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). (PSC 2.4/ISTE 2d)
Artifact: Multimedia Design Project: 12 Angry Men Visit the Internet (ITEC 7445)
Audio Introduction of Project
Video Reminders
Reflection:Constructing the Multimedia Design Project 12 Angry Men Visit the Internet was a culminating project for ITEC 7445, Multimedia and Web Design. At the time of the artifact’s creation, I was teaching 10th Grade English Literature and Composition. The inspiration for the project was a web quest provided as an example by a member of my collaboration team. Students complete the assignment after finishing reading the play 12 Angry Men by Reginald Rose. They begin by individually completing an online plagiarism tutorial that teaches them the proper ways to research and cite references using MLA formatting. They then divide into groups of 4-5 to research the time period of the play and produce an online newspaper featuring both news articles about events of the time and editorials relating to the trial in the play and the trial process in general. Throughout the project, students use Web 2.0 tools for instruction, for research, for collaboration, and for production.
The creation of this artifact allowed me to demonstrate mastery of Standard 2.4, which states that “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).” Students are first introduced to the project via a web quest that provides the scenario and pertinent information that students will be researching. Before beginning the writing process, students must complete an online plagiarism tutorial. The tutorial forces students to reflect upon the proper ways to use information found online. Once they begin the research process, students are responsible for continuing to self-regulate to avoid plagiarizing information. Using the references provided via the web quest, or other resources found online, students must critically evaluate each source of information to determine its quality as a source. Lastly, as students write their articles and editorials, they must create works that employ the journalist pyramid or Aristotle’s modes of persuasion. Through the peer-editing process permitted by a shared dropbox on the online learning management system (LMS) in place at the time, students must evaluate the material produced by other members of their group and then revise their own work accordingly. Once the group deems all articles and editorials satisfactory, the students work collaboratively to design and create their own online newspaper using the platform Edublogs.
If I were to assist another teacher in implementing this project in their own class, I would make several changes as facilitated the use of these digital tools. I would work with the teacher to assist students in finding articles and editorials using academic resources such as Galileo or Google Scholar. I would encourage the teacher to have students read and analyze the articles, both for content and style, so that students would be able to model their writing on the stylistic elements used. Before moving on to new writing, I would assist the teacher in presenting and practicing ways to properly cite sources and the difference between analyzing and reporting.
I would also work with the teacher in choosing how students would publish and present their final content. My students found Edublogs to be clunks and counterintuitive. However, the online learning management system utilized by our district allows students to collaborate and create their own pages within the course. These pages can then be placed into their e-portfolios, which would allow them to be shared outside the classroom once approved by the teacher. Alternatively, students could use a blogging platform of their choice or create a Google Site. Any of these options would increase student choice and control, which would in turn allow more creativity and ownership.
Lastly, I would advise the teacher stretch this project out over at least 5 weeks in order to spend more time on the collaboration and revision process, and to emphasize the importance of avoiding plagiarism throughout the entire process rather than just at the beginning.
The creation of this artifact allowed me to demonstrate mastery of Standard 2.4, which states that “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).” Students are first introduced to the project via a web quest that provides the scenario and pertinent information that students will be researching. Before beginning the writing process, students must complete an online plagiarism tutorial. The tutorial forces students to reflect upon the proper ways to use information found online. Once they begin the research process, students are responsible for continuing to self-regulate to avoid plagiarizing information. Using the references provided via the web quest, or other resources found online, students must critically evaluate each source of information to determine its quality as a source. Lastly, as students write their articles and editorials, they must create works that employ the journalist pyramid or Aristotle’s modes of persuasion. Through the peer-editing process permitted by a shared dropbox on the online learning management system (LMS) in place at the time, students must evaluate the material produced by other members of their group and then revise their own work accordingly. Once the group deems all articles and editorials satisfactory, the students work collaboratively to design and create their own online newspaper using the platform Edublogs.
If I were to assist another teacher in implementing this project in their own class, I would make several changes as facilitated the use of these digital tools. I would work with the teacher to assist students in finding articles and editorials using academic resources such as Galileo or Google Scholar. I would encourage the teacher to have students read and analyze the articles, both for content and style, so that students would be able to model their writing on the stylistic elements used. Before moving on to new writing, I would assist the teacher in presenting and practicing ways to properly cite sources and the difference between analyzing and reporting.
I would also work with the teacher in choosing how students would publish and present their final content. My students found Edublogs to be clunks and counterintuitive. However, the online learning management system utilized by our district allows students to collaborate and create their own pages within the course. These pages can then be placed into their e-portfolios, which would allow them to be shared outside the classroom once approved by the teacher. Alternatively, students could use a blogging platform of their choice or create a Google Site. Any of these options would increase student choice and control, which would in turn allow more creativity and ownership.
Lastly, I would advise the teacher stretch this project out over at least 5 weeks in order to spend more time on the collaboration and revision process, and to emphasize the importance of avoiding plagiarism throughout the entire process rather than just at the beginning.