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:
The Multimedia Design Project/WebQuest associated with standard 2.4 shows my ability to model and facilitate effective use of technology and increase opportunities for higher order learning. The WebQuest took students on a journey through the use of technology enhanced instruction integrated with mathematical skills where students practiced solving two-step word problems. To ensure that the project was developmentally and academically appropriate, I aligned the Georgia Standards of Excellence and the NETS-S technology standards for students. I designed different scenarios where students were presented with the task of evaluating multiple strategies to solve two-step word problems using operations such as addition and subtraction.
The Multimedia Design Project demonstrated my ability to model and facilitate the effective use of digital tools and resources to support higher order thinking skills, processes, and mental habits of mind. The WebQuest was modeled for my grade level team during our professional learning community meeting. This project was effective and also meaningful to many of the teachers at our school because although they were familiar with WebQuests, this was not something that they used to engage student learning very often at all in their classrooms. Teachers were able to experience the benefits of utilizing technology to increase student engagement and offer a means of new learning. I facilitated teachers exploring and engaging in the various tasks on the WebQuest and provided them with ideas of how they could implement the WebQuest with their own students. Along with sharing the project with my colleagues, I also tested it out with my students.
The artifact provided tasks that supported higher order thinking skills by engaging students with different tasks to analyze and evaluate the material they were learning. I made sure that all of the tasks and activities were simultaneously connected to the math concept. I modeled information in different ways such as presenting content and information using multiple media (Brain Pop Jr, Edpuzzle, SMART Exchange). The project processes enabled opportunities for students to work collaboratively and individually as they solved problems. The use of videos provided step-by-step methods of how to solve word problems. The strategies helped students to reflect on their work resulting in a more authentic and valuable educational experience. Throughout the WebQuest, students’ mental habits of mind were cultivated and assessed as students expressed learning through discussion forums, Think-Pair-Share, Exit Tickets, Plickers, and also in their final group presentations.
By creating the Multimedia Design Project, I gained a better understanding of the instructional design model. This model was developed based on a five stage process which included Analysis, Design, Development, Implementation, and Evaluation, also known as ADDIE. During this experience, I was reminded that educators should always keep in mind that instruction requires clear objectives, appropriate content standards, and reliable resources to be most effective. I found that as I implemented each stage in the model in its exact order, it enhanced the WebQuest and increased student engagement as a whole.
In order to enhance the quality of this artifact, I would collaborate with my colleagues and technology specialist to discuss what other tools and resources could be valuable for engaging learning for all students. The work that went into this artifact impacted teacher development by the effective use of digital tools and resources. I have found through experience that the more exposure and familiarity teachers have with integrating technology into their instructional practices, the more impact there will be on student learning and engagement. The impact of the artifact can be assessed by evaluating the success of students’ final presentations.
Reflection:
The Multimedia Design Project/WebQuest associated with standard 2.4 shows my ability to model and facilitate effective use of technology and increase opportunities for higher order learning. The WebQuest took students on a journey through the use of technology enhanced instruction integrated with mathematical skills where students practiced solving two-step word problems. To ensure that the project was developmentally and academically appropriate, I aligned the Georgia Standards of Excellence and the NETS-S technology standards for students. I designed different scenarios where students were presented with the task of evaluating multiple strategies to solve two-step word problems using operations such as addition and subtraction.
The Multimedia Design Project demonstrated my ability to model and facilitate the effective use of digital tools and resources to support higher order thinking skills, processes, and mental habits of mind. The WebQuest was modeled for my grade level team during our professional learning community meeting. This project was effective and also meaningful to many of the teachers at our school because although they were familiar with WebQuests, this was not something that they used to engage student learning very often at all in their classrooms. Teachers were able to experience the benefits of utilizing technology to increase student engagement and offer a means of new learning. I facilitated teachers exploring and engaging in the various tasks on the WebQuest and provided them with ideas of how they could implement the WebQuest with their own students. Along with sharing the project with my colleagues, I also tested it out with my students.
The artifact provided tasks that supported higher order thinking skills by engaging students with different tasks to analyze and evaluate the material they were learning. I made sure that all of the tasks and activities were simultaneously connected to the math concept. I modeled information in different ways such as presenting content and information using multiple media (Brain Pop Jr, Edpuzzle, SMART Exchange). The project processes enabled opportunities for students to work collaboratively and individually as they solved problems. The use of videos provided step-by-step methods of how to solve word problems. The strategies helped students to reflect on their work resulting in a more authentic and valuable educational experience. Throughout the WebQuest, students’ mental habits of mind were cultivated and assessed as students expressed learning through discussion forums, Think-Pair-Share, Exit Tickets, Plickers, and also in their final group presentations.
By creating the Multimedia Design Project, I gained a better understanding of the instructional design model. This model was developed based on a five stage process which included Analysis, Design, Development, Implementation, and Evaluation, also known as ADDIE. During this experience, I was reminded that educators should always keep in mind that instruction requires clear objectives, appropriate content standards, and reliable resources to be most effective. I found that as I implemented each stage in the model in its exact order, it enhanced the WebQuest and increased student engagement as a whole.
In order to enhance the quality of this artifact, I would collaborate with my colleagues and technology specialist to discuss what other tools and resources could be valuable for engaging learning for all students. The work that went into this artifact impacted teacher development by the effective use of digital tools and resources. I have found through experience that the more exposure and familiarity teachers have with integrating technology into their instructional practices, the more impact there will be on student learning and engagement. The impact of the artifact can be assessed by evaluating the success of students’ final presentations.