HIGHER THINKING SKILLS THROUGH IT-BASED PROJECTS

OVERVIEW:

In this lesson, we shall discuss four types of IT-based projects which can effectively be used in order to engage students in activities of a higher plane of thinking. To be noted is the fact that these projects differ in the specific process and skills employed, also in the ultimate activity of platform used to communicate completed products to others.

HIGHER THINKING SKILLSTHROUGH IT-BASED PROJECTS

It is to be understood that these projects do not address all of the thinking skills shown previously in the Thinking Skills Framework. But these projects represents constructivist approach to instruction, namely:

The teacher creating the learning environment The teacher giving students the tools and facilities,

and The teacher facilitating learning.

On the other hand, it is the students themselves who demonstrate higher thinking skills and creativity through such activities searching for information, organizing and synthesizing ideas, creating presentations, and the like.

Now let us see FOUR IT-Based Projects conducive to develop higher thinking skills and creativity among learners.

I. RESOURCE-BASED PROJECTS

In these projects, the teacher steps out of the traditional role of being a content expert and information provider, and instead lets the students find their own facts and information. Only when necessary for the active learning process does the teacher step in to supply data or information. The general flow of events in resource-based projects are:

1. the teacher determine the topic for the examination of the class.

2. the teacher presents the problem to the class.

3. the students find information on the problem/questions.

4. students organize their information in response to the problem/question.

Relating to finding information, the central principle is to make the students go beyond the textbook and curriculum materials. Students are also encouraged to go to the library, particularly to the modern extension of the modern library, the internet.

Furthermore, the inquiry-based or discovery approach is given importance in resource-based projects. This requires that the students, individually or cooperatively with members of his group, relate gathered information to the real world.

Finally the process is given more importance than the project product.

Teacher is expert and information provider

Textbook is key source of information.

Focus on facts information is packaged in neat parcels

The product is the be-all and end-all of learning

Assessment is quantitative

Teacher is a guide and facilitator

Sources are varied (print, video, internet, etc.)

Focus on learning inquiry/quest/discovery

Emphasis on process Assessment is quantitative and

qualitative.

Traditional Learning Model

Resource-Based learning Model

II. SIMPLE CREATIONS

Students can also be assigned to create their own software materials to supplement the need for relevant and effective materials. Of course, there are available software materials such as Creative Writer (by Microsoft) on writing, KidWork Deluxe (by Davidson) on drawing and painting, and Media Weave (by Humanities Software) on multimedia.

In developing software, creativity as an outcome should not be equated with ingenuity or high intelligence. Creating is more consonant with planning, making, assembling, designing, or building. Creativity is said to combine three kind of skills/abilities:

Analyzing- distinguishing similarities and differences/ seeing the project as a problem to be solved.

Synthesizing- making spontaneous connections among ideas, thus generating interesting or new ideas.

Promoting- selling of new ideas to allow the public to test the ideas themeselves.

To develop creativity, the following five key tasks may be recommended:

1. Define the task. Clarify the goal of the completed project to the student.

2. Brainstorm. He students themselves will be allowed to generate their own ideas on the project. Rather than shoot down ideas, the teacher encourages idea exchange.

3. Judge the Ideas. The students themselves make an appraisal for or against any idea. Only when students are completely off track should the teacher intervene.

4. Act. The students do their work with the teacher a facilitator.

5. Adopt flexibility. The students should be allowed to shift gears and not follow an action path rigidly.

III. GUIDED HYPERMEDIA PROJECTS

The production of self-made multimedia projects can be approached in two different ways:

1. as an instructive tool, such as in the production by students of a power-point presentation of a selected topic.

2. as a communication tool, such as when students do a multimedia presentation (with text, “graphs, photos, audio narration, interviews, video clips, etc. to simulate a television news show.

HyperStudio (by Roger Wagner Productions) software is an example of a software. Assigning the production of a similar of a computer software material may be too sophisticated/technical for the average student. But students can be assigned to produce posters designs, computer tools and the required development of appropriate creative skills, as well.

IV. WEB-BASED PROJECTS

Students can be made to create ad post webpages on a given topic. But creating webpages, even single page webpages, may be too sophisticated and time consuming for the average student.

It should be said, however, that posting of webpages in the Internet allows the students (now the webpage creator) a wider audience. They can also be linked with other related sites in the Internet. But as of now, this creativity project may be to ambitious as a toll in the teaching-learning process.

Web-Based Projects

Prepared by:

Justin Paul M. Bajado John Samuel Pagadora Vien Café Chelsea Nicole Yape Glenda Galo Alva Balois Melanie Ambal

THANK YOU!!!!