It for higher thinking skills and creativity
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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.
It for higher thinking skills and creativity
- 2. Today, students are expected to be not only cognitive, but also flexible, analytical and creative. In this lesson, there are methods proposed for the use of compute-based technologies as an integral support to higher thinking skills and creativity.
- 3. Complex thinking skills Sub-skills Focusing Defining the problem, 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 Classifying, relating Imagining Visualizing, predicting Designing Planning, formulating Integration Summarizing, abstracting Evaluating Setting, criteria, testing, idea, verifying outcomes, revising
- 4. The project method for higher learning outcomes consists in having the students work on projects with depth , complexity ,duration and relevance to the real world. Improving on the Dewey project method, this new method involves students in the active creation of information, such there is sustained reflective thinking on topics that have a real-world quality to them.
- 5. In this revised project method, 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 under the framework of the constructivist paradigm.
- 6. Under this framework , the students , not the teacher , make decision about what to put into the project , how to organize the information , how to package the outcomes for presentation , and the like . Meanwhile , the teacher , without staying away from the project endeavour, guides and facilitates the learning process.
- 7. The process The process of the project implementation take the students to the steps, efforts, and experience in the project completion. Meanwhile, thus principle to be borne in mind is that: THE PROCESS IS MORE IMPORTANT THAN THE PRODUCT.
- 9. Example of IT-based project Resource-based projects Simple creations Guided hyper-media project Web-based projects
Editor's Notes
- #7: dec