MODULE IN
TECHNOLOGY FOR
TEACHING AND
LEARNING 2
Prepared by:
REYNALDO N. BRIGUEL,
Ed D
College Instructor
A. TITLE/ TOPIC: Lesson 3: HIGHER THINKING SKILLS THROUGH IT-BASED
PROJECTS
No. of hours: 3 hours Period:
Midterm
B. OBJECTIVES
At the end of the lesson, you should be able to:
a. identify the types of IT-based projects to develop higher thinking
skills among learners
b. describe the types of IT-based projects
C. MOTIVATION:
What is learning theory?
D. INTRODUCTON
Entering the new world of information and communication technology opens
the way for complex and higher cognitive skills. While Bloom’s Taxonomy of
Thinking Skills can serve as a general framework of skills, a new era of creativity in
the digital world has led to introducing a kind of framework that requires
information processing, idea creation and real-world problem-solving skills.
E. PRESENTATION OF THE CONTENT
A college freshman once thought of tasking a rest in a library after classes by
casually taking reference books off the shelf and browsing over their contents.
Being a Liberal Arts student, he lifted a book of St. Thomas Aquinas, the famous
proponent of Scholastic Philosophy. The written words of the Doctor of Philosophy
didn’t come easy in the understanding of the student, but be nonetheless mulled
over each word and phrase, reflecting over ideas leisurely. After a few minutes, the
student felt awakened to the fact that he was engaged in a very pleasant activity,
such that he exclaimed to himself.
The story didn’t end there because since that day, reflective study became
the student’s pleasurable and most profitable activity. Unwittingly, he made an
opening for exercising higher thinking skills. As a reward, the student carried
himself through college with the highest honors and achievements.
In this lesson, we shall discuss four (4) types of IT-based projects which can
effectively be used in order to engage students in activities of a higher plane of
thinking. To be noted is the fact that these projects differ in the specific process and
skills employed, also in the ultimate activity or platform used to communicate
completed products to others.
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 projects, containing the key elements of a constructivist
approach to instruction, namely:
(a) the teacher creating the learning environment
(b) the teacher giving students the tools and facilities, and
(c) the teacher facilitating learning.
6. Creating- new product/point of view
5. Evaluating- justify stand or position
4. Analyzing- distinguish different parts
3. Applying- use information in a new way
2. Understanding- explain ideas
1. Remembering- recall information
Figure 1: Thinking Skills Framework
On the other hand, it is the students themselves who demonstrate higher
thinking skills and creativity through such activities searching for information,
organizing and synthesizing ideas, creating presentations, and the like.
Now let us see the four (4) IT-based projects conducive to develop higher
thinking skills and creativity among learners.
1. RESOURCE-BASED PROJECT
In these projects, the teacher steps out of the traditional role of being a
content expert and information provider, and instead lets the students find their
own facts and information. Only when necessary for the active learning process
does the teacher step in to supply data or information. The general flow of
events in resource-based projects are:
(1) The teacher determines the topic for the examination of the class (e.g.,
the definition of “man”)
(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.
Relating to finding information, the central principle is to make the
students go beyond the textbook and curriculum materials. Students are
also encouraged to go to the library, particularly to the modern extension of
the modern library, the internet.
Furthermore, the inquiry-based or discovery approach is given
importance in resource-based projects. This requires that the students,
individually or cooperatively with members of his group, relate gathered
information to the “real world”.
Finally, the process is given more importance than the project product. It
doesn’t matter for example, if each group comes up with a different answer to
the problem (e.g., the definition of man). What matters are the varied sources of
information, the line of thinking and the ability to argue in defense of their
answers.
The table below can provide the difference between the traditional and
resource-based learning approach to instruction.
TRADITIONAL LEARNING MODEL RESOURCE-BASED LEARNING MODEL
Teacher is expert and information provider Teacher is a guide and facilitator
Textbook is the key source of information Sources are varied (print, video, Internet,
etc.)
Focus on facts Focus on learning inquiry/ quest/ discovery
Information is packaged
In neat parcels
The product is the be-all and end-all of Emphasis on process
learning
Assessment is quantitative Assessment is quantitative and qualitative
Figure 2: Traditional & Resource-Based Learning Models
2. SIMPLE CREATION
Students can also be assigned to create their software materials to
supplement the need for relevant and effective materials. Of course, there are
available software materials such as Creative Writer (by Microsoft) on writing,
KidWork Deluxe (by Davidson) on drawing and painting, and MediaWeave (by
Humanities software) on multimedia.
In developing software, creativity as an outcome should not be equated
with ingenuity or high intelligence. Creating is more consonant with planning,
making assembling, designing or building. Creativity is said to combine three
kind of skills/abilities:
Analyzing- distinguishing similarities and differences/ seeing the project
as a problem to be solved.
Synthesizing- making spontaneous connections among ideas, thus
generating interesting or new ideas.
Promoting- selling of new ideas to allow the public to test the ideas
themselves.
To develop creativity, the following five key tasks may be recommended:
1. Define the task. Clarify the goal of the completed project to the
student.
2. Brainstorm. The students themselves will be allowed to generate their
own ideas on the project. Rather than shoot down ideas, the teacher
encourages idea exchange.
3. Judge the ideas. The students themselves make an appraisal for or
against any idea. Only when students are completely off track should
the teacher intervene.
4. Act. The students do their work with the teacher as a facilitator.
5. Adopt flexibility. The students should be allowed to shift gears and
not follow an action path rigidly.
F. STUDENT ASSESSMENT QUESTIONS (SAQ)/ QUIZ
SAQ # 1: What are the 3 skills/abilities combined in creativity? (4 points of class
standing)
SAQ # 2: Cite the general flow of events in resource-based projects. (4 points of
class standing)
3. GUIDED HYPERMEDIA PROJECTS
The production of self-made multimedia projects can be approached in
two (2) different ways.
(1) As an instructive tool, such as in the production by students of a
power-point presentation of a selected
(2) As a communication tool, such as when students do a multimedia
presentation (with text, graphs, photos, audio narration, interviews,
video clips, etc., to stimulate a television news show.
HyperStudio (by roger Wagner Productions) software is an example of
a multimedia software. Assigning the production of a similar computer
software material may be too sophisticated/ technical for the average
student. But students can be assigned to produce poster designs, computer
tools and the required development of appropriate creative skills, as well.
4. WEB-BASED PROJECTS
Students can be made to create and post webpages on a given topic. But
creating webpages, even single page webpages, may be too sophisticated and
time consuming for the average student.
It should be said, however, that posting of webpages in the Internet allows
the students (now the webpage creator) a wider audience. They can also be
linked with other related sites in the Internet.
Creativity projects as tools in the teaching-learning process can be
achieved with the assistance of advisers adept in the technical use of Internet
resources.
SAQ # 3: What are the four (4) types of IT-based projects? (4 points of class
standing)
SAQ # 4: What are the five (5) key tasks to develop creativity? ((3 points of class
standing)
G. SUMMARY:
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 projects, containing the key elements of a constructivist
approach to instruction, namely:
(a) the teacher creating the learning environment
(b) the teacher giving students the tools and facilities, and
(c) the teacher facilitating learning.
The four (4) IT-based Projects are the following:
1. Resource -based projects
2. Simple Creation
3. Guided Hypermedia Project
4. Web-based Project
H. EVALUATION/ TEST (bases for class standing)
A. Chose the letter of the correct answer. Write the letter only on your
answer sheet.
1. The students themselves will be allowed to generate their own ideas on the
project.
a. Define the task
b. Brainstorm
c. Act
2. ____________ distinguishing similarities and differences/ seeing the project as a
problem to be solved.
a. Analyzing
b. Synthesizing
c. Promoting
3. The following are the IT-based projects, except the one which is the ______.
a. Resource-based project
b. Web-based project
c. Promoting
4. It is the tool in the teaching-learning process can be achieved with the
assistance of advisers adept in the technical use of Internet resources.
a. Creativity project
b. Promoting
c. Web-page project
5. Students can be made to create and post webpages on a given topic.
a. Resource-based project
b. Web-based project
c. Simple Creation
B. Answer the following statements with True or False.
6. _______ The students should be allowed to shift gears and not follow an action
path rigidly.
7. _______ Students can also be assigned to create their software materials to
supplement the need for relevant and effective materials.
8. _______ In developing software, creativity as an outcome should be equated
with ingenuity or high intelligence.
9. ________ Creating is more consonant with planning, making assembling,
designing or building.
10.________ It is the students themselves who demonstrate higher thinking skills
and creativity through such activities searching for information, organizing
and synthesizing ideas, creating presentations, and the like.
ACTIVITY SHEET
Name: Course/Year: Date:
SAQ # 1: What are the 3 skills/abilities combined in creativity? (4 points of class
standing)
ASAQ: ____________________________________________________________
SAQ # 2: Cite the general flow of events in resource-based projects. (4 points of
class standing)
ASAQ: ____________________________________________________________
SAQ # 3: What are the four (4) types of IT-based projects? (4 points of class
standing)
ASAQ: _____________________________________________________________
SAQ # 4: What are the five (5) key tasks to develop creativity? ((3 points of class
standing)
ASAQ: _____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
