Higher Thinking Skills Through IT-Based Projects
- 3. It is to be understood that these projects do not address all of the thinking skills shown previously in the Thinking Skills Framework. But these projects represent constructivist project.
- 4. a) The teacher creating the learning environment. b) The teacher giving students the tool and facilities. c) The teacher facilitating learning.
- 7. 1. The teacher determines the topic for the examination of class. 2. The teacher presents the problem to the class. 3. The students find information on the problem/questions. 4. Students organize their information in response to the problem/questions.
- 8. Relating to finding information, the central principle is to make the students Students are encouraged to go to the , particularly to the modern extension of the modern library, .
- 9. Furthermore, the inquiry-based or discovery approach is given importance in resource-based projects. Finally, the process is given more importance than the project product.
- 10. Traditional learning model Resource-based learning model 1. Teacher is expert and information provides 1. Teacher is a guide and facilitator 2. Textbook is key source of information 2. Sources are varied(print, video. Internet, etc.) 3. Focus on facts Information is packaged In neat parcels 3. Focus on learning inquiry, quest, or discovery 4. The product is the be-all and end-all of learning 4. Emphasis on process 5. Assessment is quantitative 5. Assessment is quantitative and qualitative.
- 11. In developing software, creativity as an outcome should not be equated with ingenuity or high intelligence.
- 12. Analyzing- distinguishing similarities and differences/ seeing the project as a problem to be solved. Synthesizing- making spontaneous connections among ideas, does generating interesting or new ideas. Promoting- selling of a new ideas to allow the public to test the ideas themselves.
- 13. Define the task- clarify the goal of the completed project to the student. Brainstorm- the students themselves will be allowed to generate their own ideas on the project. Rather than shoot down ideas, the teacher encourages ideas exchange. Judge the ideas- the students themselves make an appraisal for or against any idea. Only when students are completely off check should the teacher intervene. Act- the students do their work with the teacher a facilitator. Adopt flexibility- the students should be allowed to shift gears and not follow an action path rigidly.
- 14. III. GUIDED HYPERMEDIA PROJECTS The production of self-made multimedia projects can be approached into different ways: 1. Instructive tools 2.Constructive tools
- 15. - such as in the production by students of a power- point presentation of a selective topic.
- 16. - such as when students do a multi- media presentation (with text, graphs, photos, audio narration, interviews, video clips, etc. ).
- 17. IV. WEB-BASED PROJECTS Students can be made to create and post web pages on a given topic. But creating new pages, even single page web pages, maybe tool sophisticated and time consuming for the average student.
- 18. It should be said, however, that posting of web pages in the Internet allows the students (now the web page creator) a wider audience. They can also be linked with other related sites in the Internet. But as of now, this creativity project maybe to ambitious as a tool in the teaching-learning process.