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:
The internet lesson plan contained a series of science lessons that focused on animal’s life cycles. The lesson plan was designed to teach Georgia second-grade science standards as well as ISTE student standards. The lesson incorporated several higher-order thinking strategies that allowed second graders to explore the life cycle of an animal using an inquiry-oriented lesson format called a WebQuest. To demonstrate their learning, students created a PowerPoint presentation that told about their animal’s life cycle and other interesting facts about their animal.
Standard 2.4 states, “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).” During whole group instruction, I would model how to use the different digital tools that are embedded within the WebQuest. Next, students would begin discovering information about their animals in a series of scaffolded tasks. Tasks will include a variety of activities that supports higher-order thinking skills using digital tools and resources. Tasks will enhance decision making and support mental habits of the mind, by allowing students to make decisions, choosing additional information and facts about their animals.
Creating this artifact helped me to build an amazing digital tool that gives students the chance to learn through inquiry, all while challenging students to use higher-order thinking skills, problem solve and reflect upon their learning. To improve the quality of the artifact, I would give students a choice on what product they want to create for their final projects, such as a brochure, poster, or comic strip.
The work that went into creating this artifact would impact student learning. Not only would students learned about animals’ life cycles, but they will also use digital tools and resources to increase their crucial thinking skills. A rubric and a summative assessment would be great tools to use to asses the impact of this unit.
The internet lesson plan contained a series of science lessons that focused on animal’s life cycles. The lesson plan was designed to teach Georgia second-grade science standards as well as ISTE student standards. The lesson incorporated several higher-order thinking strategies that allowed second graders to explore the life cycle of an animal using an inquiry-oriented lesson format called a WebQuest. To demonstrate their learning, students created a PowerPoint presentation that told about their animal’s life cycle and other interesting facts about their animal.
Standard 2.4 states, “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).” During whole group instruction, I would model how to use the different digital tools that are embedded within the WebQuest. Next, students would begin discovering information about their animals in a series of scaffolded tasks. Tasks will include a variety of activities that supports higher-order thinking skills using digital tools and resources. Tasks will enhance decision making and support mental habits of the mind, by allowing students to make decisions, choosing additional information and facts about their animals.
Creating this artifact helped me to build an amazing digital tool that gives students the chance to learn through inquiry, all while challenging students to use higher-order thinking skills, problem solve and reflect upon their learning. To improve the quality of the artifact, I would give students a choice on what product they want to create for their final projects, such as a brochure, poster, or comic strip.
The work that went into creating this artifact would impact student learning. Not only would students learned about animals’ life cycles, but they will also use digital tools and resources to increase their crucial thinking skills. A rubric and a summative assessment would be great tools to use to asses the impact of this unit.