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: Glogster
Reflection:
This artifact is a Glogster and it was created during ITEC 7430 in the fall of 2014. The purpose of this Glogster was to have students meet several of the Common Core standards in reading. I wanted to give these kindergarten students a tool they could use retell a familiar story and include key details in that telling or illustration. Since the students were emergent writers I also wanted them to have the ability to record their response and not rely just on their writing abilities.
Standard 2.4 ask candidates to model and facilitate the effective use of digital tools and resources to support and enhance higher order thinking skills. In this Glogster students were asked to create an illustration of the main character in the story The Librarian from the Black Lagoon and an illustration of our librarian Mrs. Lucy. Once their illustration was completed and digitally photographed, the students then narrated their comparison of the two librarians into Audacity. This required the students to make comparisons and recall details and events from the story.
After planning this lesson I wondered if kindergartners would be able to complete this task as many of them are very shy at this age. I was pleasantly surprised to find that they overcame their shyness and were quite critical of their own narrations. Many times as they listened back to their recording they would say, “No I don’t like that, let’s do it again.” I felt the students were evaluating their own work in ways they were not in writing. After the project was completed the class viewed it on the Smartboard and they all took turns navigating the different sound icons. The students gave their classmates feedback on what they liked about each other’s contribution and asked questions of one another. The Glogster was put on the teacher’s desk top of her computer and the students were free to pull it up on the Smartboard during center time. The Glogster was also put on the classroom’s website so that parents could view it and hopefully have discussions with their child.
This Glogster is a good artifact for this standard as we incorporated several technology tools to create a finished product that was used and enjoyed long after it was completed. Our much loved librarian, Mrs. Lucy, was out of school during this lesson on sick leave. The students knew that we would post this Glogster for her to see and I believe this gave them a purpose that another writing assignment would not have. Mrs. Lucy did receive this Glogster in her hospital room and promptly wrote the class an email thanking them for it. From the beginning the students were engaged and the illustrations reflect how each created a unique piece of work. They also learned the beginnings of self-reflection and evaluation as they thought about their own work and gave feedback on their classmates work. I believe I have shown mastery in this standard 2.4 with this artifact as it demonstrates a group of kindergartners using higher order thinking skills as they; analyzed characters, evaluated each other’s work and created originals works of their own.
This artifact is a Glogster and it was created during ITEC 7430 in the fall of 2014. The purpose of this Glogster was to have students meet several of the Common Core standards in reading. I wanted to give these kindergarten students a tool they could use retell a familiar story and include key details in that telling or illustration. Since the students were emergent writers I also wanted them to have the ability to record their response and not rely just on their writing abilities.
Standard 2.4 ask candidates to model and facilitate the effective use of digital tools and resources to support and enhance higher order thinking skills. In this Glogster students were asked to create an illustration of the main character in the story The Librarian from the Black Lagoon and an illustration of our librarian Mrs. Lucy. Once their illustration was completed and digitally photographed, the students then narrated their comparison of the two librarians into Audacity. This required the students to make comparisons and recall details and events from the story.
After planning this lesson I wondered if kindergartners would be able to complete this task as many of them are very shy at this age. I was pleasantly surprised to find that they overcame their shyness and were quite critical of their own narrations. Many times as they listened back to their recording they would say, “No I don’t like that, let’s do it again.” I felt the students were evaluating their own work in ways they were not in writing. After the project was completed the class viewed it on the Smartboard and they all took turns navigating the different sound icons. The students gave their classmates feedback on what they liked about each other’s contribution and asked questions of one another. The Glogster was put on the teacher’s desk top of her computer and the students were free to pull it up on the Smartboard during center time. The Glogster was also put on the classroom’s website so that parents could view it and hopefully have discussions with their child.
This Glogster is a good artifact for this standard as we incorporated several technology tools to create a finished product that was used and enjoyed long after it was completed. Our much loved librarian, Mrs. Lucy, was out of school during this lesson on sick leave. The students knew that we would post this Glogster for her to see and I believe this gave them a purpose that another writing assignment would not have. Mrs. Lucy did receive this Glogster in her hospital room and promptly wrote the class an email thanking them for it. From the beginning the students were engaged and the illustrations reflect how each created a unique piece of work. They also learned the beginnings of self-reflection and evaluation as they thought about their own work and gave feedback on their classmates work. I believe I have shown mastery in this standard 2.4 with this artifact as it demonstrates a group of kindergartners using higher order thinking skills as they; analyzed characters, evaluated each other’s work and created originals works of their own.