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).
Artifact: Wordle Presentation
Reflection:
This Wordle presentation I developed was for ITEC 7430. The purpose of this artifact was to use one of the “Tweny-one Things” studied from the Web 2.0 tools and design a presentation that showed our understanding to the professor and class; and could be used to instruct others of its features and usage.
This artifact demonstrates mastery of Standard 2.4 because I modeled and facilitated the effective use of a digital tool and resource to support and enhance higher order thinking skills, processes, and mental habits of mind. This presentation was shown to made grade level group of teachers during a team meeting. One of the teachers had used a Wordle to assess our Social Studies standard on Theodore Roosevelt. I thought this was a great idea and decided to follow her lead. I decided to show my first grade team teachers this presentation so they would know more about how Wordle could be used in other lessons and activities.
The teachers were receptive to the presentation and new web tool, but did not display any Wordles in the hallway, on their blogs, or anywhere that I am aware of; so I do not know if it was used by the teachers in their classrooms or not. I would like to have had the opportunity to present this to all the teachers, not just the ones on my grade level. I feel that getting the information out to a larger audience would have resulted in more teachers using it. Showing the students would be another way to get the information and technology out to a broader audience. Students could have watched the presentation and been able to apply the skills necessary to make a Wordle on their own. I could have made the presentation a screencast and emailed it to the rest of the staff to view. I often feel that some teachers at my school do not want to take the time to attempt new things (especially when it comes to technology) and would argue that there is not enough time to work these kinds of things into the lesson. I could argue that the students can pick up the technology very quickly and a student-made Wordle would be a fun and engaging way to access what has been learned. By providing examples within the presentation of ways teachers and students could use Wordle, I am exhibiting some higher-order thinking skills and hopefully triggering ideas that teachers have about other ways it can be utilized in and out of class. Assessment of this artifact is determined by observation and/or evidence of teacher and student products.
This Wordle presentation I developed was for ITEC 7430. The purpose of this artifact was to use one of the “Tweny-one Things” studied from the Web 2.0 tools and design a presentation that showed our understanding to the professor and class; and could be used to instruct others of its features and usage.
This artifact demonstrates mastery of Standard 2.4 because I modeled and facilitated the effective use of a digital tool and resource to support and enhance higher order thinking skills, processes, and mental habits of mind. This presentation was shown to made grade level group of teachers during a team meeting. One of the teachers had used a Wordle to assess our Social Studies standard on Theodore Roosevelt. I thought this was a great idea and decided to follow her lead. I decided to show my first grade team teachers this presentation so they would know more about how Wordle could be used in other lessons and activities.
The teachers were receptive to the presentation and new web tool, but did not display any Wordles in the hallway, on their blogs, or anywhere that I am aware of; so I do not know if it was used by the teachers in their classrooms or not. I would like to have had the opportunity to present this to all the teachers, not just the ones on my grade level. I feel that getting the information out to a larger audience would have resulted in more teachers using it. Showing the students would be another way to get the information and technology out to a broader audience. Students could have watched the presentation and been able to apply the skills necessary to make a Wordle on their own. I could have made the presentation a screencast and emailed it to the rest of the staff to view. I often feel that some teachers at my school do not want to take the time to attempt new things (especially when it comes to technology) and would argue that there is not enough time to work these kinds of things into the lesson. I could argue that the students can pick up the technology very quickly and a student-made Wordle would be a fun and engaging way to access what has been learned. By providing examples within the presentation of ways teachers and students could use Wordle, I am exhibiting some higher-order thinking skills and hopefully triggering ideas that teachers have about other ways it can be utilized in and out of class. Assessment of this artifact is determined by observation and/or evidence of teacher and student products.