This document discusses four types of IT-based projects that can engage students in higher-level thinking: resource-based projects, simple creations, guided hypermedia projects, and web-based projects. Resource-based projects involve students researching a topic and organizing information to address problems or questions, going beyond textbooks. Simple creations have students use software to create supplemental learning materials. Guided hypermedia uses multimedia for presentations, while web-based projects involve students creating single-page websites on topics. The goal is for students to develop complex thinking skills through constructive learning processes in completing such projects.

1. HIGHER THINKING SKILLS THROUGH IT-BASED
PROJECTS

2. OVERVIEW
In this lesson, we shall discuss about 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 on the
specific process and skills employed, also in the
ultimate activity or platform used to communicate
completed products to others.

3. 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
approach to instruction.

5. FOUR IT-BASED PROJECT
I. RESOURCE-BASED
PROJECTS
II. SIMPLE CREATIONS
III. GUIDED HYPERMEDIA
PROJECTS
IV. WEB-BASED PROJECTS

6. The teacher steps out
of the traditional role
of being an content
expert and
information provider,
and instead lets the
students find their
own facts and
information.
I. RESOURCE-BASED
PROJECTS

7. The General flow of events in Resource-Based
Projects
1. The teacher determines the topic for the
examination of class (e.g. “the definition of the
man”)
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.

8. Relating to finding information, tsthe central
principle is to make the students “go beyond the
textbook and curriculum materials”.
Students are also encouraged to go to the
library, particularly to the modern extension
of the modern library, the internet.

9. TRADITIONAL LEARNING MODEL RESOURCE-BASED LEARNING MODEL
Teacher is expert & information
provider
Teacher is a guide & facilitator
Textbook is key source of information
Source are varied
(print, video, internet ,etc.)
Focus on facts information is
packaged In neat parcels
Focus on learning
inquiry/quest/discovery
The product is the be-all and end-all
of learning
Emphasis of process
Assessment in quantitative
Assessment is quantitative and
qualitative

10. II.SIMPLE CREATIONS

11.  Students can also be assigned to create their
software materials to supplement the need for
relevant and effective materials.Of course, there
are available software materials such as creative
writer (by microsoft) on writing, kidWork Deluxe
(by Davidson) on drawing and painting, and
MediaWeave by Humanities software0 on
multimedia.

12. Creating is more consonant with planning,
making, assembling, designing, or building.
Creativity is said to combine three kind of
skills/abilities:
 Analyzing
 Synthesizing
 Promoting

13. To develop creativity, the following five key tasks
may be recommended:
1. Define the tasks
2. Brainstorm
3. Judge the ideas
4. Act
5. Adopt flexibility

14. The Upgraded Project Method
Given these complex thinking skills, the modern day teacher
can now be guided on his goal to help student achieve
higher level thinking skills and creativity beyond the
ordinary benchmark of the student’s passing, even excelling
achievement test.

15. Project Method For Higher Learning
Outcomes
 Consists in having the students work on
projects with depth, complexity, duration and
relevance to the real world.

16. Project Method
 There is a tighter link between the use of
projects for simply coming up with products to
having the students undergo the process of
complex/higher thinking under the framework of the
constructivist paradigm.

17. The Process
 The process of project implementation
takes the students to the steps, efforts,
and experiences in project completion.

18. Guided Hypermedia
Projects
As an instructive tool, such as in the
production by students of power-point
presentation of a selective topic.

19. As a communication tool, such as
when students do a multimedia
presentation ( with text, graphics,
photos, audio narration,
interviews, video clips, etc. to
simulate a television news show.

20. Web Based Project

21. Web Based Project
Students can be made to create and post
webpages on a given topic.
• But creating webpages, even single page webpages, may
be too sophisticated and time consuming for the
average students

22. However, that posting of webpages in the
Internet allows the students a wider
audience.
They can also be linked with other related
cites in the Internet.
But as of now, this creativity project may be
too ambitious tool as a tool in the
teaching-learning process.

23. If kids come to us from strong, healthy functioning
families, it makes our job easier.
If they do not come to us from strong, healthy,
functioning families, it makes our job more important.
-Barbara Colorose