences for students and teachers. Oftentimes, higher ordered thinking experiences are dreaded in a manner very similar to how children dread eating vegetables. Therefore, Moms across the world find innovative ways to sneak veggies into their children’s diets. The Engaged Learning Project engaged students deeply into the content in a similar manner. Without students realizing it, they were analyzing samples, making predictions and using an array of critical thinking skills. The lesson could be extended to include other forms of life that existed in the water sample such as the types of algae or other plant types. Then, students could create an illustration displaying the varying types of fresh water life that exist in different parts of the country.
The work that went into developing this artifact impacted student learning at my school by creating experience for students to use higher order thinking skills. Students were able to analyze water samples and make real world connections throughout the learning experience. The design of the lesson allowed students to experience the water cycle beyond the textbook. Students were presented with the opportunity to think from the perspective of the scientist. This was observed by the types of questions students asked the water specialist.
The artifact that I have decided to use for this standard is the Engaged Learning Project. I created the Engaged Learning Project with my classmate, Kenya Ransey, during the summer of 2013 in ITEC 7400. The project was created for first grade students. Engaging in the lesson from the perspective of scientist, students studied the water cycle and examined freshwater samples to identify macroinvertebrates. Then, they Skyped with classes in different parts of the country to determine if the same macroinvertebrates were present in their freshwater samples. A local water specialist visited the class and spoke to the students concerning how this activity relates to his job in real life.
Standard 2.4, Higher Order Thinking Skills states, “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) .” This standard establishes the foundation that technological learning experiences should provoke deeper levels of thinking and not solely be fun. In the Engaged Learning Project, students engaged in the higher levels of LoTi by communicating with other students studying the same material using Skype. Students had to analyze the macroinvertebrates present in the water sample. Then, students used critical thinking skills to determine if these macroinvertebrates are present in freshwater samples throughout our country. Students created a presentation of their findings.
From completing the Engaged Learning Project, I learned how fun and uncomplicated creating high order thinking experiences for students and teachers. Oftentimes, higher ordered thinking experiences are dreaded in a manner very similar to how children dread eating vegetables. Therefore, Moms across the world find innovative ways to sneak veggies into their children’s diets. The Engaged Learning Project engaged students deeply into the content in a similar manner. Without students realizing it, they were analyzing samples, making predictions and using an array of critical thinking skills. The lesson could be extended to include other forms of life that existed in the water sample such as the types of algae or other plant types. Then, students could create an illustration displaying the varying types of fresh water life that exist in different parts of the country.
The work that went into developing this artifact impacted student learning at my school by creating experience for students to use higher order thinking skills. Students were able to analyze water samples and make real world connections throughout the learning experience. The design of the lesson allowed students to experience the water cycle beyond the textbook. Students were presented with the opportunity to think from the perspective of the scientist. This was observed by the types of questions students asked the water specialist.