Higher Thinking Skill Through I.T. Based- Projects

1. Higher Thinking Skills
Through I.T- Based
Projects
LESSON 8:

2. OVERVIEW:
In this lesson, we shall discuss
four 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.

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. Key Elements of a
Constructivist Approach:
a. The teacher creating the learning
environment.
b. The teacher giving students the
tool and facilities.
c. The teacher facilitating learning

6. I. RESOURCE-BASED
PROJECTS
The teacher steps
out of the traditional
role of being an
context expert and
information
provider, and instead
lets the students
find their own facts
and information.

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. Source 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
TRADITIONAL AND
RESOURCE-BASED LEARNING

11. II. SIMPLE CREATIONS
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.

12. 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.

13. The five key task to develop
creativity
• 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. 1. Instructive Tool
such as in the production by
students of a power-point presentation of
a selective topic.

16. 2. Constructive Tools
such as when students
do a multi-media presentation
(with text, graphs, photos, audio
narration, interviews, video
clips, etc. ).

17. IV. WEB-BASED PROJECTS
o Students can be made to create ad post webpages on a
given topic. But creating webpages, even single page
webpages, may be too sophisticated and time
consuming for the average student.
o 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.