IT for higher thinking skills and creativity Lesson7
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The document outlines a framework for higher level thinking skills and creativity that defines various sub-skills such as focusing, information gathering, analyzing, generating, organizing, imagining, designing, integration, and evaluating. It notes that the framework is not exhaustive but provides a helpful guide for teachers to understand students' higher learning processes. The document also discusses implementing IT-based student projects through a process that prioritizes learning experiences over products and examines examples like resource-based projects, simple actions, guided hyper-media projects, and web-based projects.
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This document discusses using computer-based methods to support higher-order thinking skills and creativity in students. It presents a framework of complex thinking skills including focusing, information gathering, analyzing, generating, organizing, imagining, designing, integrating and evaluating. The document advocates for an "upgraded project method" where teachers assign in-depth, complex and real-world projects and students make their own decisions during the process. Examples of projects include resource-based, simple creations, guided hypermedia and web-based. The document emphasizes that developing these skills is important for students' future success and that technology can drive innovation and creativity.
Mreport
The document discusses methods for using computer technologies to support higher-level thinking skills and creativity in students. It proposes an upgraded project method where students work on in-depth, complex, long-term projects relevant to the real world. This requires students to actively gather and analyze information to design and evaluate solutions, developing skills like critical thinking. The teacher guides students through the process rather than presenting information directly. The goal is for students to demonstrate skills beyond just test scores by taking ownership of their constructive learning.
Information technology
Information technology can help students develop higher-level thinking skills and creativity. It allows students to gather and analyze information, imagine solutions, and design projects independently with the teacher's guidance. The upgraded project method empowers students to make decisions about their projects and present their work creatively. When used effectively, information technology can help students learn complex thinking skills and go beyond memorization to create original work.
edtech 2 lesson 7
reporters
Fatima Sarmirnto Introduction
Kaila Vitug Higher level Learning outcomes
Sheen mANALO
Jeffry Sibug The process is more important than the product
lesson 7 of educational technology 2
reporters:
Fatima B. Sarmiento ( Introduction)
Kaila Vitug ( higher level Learning outcomes)
Sheen Manalo ( the upgraded project method )
jeffry Sibug ( The process is more important than the product)
Lesson 7: IT for Higher Order Thinking Skill & Creativity
This document discusses using technology to encourage higher-order thinking skills and creativity in students. It proposes using computer-based technologies to support complex thinking skills like focusing, information gathering, analyzing, organizing, and evaluating. The modern goal for teachers is to help students develop these skills through projects that are in-depth, complex, sustained, and relevant to the real world. These projects involve students actively creating information and reflecting on topics with real-world applications. The most important part of projects is the thinking process, not just the final output or product.
Lesson 7 IT FOR HIGHER THINKING SKILLS AND CREATIVITY
The document discusses using technology and project-based learning to develop higher-level thinking skills. It presents Bloom's Taxonomy and defines higher-level thinking as skills like analyzing, generating, organizing, imagining, designing, integrating, and evaluating. The modern teacher is encouraged to help students achieve these skills through computer-based projects with depth, complexity, duration and real-world relevance. Such upgraded project methods focus more on the thinking process than just the product, taking students through steps of complex project completion.
higher thinking skills-ed.tech2
This document discusses using IT-based projects to develop higher-level thinking skills and creativity in students. It describes The Upgraded Project Method where teachers guide students on goal-driven projects involving depth, complexity, duration and real-world relevance to achieve learning outcomes beyond benchmarks. Students make decisions about project content and organization while teachers facilitate learning. Resource-based projects involve students finding information beyond textbooks to relate to real problems. Simple creations, guided hypermedia, and web-based projects provide tools and tasks to analyze, synthesize and promote skills like defining problems and brainstorming ideas.
Agripo, alberca, alinsub
This document discusses using IT and project-based learning to develop students' higher-order thinking skills and creativity. It proposes that traditional teaching focuses on lower-level objectives like knowledge and comprehension, but students now need to think more critically and creatively. The document recommends using computer-based projects to move beyond routine classroom instruction and encourage complex skills like analyzing, generating ideas, and designing. It outlines a framework for higher-level thinking and describes four types of IT-based projects that can help students construct their own knowledge and develop important processing skills.
IT for HIGHER THINKING SKILLS AND CREATIVITY
This presentation shows that it is easier to facilitate learning when students are attracted and influence to do creativity in their reports or presentations. They would love to make assignments and create projects for they know with the use of the educational technology; there is variety, originality, and limited options to use.
Today students are expected not only to be mentally excellent, but also flexible, analytically and creative.
It for higher thinking skills and creativity
The document proposes using compute-based technologies and revised project methods to support higher-order thinking skills. It discusses focusing, analyzing, generating, organizing, and integrating complex ideas. Students actively create information by working on in-depth, complex, long-term projects relevant to the real world. The teacher guides rather than directs the learning process, allowing students to make decisions about organizing information and presenting outcomes. The goal is for students to undergo higher-level thinking through project experiences, emphasizing that the process is more important than the product.
Edsu 534 essential questions
This document discusses key concepts for curriculum design including essential questions, Bloom's Taxonomy, Understanding by Design, and Depth of Knowledge (DOK). It explains that essential questions spark curiosity, have no definite answers, and require students to construct their own understandings. Bloom's Taxonomy and Webb's DOK are frameworks for categorizing learning objectives from lower to higher order thinking skills. Understanding by Design is an approach where teachers first identify the desired learning outcomes and assessments before planning lessons and activities.
Curr design
This document outlines the backwards design curriculum model, which involves 3 key steps: 1) identifying desired learning outcomes, 2) determining acceptable evidence of student learning, and 3) planning learning experiences and instruction. It emphasizes starting with the end goal in mind by designing assessments before planning lessons. Within step 3, it references the 5E model of instruction which structures lessons around engaging, exploring, explaining, elaborating, and evaluating concepts.
IT FOR HIGHER THINGKING SKILLS AND CREATIVITY
The document discusses using information technology (IT) to develop higher-level thinking skills and creativity in students. It proposes using project-based learning where students work on in-depth, complex, and real-world projects over a sustained period. The process of completing projects is more important than the product or outcome. Some examples of IT-based projects that could be used include resource-based projects, simple creations, guided hyper-media projects, and web-based projects.
It for higher thinking....
The document discusses how traditional teaching methods are focused on teachers presenting information to students, but modern students are expected to be more creative and analytical thinkers. It proposes using computer technologies to support developing higher-order thinking skills and creativity in students. These skills include focusing, information gathering, remembering, analyzing, generating, organizing, imagining, designing, integrating, and evaluating.
Summative and formative evaluation
The document discusses summative evaluation, which assesses learner achievement at the end of a teaching period using tests, provides feedback, and measures the effectiveness of curriculum, teaching methods, and programs. Summative evaluations typically use quantitative measures like test scores and occur at the end of a learning process, such as after a chapter, unit, or semester. They allow evaluators to assess whether overall goals and objectives were met and compare learner groups.
Pamantasan ng lungsod ng valenzuela bsed f il 3-1 2013 5
The document discusses summative evaluation, which assesses learner achievement at the end of a teaching period using tests, provides feedback, and measures the effectiveness of curriculum, teaching methods, and programs. Summative evaluations typically use quantitative measures like test scores and occur at the end of a learning process, such as a chapter, unit, or semester. They allow evaluators to see if overall goals and objectives were met and compare learner groups.
Similar to IT for higher thinking skills and creativity Lesson7 (20)
Lesson 7: IT Higher Thinking Skills and Creativity
Lesson 7: IT Higher Thinking Skills and Creativity
Lesson 7: IT for Higher Order Thinking Skill & Creativity
Lesson 7: IT for Higher Order Thinking Skill & Creativity
Lesson 7 IT FOR HIGHER THINKING SKILLS AND CREATIVITY
Lesson 7 IT FOR HIGHER THINKING SKILLS AND CREATIVITY
Pamantasan ng lungsod ng valenzuela bsed f il 3-1 2013 5
Pamantasan ng lungsod ng valenzuela bsed f il 3-1 2013 5
IT for higher thinking skills and creativity Lesson7
- 2. HIGHER LEVEL LEARNING OUTCOMES •TO DEFINE HIGHER LEVEL THINKING SKILLS AND CREATIVITY, WE MAY ADOPT A FRAMEWORK THAT IS A HELPFUL SYNTHESIS OF MANY MODELS AND DEFINITIONS ON THE SUBJECT MATTER. THE FRAMEWORK IS NOT EXHAUSTIVE BUT A HELPFUL GUIDE FOR THE TEACHER’S EFFORT TO UNDERSTAND THE LEARNER’S HIGHER LEARNING PROCESS.
- 3. Complex Thinking Skills Sub-skills Focusing Defining the problem, goal/objective-setting, brainstorming Information gathering Selection, recording of data of information Remembering Associating, relating new data with old Analyzing Identifying idea constructs, patterns Generating Deducing, inducting, elaborating Organizing Classfying, relating Imagining Visualizing, predicting Designing Planning, formulating Integration Summarizing, abstracting Evaluating Setting criteria, testing idea, verifying outcomes, revising Thinking skills framework
- 5. The process The process of project implementation takes the students to the steps, efforts, and experiences in project completion.
- 6. The process is more important than the product
- 7. In succeeding lessons, we shall examine examples of IT- based projects. These are: Resource-based projects Simple actions Guided hyper- media projects Web-based projects