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).
Artifact: Webquest and Webquest Reflection Paper
Reflection:
The Extraordinary Electrifying Webquest was created in the spring of 2011 in ITEC 7445 to have students take on a real world job while rising to the challenge of the task presented with all components being hosted on a website. This webquest demonstrates higher order thinking skills because the task uses the top of Bloom's taxonomy to challenge and push the students' thinking. Through implementation and evaluating, students' minds will expand with science knowledge to create an end product that is uniquely theirs in every way.
Through the completion of this artifact, I learned how to write high-level tasks that utilize all aspects of Bloom's taxonomy by slowly increasing the rigor of an assignment at an appropriate pace for students by gently making each step slightly more complex. If I was to create this webquest again, I would put my focus on the content and once it was perfected, I would then focus on the design aspect of the webquest. I love creating web design’s but in education, the importance should always lie with student outcomes and the standards not how something looks. More effort should be put on the content and less on the aesthetics. This artifact impacts student learning because it creates an authentic environment where students can go to learn science in an interesting way. By creating an interesting learning environment, it helps to engage students, which in turn increases student achievement. This can be assessed by looking at the student created products to see if they mastered the concepts that were the focus of the webquest.
The Extraordinary Electrifying Webquest was created in the spring of 2011 in ITEC 7445 to have students take on a real world job while rising to the challenge of the task presented with all components being hosted on a website. This webquest demonstrates higher order thinking skills because the task uses the top of Bloom's taxonomy to challenge and push the students' thinking. Through implementation and evaluating, students' minds will expand with science knowledge to create an end product that is uniquely theirs in every way.
Through the completion of this artifact, I learned how to write high-level tasks that utilize all aspects of Bloom's taxonomy by slowly increasing the rigor of an assignment at an appropriate pace for students by gently making each step slightly more complex. If I was to create this webquest again, I would put my focus on the content and once it was perfected, I would then focus on the design aspect of the webquest. I love creating web design’s but in education, the importance should always lie with student outcomes and the standards not how something looks. More effort should be put on the content and less on the aesthetics. This artifact impacts student learning because it creates an authentic environment where students can go to learn science in an interesting way. By creating an interesting learning environment, it helps to engage students, which in turn increases student achievement. This can be assessed by looking at the student created products to see if they mastered the concepts that were the focus of the webquest.