Standard 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: Internet Lesson Plan
Reflection:
This artifact is the Internet Lesson Plan I created in ITEC 7430. In creating this technology infused lesson plan, it was of utmost importance to include lots of opportunities for students to demonstrate higher order thinking skills. This lesson plan was written for a 4th grade literacy class with a specific focus on the reading comprehension skills that 4th grade students need to begin mastering toward the middle of the school year. Many of these skills require students to make inferences, and that is a difficult skill for students so young to be able to grasp. This artifact demonstrates mastery of Standard 2.4 - Higher Order Thinking Skills - which states that "candidates 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" because I used a variety of digital tools and resources to support students as they used higher order thinking skills throughout the project.
In this lesson plan, students were broken up into groups based on reading level, and each group was given a book to read. The majority of this project consisted of students responding to parts of the book and applying various reading skills that we had already learned. This project consisted of higher order thinking skills at the analysis, evaluation, and creativity level of Bloom's taxonomy. First, students were required to analyze their books and infer the theme, character traits, and draw other conclusions
based on evidence found in the text. Then students were asked to form an opinion about their book and determine if they would recommend the book to a peer. They then had to justify their opinion. Finally, students were required to construct two responses to their book, and at the end of the project, they were to create a presentation giving an overview of the entire book. One of the processes that students had to use to complete these activities was decision-making. Once students finished their book, they had to decide whether or not they would recommend that book to a peer. This decision had to have some good reasons to back it up - it could not just be a quick "yes" or "no" decision. Finally, students had to use mental habits of mind such as critical thinking and creative thinking because the projects that I had them do required them to be creative and choose the best way to complete their book responses. Student choice was very prominent in this project.
I modeled and facilitated the implementation of a variety of digital tools to enhance and support all of the higher order thinking that took place throughout this project. First, students used Kidblog, Thinglink, or Glogster to respond to the book they were reading. This was a more authentic way for students to analyze and evaluate the book they were reading because other students were then able to view their work and respond to them. The response part is higher order thinking in and of itself because I stressed to students that a response must be more than just typing "good job." Also, since students got to choose which Web 2.0 tool to use for their book analysis and evaluation, they could choose the tool that would allow them to express their creativity in the best way. In addition, students used Movenote to explain why they would or would not recommend their book to a friend. Movenote allowed the students to record themselves talking, so their expressions and feelings toward the book were able to be conveyed in a fun and genuine way.
Through completing this artifact, I learned that technology is a great means to support and enhance higher order thinking skills, processes, and mental habits of mind. Technology allows for so many different ways to do things, and it also allows students to fully express their creativity as they work through these thinking skills. If I had to do this lesson plan over again, I would have given students multiple options for how to explain whether or not they would recommend their book to a peer. We had a lot of trouble with Movenote, and since it was the only option I gave, student choice was not allowed for that piece of the project. Next time, I would give students multiple presentation tools for them to choose from.
This artifact impacted student learning due to the higher level thinking that it promoted. Students were able to get really creative as they completed their projects, and it was exciting to see how engaged they were. This artifact also impacted faculty development due to the many teachers that I have shared this lesson plan with. They too have applied some form of this lesson with their students, and they have been amazed at how much technology truly can enhance instruction.
This artifact is the Internet Lesson Plan I created in ITEC 7430. In creating this technology infused lesson plan, it was of utmost importance to include lots of opportunities for students to demonstrate higher order thinking skills. This lesson plan was written for a 4th grade literacy class with a specific focus on the reading comprehension skills that 4th grade students need to begin mastering toward the middle of the school year. Many of these skills require students to make inferences, and that is a difficult skill for students so young to be able to grasp. This artifact demonstrates mastery of Standard 2.4 - Higher Order Thinking Skills - which states that "candidates 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" because I used a variety of digital tools and resources to support students as they used higher order thinking skills throughout the project.
In this lesson plan, students were broken up into groups based on reading level, and each group was given a book to read. The majority of this project consisted of students responding to parts of the book and applying various reading skills that we had already learned. This project consisted of higher order thinking skills at the analysis, evaluation, and creativity level of Bloom's taxonomy. First, students were required to analyze their books and infer the theme, character traits, and draw other conclusions
based on evidence found in the text. Then students were asked to form an opinion about their book and determine if they would recommend the book to a peer. They then had to justify their opinion. Finally, students were required to construct two responses to their book, and at the end of the project, they were to create a presentation giving an overview of the entire book. One of the processes that students had to use to complete these activities was decision-making. Once students finished their book, they had to decide whether or not they would recommend that book to a peer. This decision had to have some good reasons to back it up - it could not just be a quick "yes" or "no" decision. Finally, students had to use mental habits of mind such as critical thinking and creative thinking because the projects that I had them do required them to be creative and choose the best way to complete their book responses. Student choice was very prominent in this project.
I modeled and facilitated the implementation of a variety of digital tools to enhance and support all of the higher order thinking that took place throughout this project. First, students used Kidblog, Thinglink, or Glogster to respond to the book they were reading. This was a more authentic way for students to analyze and evaluate the book they were reading because other students were then able to view their work and respond to them. The response part is higher order thinking in and of itself because I stressed to students that a response must be more than just typing "good job." Also, since students got to choose which Web 2.0 tool to use for their book analysis and evaluation, they could choose the tool that would allow them to express their creativity in the best way. In addition, students used Movenote to explain why they would or would not recommend their book to a friend. Movenote allowed the students to record themselves talking, so their expressions and feelings toward the book were able to be conveyed in a fun and genuine way.
Through completing this artifact, I learned that technology is a great means to support and enhance higher order thinking skills, processes, and mental habits of mind. Technology allows for so many different ways to do things, and it also allows students to fully express their creativity as they work through these thinking skills. If I had to do this lesson plan over again, I would have given students multiple options for how to explain whether or not they would recommend their book to a peer. We had a lot of trouble with Movenote, and since it was the only option I gave, student choice was not allowed for that piece of the project. Next time, I would give students multiple presentation tools for them to choose from.
This artifact impacted student learning due to the higher level thinking that it promoted. Students were able to get really creative as they completed their projects, and it was exciting to see how engaged they were. This artifact also impacted faculty development due to the many teachers that I have shared this lesson plan with. They too have applied some form of this lesson with their students, and they have been amazed at how much technology truly can enhance instruction.