This presentation helps the student-teacher to know his/her role to engaged his/her students in activities of a higher plane thinking.

1. HIGHER
THINKING SKILLS
THROUGH
IT – BASED
PROJECTS

2. In this lesson, we shall discuss
four types of IT – Based Project
which can effectively be used in
order to engage students in
activities of a higher plane
thinking.

3. It is to be understood that these projects
do not address all of the thinking
skills…..But these projects represent constructivist
projects, containing the key elements of a
constructivist approach to instruction,
namely:
(a.) the teacher creating
the learning environment
(b.) the teacher giving
students the tools and
facilities, and
(c.) the teacher facilitating
learning

4. It is the students themselves who
demonstrate higher thinking skills and
creativity through such activities
searching for information, organizing
and synthesizing ideas, creating
presentations and the like

5. Now let us see the four
IT-based projects
conducive to develop
higher thinking skills
and creativity among
learners…

6. I. Resource-based Projects
In these projects, 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.

7. The general flow of events in resource-
based projects are:
• The teacher determines the topic for the
examination of the class.
• The teacher presents the problem to the
class
• The students find information on the
problem/questions.
• Students organize their information in
response to the problem/questions.

8. The central principle in finding
information is to make the
students go beyond the
textbook and curriculum
materials.
But, students are also
encourage to go to the library,
particularly to the modern
extension of the modern library,
the Internet

9. Furthermore, the
inquiry-based or
discovery approach is
given importance in
resource-based
projects. This requires
that the students,
individually or
cooperatively with
members of his group,
relate gathered
information to the “real
world”

10. Difference between the traditional and resource-based
learning approach to instruction….
Traditional learning model Resource-based learning model
Teacher is expert and information
provider
Teacher is a guide and facilitator
Textbook is key source of information
Sources 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 on process
Assessment is quantitative
Assessment is quantitative and
qualitative

11. Self-Help
Put a check mark ( ) for what is desirable or a
cross mark ( ) for what is not desirable in the
short schematic outline of a lesson-plan using the
resource-based approach.
1. Specify your objectives. The level of learning
outcome is
( ) simply a factual recall of information.
( ) specific higher level of thinking skills (as in
Framework)

12. 2. Present to students the problem which
( ) is simple, narrow problem.
( ) are broad, divergent, multiple problems.
( ) calls for a factual answer only.
( ) requires forming an opinion, or construct
a unique multi-faceted solution.
3. Locate resources of information.
( ) Teacher selects resources.
( ) Students select resources (incl. Internet)
with teacher’s guidance.

13. 4. Introduce the process
( )Teachers show the entire process.
( )Students are given milepost guide/check-
list by teacher.
5. Students collect/evaluate/organize
data/information.
( ) Students rely on data given by teacher.
( ) Students build their discovery strategies.

14. 6. Students develop answer/explain conclusions
( ) Students strictly follow teacher’s
expectations.
( ) Students defend their discovery using
meta cognitive skills
7. Evaluate outcome.
( ) Individual, not cooperative skills are
important.
( )Students share their work with
others/sharing of work between schools
using the Internet is possible.

15. Webquest as a Resource
 is an inquiry-oriented activity in
which most or all of the information
used by learners are drawn from
the web.
 It is designed to use learners’ time
well, to focus on information rather
than looking for it. It also supports
the learners’ thinking at the levels
of analysis, synthesis and
evaluation.
See samples here:
http://www.teachnology.com/teachers/
lesson_plans/

16. II. Simple Creation
• In developing software,
creativity as an outcome
should not be equated
with ingenuity or high
intelligence. Creating is
more consonant with
planning, making,
assembling, designing,
or building.

17. Creativity is said to
combine three kind of
skills/abilities:
• Analyzing – distinguishing similarities and
differences/seeing the project as a problem
to be solved
• Synthesizing – making spontaneous
connections among ideas, thus generating
interesting or new ideas
• Promoting – selling of new ideas to allow
the public to test the ideas themselves

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

19. III. Guided Hypermedia Projects
The production of self-made multimedia
projects can be approached in two different
ways:
1. As an instructive tool, such as in the
production by students of a power-point
presentation of a selected topic.
2. As a communication tool, such as when
students do a multimedia presentation (with
text, graphs, photos, audio narration,
interviews, video clips, etc. to stimulate a
television news show.

20. IV. Web-Based Projects
Students (You) 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 …

21. It should be said,
however, that posting of
webpages in the Internet
allows you(now the
webpage creator) a wider
audience. You can also be
linked with other related
sites in the Internet
Creativity projects as tools in the teaching – learning
process can be achieved with the assistance of
advisers adept in the technical use of Internet