Lesson 8: Higher Thinking Skills Through IT-Based Projects

Jean C. Cotamora BSED General Science 4                         Author

Creating is the highest level of thinking

Here's a link to project-based approach https://www.youtube.com/watch?v=LMCZvGesRz8 

CONTENT:

This lesson focuses on the four types of IT-based projects that effectively to develop higher level of thinking. These projects makes use of constructivist approach in instruction. Furthermore, these projects contains the key elements of a constructivist approach namely: (a) the teacher creating the learning environment; (b) the teacher giving students the tools and facilities; and (c) the teacher facilitating the learning. It is the students who demonstrate higher level of thinking and creativity. These creativity projects can be achieved with the help of teachers equipped with the technical skills.  The following projects are tools in initiating them.

Resource-based Projects – Here, the teacher shifts from the sole source of information. Instead, the students generate their own meaning and facts. However, the teacher is still in the process. The teacher determines the topic and presents the problem, then, the students search for information about the problem and organize information to answer/solve the problem. In here, the students are encouraged to go beyond the book. Inquiry-based or discovery approach is given much emphasis in resource-based projects. It is the process that is given much emphasis than the product.

                Simple Creations – Students creativity is tested here. Creativity here connotes planning, making, assembling, designing or building. It is a combination of the following skills: (a) analyzing – ability to distinguish differences and similarities; (b) synthesizing – ability to make connections among ideas; and (c) promoting – ability to sell new ideas. In order to develop creativity, the following tasks may be done: (a) define the task – set up goals to complete the project; (b) brainstorm – students generate their own ideas; (c) judge the ideas – students decide which “idea” is good, what to include and what to exclude; (d) act – students do the work; and (e) adopt flexibility – students are allowed to shift or to change paths for the better.

 

Guided Hypermedia Projects – This refers to self-made projects. It could be approached as an instructive way such as making of PowerPoint presentation or as a communicative tool such as when students make multimedia presentations.

Web-based Projects – Here, students create and post their own webpages.

EXPERIENCE:

Adobe photoshop editing

                During Edtech 1, we were required to make a movie to test whether we have learned how to use Cyberlink Powerdirector and submit an edited picture as a learning outcome of Adobe Photoshop. We were also required to make PowerPoint presentation demonstrating and employing the principles of effective PowerPoint presentation. Our professor served as an instructor and facilitator monitoring our learning. We were given chances to express our ideas and make an output of it.

REFLECTION:

                In this information age, the 3 R’s are no longer sufficient to meet the demand of the world. There is indeed the need in the development and acquiring of the six skills. It is important to have all of them because absence of one affects all. The teacher must give IT-based projects and activities that develops higher level of thinking of the students. The teacher must bear in mind that in employing IT-based projects, the teacher must act as facilitator not the sole source of information. The teacher must develop creativity in students. 

APPLICATION:

                 As a future teacher, I must be the catalyst for the development of higher level of thinking. I must provide the conducive learning environment. I must be a facilitator of learning and not the sole source of information. My sources must be varied; I should make use of the Internet, print materials, and multimedia materials. I must employ inquiry-based approach to stimulate my students in learning and bring up their ideas. I must not only focus on the output, rather on the process in how my students would do it so my assessment must be both qualitative and quantitative.