Lesson 7

IT for Higher Order

Thinking Skills

and CreativityGroup 4:

Kent Justine A. AnarioAlexis S. FrancoCarl C. Loquinto

In the traditional information absorption model of teaching, the teacher organizes and presents information to student-learners. He may use a variety of teaching resources to support the lesson such as:

Chalkboard

Videotape

Newspaper

Magazine

Photos

Knowledge, Comprehension,

ApplicationThe presentation is followed by discussion and the giving of assignment. This teaching approach has been proven successful for achieving learning outcomes following the lower end of Bloom’s taxonomy:

Challenge for today’s learners – this is not simply to achieve learning objectives but to encourage the development of students who can do more than receive, recall, recite, and apply the knowledge they have acquired.

Today, students are expected to be not only cognitive, but also flexible, analytical and creative. In this lesson, there are methods proposed for the used of computer-based technologies as an integral support to higher thinking skills and creativity.

Higher Level Learning Outcomes

To define the 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.

ComplexThinking skills

Sub skills

Focusing Define the problem, goal/objective-setting, brainstorming.

Information gathering Selection, recording of data of information

Remembering Associating , relating new data with old

Analyzing Identify idea constructs, patterns

Generating Deducing, inducting, elaborating.

Organizing Classifying, relating

Imagining Visualizing, predicting

Designing Planning, formulating

Integration Summarizing, abstracting

Evaluating Setting criteria, testing idea,Verifying outcomes, revising

• The modern day teacher is now guided on the goal of helping the students achieve higher level thinking skills and creativity beyond the ordinary benchmark of the student’s passing, even excelling achievement tests.

The Project Method for Higher Learning Outcomes

• It consists in having the students work on projects with depth, complexity, duration and relevance to the real world.

• This new method involves students in the active creation of information, such that there is sustained reflective thinking on topics that have a real-world quality to them.

• 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 framework of the constructivist paradigm.

Under this framework, it is the students, not the teacher, make decisions about what to put into the project, how to organize information, how to package the outcomes for presentation, and the like.

Meanwhile, the teacher, without staying away from the project endeavor, guides and facilitates the learning process.

The Process

The process of project implementation takes the students to the steps, efforts, and experiences in project completion. Thus we have to bear this in mind:

THE PROCESS IS MORE IMPORTANT

THAN THE OUTPUT.

THE PROCESS REFERS TO THE

THINKING PROCESS

PSYCHOMOTOR PROCESS

AFFECTIVE PROCESS

The product is the result of this all-important process. The product can be…

SUMMARY

POSTER

• ESSAY

TERM PAPER

DRAMATIC PRESENTATION

IT BASED PRODUCT

WEB-BASED PROJECTS

GUIDED HYPER MEDIA PROJECTS

THANK YOU FOR LISTENING!!!

GOD BLESS!!!