Higher thinking skills
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The document discusses using a constructivist approach and IT-based projects to promote higher-order thinking skills. It involves the teacher determining a topic, presenting a problem to students, and facilitating as students find information, organize their findings, develop answers, and evaluate outcomes. While creativity projects require making and designing, they may be too ambitious as a teaching tool on their own. The document advocates using IT-based projects within a constructivist learning environment facilitated by the teacher.
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Edtech Lesson 8 (Group 3 BSED 3A)
This document discusses using IT-based projects to develop higher-order thinking skills through constructivist learning approaches. It outlines 4 types of projects: 1) Resource-based projects where students find their own information; 2) Simple creations to develop creativity; 3) Guided hypermedia projects as instructive or communication tools; and 4) Web-based projects where students create web pages. Key elements of constructivism are the teacher establishing the learning environment and giving students tools/facilities while facilitating learning. The focus is on the learning process rather than products.
Higher Thinking Skills Through IT-Based Projects
This document discusses different types of IT-based projects that can be used to develop higher-order thinking skills. It describes constructivist and resource-based projects, where teachers facilitate learning by providing tools and guiding students to find information to solve problems. It also covers guided hypermedia projects where students create multimedia presentations, and web-based projects where students design web pages on topics. The goal is to move away from traditional teacher-centered models and focus on student-led inquiry, discovery, and learning through varied sources and flexible processes.
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Higher Thinking Skills Through IT-Based Projects
This document discusses different types of constructivist projects for students, including resource-based projects, guided hypermedia projects, and web-based projects. Resource-based projects involve students finding information to address problems or questions posed by the teacher. Guided hypermedia projects can involve students creating multimedia presentations using various media. Web-based projects allow students to create and post web pages on given topics, though this may be too sophisticated currently for most students. The document emphasizes that the teacher acts as a facilitator, providing tools and guidance for students to conduct self-directed learning through inquiry and discovery.
Higher thinking skills through it based projects
This are the ways were we can effectively used in teaching in order to engage students in activities of a higher plane of thinking.
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The document discusses using IT-based projects and resource-based learning to develop higher-level thinking skills. The general process involves teachers determining topics, presenting problems to students, and having students find and organize information to respond to the problems. Compared to traditional learning, resource-based learning uses varied sources, focuses on inquiry and discovery, emphasizes process over facts, and uses qualitative assessment.
Higher Thinking Skills Through IT-Based Projects
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IT for HOTS & Creativity
The document discusses how information technology can be used to develop higher-order thinking skills and creativity in students. It proposes using project-based learning, where students work on in-depth projects and make most of the decisions. When using IT-based projects, the focus should be on the process rather than just the product. Different types of IT-based projects are described, including resource-based projects where students find their own information, and web-based projects which allow a wider audience. Developing software and multimedia presentations can also help promote students' creativity.
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This document discusses using IT-based projects to develop higher-order thinking skills through constructivist learning approaches. It outlines 4 types of projects: 1) Resource-based projects where students find their own information; 2) Simple creations to develop creativity; 3) Guided hypermedia projects as instructive or communication tools; and 4) Web-based projects where students create web pages. Key elements of constructivism are the teacher establishing the learning environment and giving students tools/facilities while facilitating learning. The focus is on the learning process rather than products.
Higher Thinking Skills Through IT-Based Projects
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This document discusses four IT-based projects that can develop higher-level thinking skills: resource-based projects, simple creations, guided hypermedia projects, and web-based projects. Resource-based projects involve students finding their own information on a topic determined by the teacher. Simple creations aim to develop creativity by having students brainstorm ideas, judge them, act on them with flexibility. Guided hypermedia projects can involve students creating multimedia presentations either as an instructional tool or communication tool. Web-based projects could involve students creating webpages on a topic, but this may be too sophisticated currently for most students.
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The document discusses how information technology can be used to develop higher-order thinking skills and creativity in students. It proposes using project-based learning, where students work on in-depth projects and make most of the decisions. When using IT-based projects, the focus should be on the process rather than just the product. Different types of IT-based projects are described, including resource-based projects where students find their own information, and web-based projects which allow a wider audience. Developing software and multimedia presentations can also help promote students' creativity.
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The document discusses resource-based projects for developing higher-order thinking skills through IT. In these projects, the teacher determines a topic for examination by the class, presents the problem to students, and guides students as they organize information to respond to the problem or questions. Compared to traditional learning, resource-based learning positions the teacher as a facilitator rather than content expert, uses varied sources beyond textbooks, focuses on inquiry and discovery over packaged facts, emphasizes learning process over final products, and uses both quantitative and qualitative assessment.
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This document outlines four IT-based project types for developing higher-order thinking skills: 1) Resource-based projects where students research topics independently, 2) Simple creations where students design software or multimedia materials, 3) Guided hypermedia projects where students create presentations or multimedia reports, and 4) Web-based projects where students design webpages. The document also discusses constructivist teaching approaches and compares traditional versus resource-based learning models.
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This document discusses four IT-based projects that can be used to develop higher-level thinking skills among students: research-based projects, simple creations, guided hypermedia projects, and web-based projects. Research-based projects involve students finding information to answer a problem posed by the teacher. Simple creations focus on developing creativity through tasks like brainstorming, judging ideas, and adopting flexibility. Guided hypermedia projects can use tools like PowerPoint or multimedia presentations. Web-based projects involve students creating and posting web pages on a given topic, but this may be too sophisticated for most students.
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The document discusses resource-based projects for developing higher-order thinking skills through IT. In these projects, the teacher determines a topic for examination by the class, presents the problem to students, and guides students as they organize information to respond to the problem or questions. Compared to traditional learning, resource-based learning positions the teacher as a facilitator rather than content expert, uses varied sources beyond textbooks, focuses on inquiry and discovery over packaged facts, emphasizes learning process over final products, and uses both quantitative and qualitative assessment.
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This document outlines four IT-based project types for developing higher-order thinking skills: 1) Resource-based projects where students research topics independently, 2) Simple creations where students design software or multimedia materials, 3) Guided hypermedia projects where students create presentations or multimedia reports, and 4) Web-based projects where students design webpages. The document also discusses constructivist teaching approaches and compares traditional versus resource-based learning models.
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Lesson 8
This document discusses four IT-based projects that can be used to develop higher-level thinking skills among students: research-based projects, simple creations, guided hypermedia projects, and web-based projects. Research-based projects involve students finding information to answer a problem posed by the teacher. Simple creations focus on developing creativity through tasks like brainstorming, judging ideas, and adopting flexibility. Guided hypermedia projects can use tools like PowerPoint or multimedia presentations. Web-based projects involve students creating and posting web pages on a given topic, but this may be too sophisticated for most students.
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This document outlines guidelines for effectively using media and audiovisual materials in teaching. It recommends that teachers thoroughly plan lessons by considering student needs, material value, and how media can best be utilized. When using media, teachers should prepare the classroom, introduce the material to students, actively present it, summarize key points, and evaluate student understanding through tests, discussions or other follow-up activities. A systematic approach is emphasized to ensure media is smoothly integrated into the learning process across introduction, development, organization, summarization and evaluation phases.
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The document discusses using IT-based projects to develop higher-order thinking skills. It explains that the teacher creates a learning environment and provides students with tools and resources, acting as a facilitator. Students are presented with a problem and use various information sources to organize their findings in response. Traditional learning focuses on factual information from textbooks, while resource-based learning emphasizes the inquiry process using diverse sources. IT-based projects involve defining tasks, brainstorming ideas, evaluating concepts, taking action, and remaining flexible.
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This document outlines a systematic approach to teaching students that involves defining objectives, choosing appropriate methods and experiences, selecting materials, and evaluating outcomes. It also discusses student-centered learning (SCL) classrooms, noting that SCL has been advocated since the 20th century as a way to make students the center of the teaching-learning process. SCL classrooms are characterized by students working individually or in groups using information and communication technologies to perform tasks like word processing, presentations, online research, and brainstorming, with teachers providing individualized instruction.
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Project-based learning involves student inquiry in response to an open-ended question or challenge. Students learn key academic content and 21st century skills like communication, collaboration, and critical thinking by researching and creating an end product or performance. Some fundamentals of project-based learning include beginning with a vision of the final product, incorporating student voice and choice, and providing feedback and opportunities for revision. Proponents argue that it leads to deeper understanding, builds workplace skills, and motivates students. Teachers have flexibility in how much and how often they incorporate project-based learning into their curriculum.
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- Using project-based learning and technology like Web 2.0 tools in the classroom.
- The importance of diversity and developing classrooms that support students from all backgrounds.
- Preparing classrooms that facilitate active, engaged learning through various methods and environments.
- A question on whether standardized testing needs to change to better align with evolving teaching approaches.
Project based learning-(pbl)
Project-Based Learning (PBL) is a student-centered approach that engages students in exploring meaningful questions through investigations and collaborations. PBL involves students investigating authentic problems in an open-ended manner over a long-term period using interdisciplinary skills which requires critical thinking, incorporates feedback and revision, and results in a publicly presented product. PBL relies on learning groups where students determine their own projects and take responsibility for their learning in a constructivist manner by working together to accomplish goals. Benefits of PBL include increased attendance, academic gains, development of complex skills and access to broader learning, while risks include lack of preparation, requiring more time, potential anxiety and group dynamics issues.
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The integrated approach
The integrated approach to teaching aims to provide learner-centered education where students learn by doing in contexts they find interesting. It allows students to make connections between different subject areas and build on their own experiences. Some benefits include engaging students in relevant learning, encouraging understanding of interrelationships, and providing opportunities for students to demonstrate competence beyond tests. Effective integration of information and communication technologies (ICTs) can enhance student learning, support curriculum integration across subjects, enable ubiquitous learning, and increase collaboration between teachers, students, and administrators. Key approaches include project-based, task-based, active, collaborative, inquiry-based, cooperative, and problem-based learning. The teacher takes on a facilitator role by setting open-ended, contextualized
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This presentation discusses integrating technology into science education. It is comprised of three main sections. The first focuses on using digital cameras in the classroom to aid in scientific data collection and documentation. The second discusses how technology has become deeply embedded in everyday life and the challenges of defining it. The third section explores how the internet has changed science teaching and learning, enabling virtual experiments and research. The conclusion emphasizes that technology can serve as an integrator across subjects and provide new modes for interdisciplinary, collaborative learning experiences.
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Higher Thinking Skills through IT-Based Projects by G.J.V
Higher Thinking Skills through IT-Based Projects by G.J.V
Session02d ICT for Meaningful Learning (Learning by Doing)
Session02d ICT for Meaningful Learning (Learning by Doing)
Lesson 8 Higher Order Thinking Skills Through IT-based Projects
Lesson 8 Higher Order Thinking Skills Through IT-based Projects
1. Activities to encourage 21st century thinking and learning
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The document outlines the National Professional Standards for Teachers in Australia. It is organized into three domains: Professional Knowledge, Professional Practice, and Professional Engagement. Each domain contains several focus areas or standards that teachers are expected to demonstrate. The document then provides examples of how information and communication technology (ICT) can be integrated to support teachers in meeting the various standards across the three domains. Specifically, it gives developmental examples of how teachers can use ICT strategies and tools to enhance their professional knowledge, practice, and engagement.
Lesson plan
A lesson plan guides classroom instruction by detailing the objectives, activities, and assessments for a lesson. It helps teachers stay organized, engage students, and ensure all required topics are covered. While developing detailed lesson plans requires time, it saves effort in the long run and improves teaching skills. Lesson plans provide structure for students and allow teachers to efficiently manage their time and resources.
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.
Higher thinking Skills through IT-Based projects
The document describes a higher thinking skills project using IT-based learning. It involves the teacher presenting a problem to students, who then find information to organize a response. The traditional learning model focuses on teachers as experts providing facts from textbooks, while the resource-based model positions teachers as guides facilitating a varied sources and emphasis on the learning process. The project involves defining a task, brainstorming ideas, judging concepts, taking action, and allowing flexibility.
PED-104-GROUP-03 final.pptx
This document discusses different approaches to curriculum design, including learner-centered, subject-centered, and problem-centered designs. It provides details on various types of each design, including their principles, advantages, and disadvantages. For learner-centered design, it discusses child-centered, experience-centered, and humanistic designs. For subject-centered design, it covers subject, discipline, correlation, and broad field designs. For problem-centered design, it examines life-situations and core designs. The document aims to inform readers on key considerations for different curriculum approaches.
Higher thinking
The document discusses using IT-based projects to develop higher-order thinking skills. It explains that the teacher creates a learning environment and provides students with tools and resources, acting as a facilitator. Students are presented with a problem and use various information sources to organize their findings in response. Traditional learning focuses on factual information from textbooks, while resource-based learning emphasizes the inquiry process using diverse sources. IT-based projects involve defining tasks, brainstorming ideas, evaluating concepts, taking action, and remaining flexible.
educational technology... vina and nina
The document discusses using IT-based projects to develop higher-order thinking skills through a constructivist approach. It outlines four types of projects: 1) Resource-based projects where students research a topic and organize information; 2) Simple creations where students develop skills like analyzing and synthesizing by making simple software; 3) Problem-solving projects where students solve real-world problems; and 4) Web-based projects where students create websites on topics. The goal is to move from a traditional teaching model to one where students facilitate their own learning through inquiry and discovery with teacher guidance.
Problem based learning
This document discusses problem-based learning (PBL), including its objectives, theoretical underpinnings, roles of instructors and students, advantages, and disadvantages. PBL is a learner-centered approach that uses real-world problems as a stimulus for students to identify their own learning needs and actively explore the problem collaboratively. It aims to develop students' problem-solving, self-directed learning, teamwork, content knowledge, and language skills. The instructor guides students rather than directly teaching them. While PBL may improve long-term retention and skills, it can also lead to poorer test performance if not implemented effectively.
Higher thinking skills through it based pojects
The document discusses four IT-based projects to develop higher-order thinking skills: 1) Resource-based projects engage students in finding and organizing information from multiple sources to answer teacher-provided problems or questions. 2) Simple creations allow students to create their own software or multimedia materials. 3) Guided hypermedia projects involve students producing instructional or communicative multimedia presentations using tools like PowerPoint. 4) Web-based projects have students create and post webpages on given topics.
Lesson plan handout
This document provides an introduction to developing effective lesson plans for counseling in schools. It outlines that lesson plans (1) empower educators by allowing them to structure their own lessons, (2) communicate important information to students and teachers, and (3) serve as a guide for organizing thoughts and materials. Developing strong lesson plans requires thinking, practice, and reflection. While formats can vary, effective plans should include learning objectives, instructional procedures, required resources and materials, and an evaluation component linking back to the objectives. Common errors to avoid are not clearly linking objectives to activities, assessment, and materials chosen. The document concludes with steps to create an effective plan such as determining objectives, selecting instructional methods, and planning for evaluation
Marielle Briz
This document outlines the objectives and process of resource-based learning compared to traditional learning. The objectives are for students to differentiate between traditional and resource-based learning and develop creativity using technology. Resource-based learning involves students finding their own information from varied sources like print, video and the internet, with the teacher acting as a guide. Some examples of resource-based projects are provided. The key differences between the two models are described, with resource-based learning focusing on inquiry, varied sources, and emphasizing process over product.
Project-Based Learning
Project-based learning is an instructional approach where students explore real-world problems and challenges in collaborative groups, developing cross-curriculum skills. It helps students apply their learning to real life, inspires deeper understanding of subjects, and increases retention of knowledge. Students develop confidence, self-direction, and see the positive impact of their work within a community.
Tom Ward 831 Presentation
The document discusses project-based learning (PBL) as an effective approach for educating at-risk students. PBL engages students through extended inquiry projects that are student-directed, hands-on, and focused on real-world problems. It has benefits like teaching cross-curricular skills, reducing stress, and eliminating performance gaps between socioeconomic groups. While PBL requires adjustments for teachers and careful planning, it can provide students with skills demanded by modern economies when implemented successfully.
Higherthinking 131012073623-phpapp02
The document discusses using IT-based projects to develop higher-order thinking skills. It outlines a process where the teacher first presents a problem to students, who then find information to organize a response. This follows a resource-based learning model where the teacher facilitates as a guide, students access varied sources, and the focus is on the learning process and both quantitative and qualitative assessment. The document also provides steps for simple IT-based creation projects, starting with defining the task and including brainstorming, judging ideas, taking action, and adopting flexibility.
Higher thinking skills through it based projects
This document discusses 4 types of IT-based projects that can engage students in higher-level thinking:
1. Resource-based projects require students to independently research topics and find their own information beyond textbooks.
2. Simple creations involve students developing their own software or multimedia materials. This allows them to be creative and develop skills like analyzing, synthesizing, and promoting ideas.
3. Guided hypermedia projects involve students creating multimedia presentations, either as instructional tools or communication tools like news reports.
4. Web-based projects could have students build single-page websites, but posting online may be too ambitious currently for teaching and learning.
Annotated learning-sequence
This document provides an example of a learning sequence titled "In the News" about local issues in the media. The sequence includes 6 learning items: 1) A discussion is used to engage students and identify issues. 2) A task is used for groups to further explore issues. 3) A journal is used for students to research and compile information on their issue. 4) A submission is used for students to write an article on their issue. 5) Another task is used for students to present their issue orally. The sequence provides different activities to complement and build upon each other to develop understanding of local issues.
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Higher thinking skills
- 1. HIGHER THINKING SKILLS THROUGH IT-BASED PROJECTS
- 2. KEY ELEMENTS OF A CONSTRUCTIVIST APPROACH TO INSTRUCTION a. The teacher creating the learning environment b. The teacher giving students the tools and facilities c. The teacher facilitating learning
- 4. The teacher steps out of the traditional role of being an content expert and information provider
- 5. 1. The teacher 3. The students find determines the information on the topic for the problem/questions examination of the class. 2. The teacher presents the problem to the class.
- 6. 4. Students organize their information in response to the problem/questions 7. Evaluate . outcome. 5. Students collect/evaluate/orga 6. Students nize data/information develop answer/explain conclusions.
- 7. Creating is more consonant with planning, making, assembling, designing or building.
- 11. Creativity project may be to ambitious as a tool in the teaching-learning process.