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.

1. Bicol University
College of Agriculture and Forestry
Guinobatan, Albay
LESSON 8
HIGHER ORDER THINKING
SKILLS THROUGH IT-
BASED PROJECTS
Prepared by:
INA L. OSTONAL
III-BAT-ATE1

2. KEY ELEMENTS OF
CONSTRUCTIVIST
APPROACH
The teacher creating
the learning
environment.
The teacher giving
student the tools and
facilities; and
The teacher facilitating
learning.

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

4. I. RESOURCE-BASED PROJECTS
The teacher steps
out of the traditional
role of being a content
expert and information
provider, but instead let
the students find their
own facts and
information.

5. The General Flow 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 or
questions.
4. Students organize their information in response
to the problems or questions.

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

7. II. SIMPLE CREATIONS
 Student can also be assigned to
create their software materials to
supplement the need for
relevant and effective materials.
 Creating is more consonant with
planning, making, assembling,
designing, or building.

8. Creativity is said to Combine 3
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 new ideas to allow the
public to test the ideas of themselves.

9. 1. DEFINE THE TASK- clarify the goal of
the completed project to the student.
2. BRAINSTORM- the students themselves
will be allowed to generate their own
ideas on the project. Rather than shoot
down ideas, the teacher encourage ideas
exchange.

10. 3. JUDGE THE IDEAS- the students
themselves make an appraisal for or against
any idea.
4. ACT- the students do their work with the
teacher as a facilitator.
5. ADOPT FLEXIBILITY- the students
should be allowed to shift gears and not
follow an action path rigidly.

11. III. GUIDED HYPERMEDIA
PROJECTS

12. The production of self-made multimedia
projects can be approached into two different
ways:
A. INSTRUCTIVE TOOL
B. COMMUNICATION TOOL

13. As an INSTRUCTIVE
TOOL, such as in the
production by
student of a power-
point presentation of
a selected topic.

14. As a COMMUNICATION TOOL,
such as when student do a
multimedia presentation (with
text, graph, photos, audio,
narration, interviews, video
clips, etc. to simulate a
television news show

15. IV. WEB-BASED PROJECTS
Student 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 student.