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:
itec_7400__el_final_drake.doc | |
File Size: | 39 kb |
File Type: | doc |
Reflection:
The Engaged Learning Project for ITEC 7400 is the primary artifact for Standard 2.4. The assignment involved creating an authentic learning experience to engage my students. I researched and developed a problem-solving experience, the Mexican Business Proposal, for my students in a virtual middle school. In this project students would research an area in Mexico. Based on the region’s resources, the students will create a business proposal. This business must address one of the previously researched problems in the region. During the development of the project, I raised the original LoTi from a 2 to a 5 or higher.
Standard 2.4: Authentic Learning, established the expectations for artifact alignment with higher order thinking skills, process, and mental habits of mind. The Mexican Business Proposal is a content standards-based learning experience that addresses the higher order thinking skills, process, and mental habits of mind component of Standard 2.4. Students participate in a real-life scenario by taking on the role of an international industrialist. Students activate their prior knowledge of Mexico and enact a complex set of problem-solving strategies by researching the resources in the region. They then summarized and analyzed the resources and problems in Mexico. Based on the information they learned from their research, they then, using critical and creative thinking skills, created a business proposal that capitalizes off of the available resources while working to address one of the region’s problems. I also facilitated the connection of students to an expert from the Mexican Chamber of Commerce who provided information and answered student generated questions. During this higher order thinking skilled enhanced experience, I modeled the use of a variety digital tools and resources such as Edmodo, Grolier Online, Indeed.com and various presentation software. I also facilitated the use of digital tools by providing synchronous and asynchronous student support of implementing the project via phone, email and Adobe Connect. The students’ business proposals varied greatly and so did their presentations. Students had the option to produce their presentations in Microsoft, Google, Canva, etc. The students shared their presentations with each other via Edmodo, evaluated their peers presentations, and used their decision-making skills to select three proposals from the class to be presented to the Mexican Chamber of Commerce. The students all provided reflective feedback for the top three presentations and these proposals were revised for presentation to the Mexican Chamber of Commerce.
During the creation of the authentic-learning experience, I learned that there was a Latin Chamber of Commerce in Atlanta. This was information that I would have never learned if I had not attempted to raise the LoTi level of the Mexican Business Proposal. I learned that increasing the LoTi level did not just include developing the authenticity of a learning experience, but also entailed increasing the higher order thinking skills. I learned that feedback from your peers is the best way to reflect on your assignment and make improvements to it. To improve the quality of this learning experience I would have the students post their presentations to Padlet. I learned about Padlet after developing this learning experience. Padlet would allow more students, educators, parents, etc. to evaluate and reflect on the students’ proposals while still providing privacy and safety.
The work that went into creating the artifact impacted student learning. The Mexican Business Proposal impacted student learning by providing an alternate means for students to display mastery of content, show creativity, increase their problem-solving and critical thinking skills, and enhance their technology skills. The impact on student learning can be assessed by a teacher created rubric, assessments in the LMS, and standards-based benchmarks.