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: MULTIMEDIA DESIGN PROJECT/WEBQUEST
Reflection:
This artifact was completed in ITEC 7445 in the Instructional Technology program at Kennesaw State University. This artifact was created for fifth grade students to use in a social studies classroom. Fifth grade students would have a chosen topic based on fifth grade social studies standards that they are able to research about, use technology to present information on, and then this information would be used for a community-based project. The students would be using productivity tools such as: Google Docs, Glogster, and Seesaw to complete this project. Students were able to use their higher-order thinking skills as well as their technological skills to complete this assignment.
2.4, Higher Order Thinking Skills, is developed for candidates to model and facilitate the effective use of digital tools and resources to support and enhance higher order thinking skills, processes, and mental habits of mind. Throughout this artifact, I was able to demonstrate my ability to model and facilitate effective tools and resources for my students in order to enhance and support their higher-order thinking skills. They were able to do this by analyzing information in order to develop and implementing a Webquest to teach other students and community members about a chosen topic on a fifth grade social studies historical figure from the WWII era. Students were able to complete and comprehend research about their historical figure while using the collaborating tool Google Docs. They were then able to create a presentation about their figure using the application Glogster. Finally, they were able to synthesize all of their information to create a video about their research by using the application Seesaw. The videos will be evaluated by community leaders, and the winners will have their video presented at a local historical museum.
I am excited about the impact that this project had on my students! This artifact was able to improve student learning by placing the accountability and responsibility on the student. It also promoted student choice and gave them a better understanding of digital tools and resources. Students were able to produce a Google doc collaboration activity, a Glogster presentation, and embed a video that they produced using Seesaw.
Glogster, Google Docs, and Seesaw are all great resources to use in all grade levels. Several staff members were able to ask questions about how to implement these programs into their own classrooms, and get feedback on how I thought that they would be beneficial to their grade levels. These presentations were able to demonstrate their learning, higher order thinking, and processes. Those artifacts and tasks will be assessed using the rubric that is included within the project.
This artifact was completed in ITEC 7445 in the Instructional Technology program at Kennesaw State University. This artifact was created for fifth grade students to use in a social studies classroom. Fifth grade students would have a chosen topic based on fifth grade social studies standards that they are able to research about, use technology to present information on, and then this information would be used for a community-based project. The students would be using productivity tools such as: Google Docs, Glogster, and Seesaw to complete this project. Students were able to use their higher-order thinking skills as well as their technological skills to complete this assignment.
2.4, Higher Order Thinking Skills, is developed for candidates to model and facilitate the effective use of digital tools and resources to support and enhance higher order thinking skills, processes, and mental habits of mind. Throughout this artifact, I was able to demonstrate my ability to model and facilitate effective tools and resources for my students in order to enhance and support their higher-order thinking skills. They were able to do this by analyzing information in order to develop and implementing a Webquest to teach other students and community members about a chosen topic on a fifth grade social studies historical figure from the WWII era. Students were able to complete and comprehend research about their historical figure while using the collaborating tool Google Docs. They were then able to create a presentation about their figure using the application Glogster. Finally, they were able to synthesize all of their information to create a video about their research by using the application Seesaw. The videos will be evaluated by community leaders, and the winners will have their video presented at a local historical museum.
I am excited about the impact that this project had on my students! This artifact was able to improve student learning by placing the accountability and responsibility on the student. It also promoted student choice and gave them a better understanding of digital tools and resources. Students were able to produce a Google doc collaboration activity, a Glogster presentation, and embed a video that they produced using Seesaw.
Glogster, Google Docs, and Seesaw are all great resources to use in all grade levels. Several staff members were able to ask questions about how to implement these programs into their own classrooms, and get feedback on how I thought that they would be beneficial to their grade levels. These presentations were able to demonstrate their learning, higher order thinking, and processes. Those artifacts and tasks will be assessed using the rubric that is included within the project.