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).
Artifact: Historical Figures WebQuest
Reflection:
This artifact is a WebQuest that I developed for ITEC 7445 in the Spring semester of 2012. The WebQuest is aligned to the third grade Georgia Performance Standards related to historical figures and focuses on Paul Revere. In this three day WebQuest, students explore a variety of multimedia resources to acquire knowledge and complete a variety of creative and rigorous application tasks.
Standard 2.4 outlines the use of digital tools to support and enhance higher order thinking skills, processes, and habits of mind. In this WebQuest, I used a variety of technology based resources to facilitate a learning experience that requires students to apply higher order thinking skills to complete the tasks. The WebQuest requires students to synthesize their knowledge, evaluate content and processes, analyze literature, self-reflect on learning and growth, and thinking critically about events.
Through the planning, development, and implementation of this WebQuest, I learned about the logistical aspect of building a web-based resource. I learned about the importance of easy navigation, organization, and accessibility. More importantly, however, I learned about meaningful ways to use technology to facilitate higher order thinking skills. Uniting each of these application tasks under a thematic WebQuest helped me better understand the power and impact of technology. Learning about the digital tools and resources available provided me with practical resources to use in the classroom on a daily basis. Seeing the power of this learning experience further emphasized how technology can be used to push students to the higher levels of thinking, while simultaneously increasing their engagement and excitement. If given the opportunity to further refine this lesson, I would continue to add to this WebQuest. While it currently covers three days, I think increasing the duration would be an improvement.
The development of higher order thinking skills is a critical component of education. As time has progressed, digital tools and resources have emerged that help facilitate the development and application of higher order thinking skills. Specifically, this WebQuest was used to reinforce content learned in Social Studies. Without question, this contributed to a powerful learning experience for my students. In addition, I shared this WebQuest with colleagues and it was implemented with students in multiple schools. Sharing the power of these WebQuest and providing resources for teachers to develop these can contribute to significant learning in schools.
Reflection:
This artifact is a WebQuest that I developed for ITEC 7445 in the Spring semester of 2012. The WebQuest is aligned to the third grade Georgia Performance Standards related to historical figures and focuses on Paul Revere. In this three day WebQuest, students explore a variety of multimedia resources to acquire knowledge and complete a variety of creative and rigorous application tasks.
Standard 2.4 outlines the use of digital tools to support and enhance higher order thinking skills, processes, and habits of mind. In this WebQuest, I used a variety of technology based resources to facilitate a learning experience that requires students to apply higher order thinking skills to complete the tasks. The WebQuest requires students to synthesize their knowledge, evaluate content and processes, analyze literature, self-reflect on learning and growth, and thinking critically about events.
Through the planning, development, and implementation of this WebQuest, I learned about the logistical aspect of building a web-based resource. I learned about the importance of easy navigation, organization, and accessibility. More importantly, however, I learned about meaningful ways to use technology to facilitate higher order thinking skills. Uniting each of these application tasks under a thematic WebQuest helped me better understand the power and impact of technology. Learning about the digital tools and resources available provided me with practical resources to use in the classroom on a daily basis. Seeing the power of this learning experience further emphasized how technology can be used to push students to the higher levels of thinking, while simultaneously increasing their engagement and excitement. If given the opportunity to further refine this lesson, I would continue to add to this WebQuest. While it currently covers three days, I think increasing the duration would be an improvement.
The development of higher order thinking skills is a critical component of education. As time has progressed, digital tools and resources have emerged that help facilitate the development and application of higher order thinking skills. Specifically, this WebQuest was used to reinforce content learned in Social Studies. Without question, this contributed to a powerful learning experience for my students. In addition, I shared this WebQuest with colleagues and it was implemented with students in multiple schools. Sharing the power of these WebQuest and providing resources for teachers to develop these can contribute to significant learning in schools.