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: ITEC 7400 Engaged Learning Project
Reflection:
This artifact is a lesson plan that showcases authentic learning that encourages students to use higher order thinking skills in the area of processes where their decision making skills are put to the test. The lesson plan was designed to engage students in an authentic learning experience and to encourage the teacher to take on the role as the facilitator. The project focuses on students conducting research to study weather patterns and later creating a video script to be recorded. Students were given a glimpse of the project through the modeling of a sample finished product.
The Engaged Learning lesson plan demonstrates mastery of standard 2.4 because it challenges students to move beyond memorizing information and vocabulary in the fourth grade weather unit. At the beginning of the lesson students got to meet with a local meteorologist. The guest got to explain and model to the students the role she takes in her job and the schooling it took for her to become a meteorologist. This portion of the lesson plan encouraged the students to understand the resources and process it takes in the role of a meteorologist.. Students were also challenged to use their creative thinking to design an informational and persuasive multimedia project to send to broadcast to their peers, parents and school. The project gave students a chance to formulate detailed information and analyze weather data in order to form their project. It also taught them the challenges of this important job.
The project was very challenging for the students, but it offered many opportunities for them to problem solve and make decisions to have a successful project. The students were required to work in teams, choose a role and create a multimedia project. However, they were able to problem solve and engage in a rigorous assignment that helped them take role in a real-world situation.
I learned that it is important to teach students how to use and adapt their problem-solving skills and how to analyze weather data. In fact, I learned that teachers must give students steps to effectively know how to analyze data and evaluate it. I learned that it is essential that teachers give students the critical thinking skills to solve these problems before starting the project. I can see that students could have trouble analyzing the issues and problem and coming up with a plan. If I could change anything about this experience, including how to analyze at the beginning of the lesson plan. I believe this would set students up for a more successful experience. This project was taken a step further and used in a second grade class where I was able to facilitate the teacher to help the students complete a modified version of it. My fourth grade students were also able to facilitate during the completion of this modified version. The work made in this artifact made an impact on my own students and the students we helped in second grade. The impact can also be seen through the collaboration I made with the second teacher as well. I was able to facilitate her during the completion of the project.
Reflection:
This artifact is a lesson plan that showcases authentic learning that encourages students to use higher order thinking skills in the area of processes where their decision making skills are put to the test. The lesson plan was designed to engage students in an authentic learning experience and to encourage the teacher to take on the role as the facilitator. The project focuses on students conducting research to study weather patterns and later creating a video script to be recorded. Students were given a glimpse of the project through the modeling of a sample finished product.
The Engaged Learning lesson plan demonstrates mastery of standard 2.4 because it challenges students to move beyond memorizing information and vocabulary in the fourth grade weather unit. At the beginning of the lesson students got to meet with a local meteorologist. The guest got to explain and model to the students the role she takes in her job and the schooling it took for her to become a meteorologist. This portion of the lesson plan encouraged the students to understand the resources and process it takes in the role of a meteorologist.. Students were also challenged to use their creative thinking to design an informational and persuasive multimedia project to send to broadcast to their peers, parents and school. The project gave students a chance to formulate detailed information and analyze weather data in order to form their project. It also taught them the challenges of this important job.
The project was very challenging for the students, but it offered many opportunities for them to problem solve and make decisions to have a successful project. The students were required to work in teams, choose a role and create a multimedia project. However, they were able to problem solve and engage in a rigorous assignment that helped them take role in a real-world situation.
I learned that it is important to teach students how to use and adapt their problem-solving skills and how to analyze weather data. In fact, I learned that teachers must give students steps to effectively know how to analyze data and evaluate it. I learned that it is essential that teachers give students the critical thinking skills to solve these problems before starting the project. I can see that students could have trouble analyzing the issues and problem and coming up with a plan. If I could change anything about this experience, including how to analyze at the beginning of the lesson plan. I believe this would set students up for a more successful experience. This project was taken a step further and used in a second grade class where I was able to facilitate the teacher to help the students complete a modified version of it. My fourth grade students were also able to facilitate during the completion of this modified version. The work made in this artifact made an impact on my own students and the students we helped in second grade. The impact can also be seen through the collaboration I made with the second teacher as well. I was able to facilitate her during the completion of the project.