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Lesson 8 Higher Thinking Skills Through IT-Based Projects

This presentation helps the student-teacher to know his/her role to engaged his/her students in activities of a higher plane thinking.

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Lesson 8 Higher Thinking Skills Through IT-Based Projects

  2. 2. In this lesson, we shall discuss four types of IT – Based Project which can effectively be used in order to engage students in activities of a higher plane thinking.
  3. 3. It is to be understood that these projects do not address all of the thinking skills…..But these projects represent constructivist projects, containing the key elements of a constructivist approach to instruction, namely: (a.) the teacher creating the learning environment (b.) the teacher giving students the tools and facilities, and (c.) the teacher facilitating learning
  4. 4. 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
  5. 5. Now let us see the four IT-based projects conducive to develop higher thinking skills and creativity among learners…
  6. 6. I. Resource-based Projects In these projects, the teacher steps out of the traditional role of being an content expert and information provider, and instead lets the students find their own facts and information.
  7. 7. The general flow of events in resource- based projects are: • The teacher determines the topic for the examination of the class. • The teacher presents the problem to the class • The students find information on the problem/questions. • Students organize their information in response to the problem/questions.
  8. 8. The central principle in finding information is to make the students go beyond the textbook and curriculum materials. But, students are also encourage to go to the library, particularly to the modern extension of the modern library, the Internet
  9. 9. 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”
  10. 10. Difference between the traditional and resource-based learning approach to instruction…. Traditional learning model Resource-based learning model Teacher is expert and information provider Teacher is a guide and facilitator Textbook is key source of information Sources are varied (print, video, Internet, etc.) Focus on facts information is packaged in neat parcels Focus on learning inquiry/quest/discovery The product is the be-all and end-all of learning Emphasis on process Assessment is quantitative Assessment is quantitative and qualitative
  11. 11. Self-Help Put a check mark ( ) for what is desirable or a cross mark ( ) for what is not desirable in the short schematic outline of a lesson-plan using the resource-based approach. 1. Specify your objectives. The level of learning outcome is ( ) simply a factual recall of information. ( ) specific higher level of thinking skills (as in Framework)
  12. 12. 2. Present to students the problem which ( ) is simple, narrow problem. ( ) are broad, divergent, multiple problems. ( ) calls for a factual answer only. ( ) requires forming an opinion, or construct a unique multi-faceted solution. 3. Locate resources of information. ( ) Teacher selects resources. ( ) Students select resources (incl. Internet) with teacher’s guidance.
  13. 13. 4. Introduce the process ( )Teachers show the entire process. ( )Students are given milepost guide/check- list by teacher. 5. Students collect/evaluate/organize data/information. ( ) Students rely on data given by teacher. ( ) Students build their discovery strategies.
  14. 14. 6. Students develop answer/explain conclusions ( ) Students strictly follow teacher’s expectations. ( ) Students defend their discovery using meta cognitive skills 7. Evaluate outcome. ( ) Individual, not cooperative skills are important. ( )Students share their work with others/sharing of work between schools using the Internet is possible.
  15. 15. Webquest as a Resource  is an inquiry-oriented activity in which most or all of the information used by learners are drawn from the web.  It is designed to use learners’ time well, to focus on information rather than looking for it. It also supports the learners’ thinking at the levels of analysis, synthesis and evaluation. See samples here: http://www.teachnology.com/teachers/ lesson_plans/
  16. 16. II. Simple Creation • 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.
  17. 17. 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 themselves
  18. 18. To develop creativity, the following five key tasks may be recommended: 1. Define the task. 2.Brainstorm. 3. Judge the ideas. 4. Act. 5. Adopt flexibility.
  19. 19. 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 stimulate a television news show.
  20. 20. IV. Web-Based Projects Students (You) can be made to create and post webpages on a given topic. But creating webpages, even single page webpages, may be too sophisticated and time consuming …
  21. 21. It should be said, however, that posting of webpages in the Internet allows you(now the webpage creator) a wider audience. You can also be linked with other related sites in the Internet Creativity projects as tools in the teaching – learning process can be achieved with the assistance of advisers adept in the technical use of Internet