Standard 2.4 Higher Order Thinking Skills
Candidates model and facilitate the effective use of digital tools and resources to support and enhance higher order thinking skills (e.g., analyze, evaluate, and create); processes (e.g., problem-solving, decision-making); and mental habits of mind (e.g., critical thinking, creative thinking, metacognition, self-regulation, and reflection). (PSC 2.4/ISTE 2d)
Artifact: ITEC 7445 Multimedia Design Project
Reflection:
For the Multimedia Design Project, I created a WebQuest for my Spanish III and Spanish IV level students. I created a Website that served as the home for the WebQuest and researched necessary materials and information needed for students to complete the WebQuest. I analyzed the various fluency and competency levels of students to determine which resources were needed to create a layered-curriculum content that would allow for a successful process and completion for students.
Students used higher-ordered thinking skills and problem-solving to solve the WebQuest and complete the assigned tasks. Students had to decide which tasks to complete in order to achieve the desired output. Both during and after this learning experience, I was able to analyze and evaluate student learning. I conducted formative assessments by speaking with students individually and in groups about what they were learning. I also created vocabulary quizzes and discussions to check for understanding.
Through this experience, I learned how to streamline resources to meet students’ needs. It is very tempting to keep adding resources that I find helpful or insightful to projects such as this one. However, it is important not to overwhelm students or even waste their time reading and researching resources that could be repetitive or unnecessary. I believe that this is important and relevant to this project because I found myself wanting to add additional resources when they ones I already had more than sufficient to meet student learning goals. Even though students today are more tech-savvy than ever, they still had trouble with the process of navigation. They did not like keeping up with various websites (even though they were linked) and some of them became confused. I would change this project by beginning with a “how-to” introduction of the technology concepts they needed to know to complete this project. I took for granted that students knew all of these skills or how to troubleshoot when things go wrong.
This WebQuest had a huge impact on student learning. Students were able to choose the activities they wanted to do to achieve mastery of content standards. They also used online technology to complete the entire lesson. Many students had not done this before; it was a new and rewarding experience for them. The impact can be measured by comparing student achievement from past students in the same unit (but delivered not as a WebQuest) and from student feedback. Students seemed to enjoy making decision on what and how they would learn. They also stayed on task than when this unit was delivered in a traditional setting.
For the Multimedia Design Project, I created a WebQuest for my Spanish III and Spanish IV level students. I created a Website that served as the home for the WebQuest and researched necessary materials and information needed for students to complete the WebQuest. I analyzed the various fluency and competency levels of students to determine which resources were needed to create a layered-curriculum content that would allow for a successful process and completion for students.
Students used higher-ordered thinking skills and problem-solving to solve the WebQuest and complete the assigned tasks. Students had to decide which tasks to complete in order to achieve the desired output. Both during and after this learning experience, I was able to analyze and evaluate student learning. I conducted formative assessments by speaking with students individually and in groups about what they were learning. I also created vocabulary quizzes and discussions to check for understanding.
Through this experience, I learned how to streamline resources to meet students’ needs. It is very tempting to keep adding resources that I find helpful or insightful to projects such as this one. However, it is important not to overwhelm students or even waste their time reading and researching resources that could be repetitive or unnecessary. I believe that this is important and relevant to this project because I found myself wanting to add additional resources when they ones I already had more than sufficient to meet student learning goals. Even though students today are more tech-savvy than ever, they still had trouble with the process of navigation. They did not like keeping up with various websites (even though they were linked) and some of them became confused. I would change this project by beginning with a “how-to” introduction of the technology concepts they needed to know to complete this project. I took for granted that students knew all of these skills or how to troubleshoot when things go wrong.
This WebQuest had a huge impact on student learning. Students were able to choose the activities they wanted to do to achieve mastery of content standards. They also used online technology to complete the entire lesson. Many students had not done this before; it was a new and rewarding experience for them. The impact can be measured by comparing student achievement from past students in the same unit (but delivered not as a WebQuest) and from student feedback. Students seemed to enjoy making decision on what and how they would learn. They also stayed on task than when this unit was delivered in a traditional setting.