LESSON 9:Higher Thinking Skills

Through IT-Based Projects

OVERVIEW:

In this lesson, we

shall discuss four types

of IT-based projects

which can effectively be

used in order to engage

students in activities of a

higher plane of thinking.

To be noted is the fact

that these projects differ

in the specific process and

skills employed, also in

the ultimate activity or

platform used to

communicate completed

products to others.

  It is to be understood that these projects do not address all of the thinking skills shown previously in the Thinking Skills Framework. But these projects represent constructivist project.

  Key Elements of a constructivist approach:

a)      The teacher creating the learning environment.

b)      The teacher giving students the tool and 

facilities.c)      The teacher 

facilitating learning.

Four IT-based Projects

II. SIMPLE CREATIONS

III. GUIDED HYPERMEDIA PROJECTS

IV. WEB-BASED PROJECTS

I. RESOURCE-BASED PROJECTS

The teacher steps out of the traditional role of being an context expert and information provider, and instead lets the students find their own facts and information.

 

RESOURCE-BASED PROJECTS

I. RESOURCE-BASED PROJECTS

THE GENERAL FLOWS OF EVENTS IN RESOURCE-BASED

PROJECTS ARE:

1. The teacher determines the topic for the examination of class.

2. The teacher presents the problem to the class.

3. The students find information on the problem/questions.4. Students organize their information in response to the problem/questions.

Relating to finding information, the central principle is to make the students “go beyond the textbook and curriculum materials”.

Students are encouraged to go to the

library,

particularly to the modern extension of the modern library,

the Internet.

Furthermore, the inquiry-based or discovery approach is given importance in resource-based projects.

Finally, the process is given more importance than the project product.

Traditional learning model

Resource-based learning model

1. Teacher is expert and information provides

1. Teacher is a guide and facilitator

2. Textbook is key source of information

2. Sources are varied(print, video. Internet, etc.)

3. Focus on factsInformation is packagedIn neat parcels

3. Focus on learning inquiry, quest, or discovery

4. The product is the be-all and end-all of learning

4. Emphasis on process

5. Assessment is quantitative 5. Assessment is quantitative and qualitative.

TRADITIONAL AND RESOURCE-BASED LEARNING

TRADITIONAL ANDRESOURCE-BASED

LEARNING

II. SIMPLE CREATIONS

more consonant

with planning,

making, assembling,

designing and/or

building.

 In developing software, creativity as an outcome should not be equated with ingenuity or high intelligence.

Creativity is said to combine three kinds of skills/abilities :

•       Analyzing- distinguishing similarities and differences/ seeing the project as a problem to be solved.

•       Synthesizing- making spontaneous connections among ideas, does generating interesting or new ideas.

•       Promoting- selling of a new ideas to allow the public to test the ideas themselves.

The five key task to develop creativity:

Define the task- clarify the goal of the completed project to the student.

Brainstorm- the students themselves will be allowed to generate their own ideas on the project. Rather than shoot down ideas, the teacher encourages ideas exchange.

Judge the ideas- the students themselves make an appraisal for or against any idea. Only when students are completely off check should the teacher intervene.

Act- the students do their work with the teacher a facilitator.

Adopt flexibility- the students should be allowed to shift gears and not follow an action path rigidly.

III.  GUIDED HYPERMEDIA PROJECTSIII. GUIDED HYPERMEDIA PROJECTS

The production of self-made multimedia projects can be approached into different ways:

1. Instructive tools 2.Constructive tools

- such as in the production by students of a power-point presentation of a selective topic.

1. Instructive Tool

- such as when students do a multi-media presentation (with text, graphs, photos, audio narration, interviews, video clips, etc. ).

2. Constructive Tools

IV. WEB-BASED PROJECTS

Students can be made to create and post web pages on a given topic. But creating new pages, even single page web pages, maybe tool sophisticated and time consuming for the average student.

IV. WEB-BASED PROJECTS

It should be said, however, that posting of web pages in the Internet allows the students (now the web page creator) a wider audience. They can also be linked with other related sites in the Internet. But as of now, this creativity project maybe to ambitious as a tool in the teaching-learning process.

Presented by:

Ma. Rocela CulasteRisanica OlasoKent Gerald EsparagozaBSEd Math 3