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: ITEC 7445 Multimedia Design Project/ WebQuest
Reflection:
The created WebQuest is designed for students in the International Baccalaureate Mathematics SL course. Students had learned all of the content of the course, and they were using this WebQuest to review key graphing calculator skills necessary for Paper 2 on the IB Math SL exam.
In planning this WebQuest, I knew I wanted to do something to review the use of the graphing calculators. In my original design, I was going to have students work through and explore all of the graphing calculators skills in the WebQuest. I quickly realized that there are too many skills to review through to include in a single WebQuest. Instead, I wanted students to use the WebQuest to explore some key foundational graphing calculator skills and then create their own multimedia project outlining how to do a specific graphing calculator skill embedded in the completion of an IB question. This would allow students to take ownership of the project. Students would then share their multimedia project online for students to use as a resource in their preparation for the IB exam.
Students not only had to review and learn some key graphing calculator skills, but they had to successfully use those skills to also analyze and solve some IB test questions. Paper 2 test questions regularly rely on students using more than one domain of mathematics and problem solving skills. Students were able to show creativity in how they ultimately chose to design and present their own graphing calculator skills - some ranged from straight ford presentation to very creative stories.
On the surface, this was my first time creating a WebQuest from scratch and using WikiSpaces as a creation platform. Even though the students using former IB exam tests questions for reviewing their graphing calculator skills, I do wish I had increased the rigor and higher order thinking skills – or found a better way to individualize the learning and differentiate the skills based on a pre-test or student survey. In the future, I would add a component to the rubric that assessed creativity after seeing a need for it after implementing the project.
My students were able to use the WebQuest to not only review the math content for their IB exam, but the required graphing calculator skills as well. Additionally, my students were able to be creators themselves and create a project that could be used by their classmates. In that way, students work served the greater purpose of being a class review.
The created WebQuest is designed for students in the International Baccalaureate Mathematics SL course. Students had learned all of the content of the course, and they were using this WebQuest to review key graphing calculator skills necessary for Paper 2 on the IB Math SL exam.
In planning this WebQuest, I knew I wanted to do something to review the use of the graphing calculators. In my original design, I was going to have students work through and explore all of the graphing calculators skills in the WebQuest. I quickly realized that there are too many skills to review through to include in a single WebQuest. Instead, I wanted students to use the WebQuest to explore some key foundational graphing calculator skills and then create their own multimedia project outlining how to do a specific graphing calculator skill embedded in the completion of an IB question. This would allow students to take ownership of the project. Students would then share their multimedia project online for students to use as a resource in their preparation for the IB exam.
Students not only had to review and learn some key graphing calculator skills, but they had to successfully use those skills to also analyze and solve some IB test questions. Paper 2 test questions regularly rely on students using more than one domain of mathematics and problem solving skills. Students were able to show creativity in how they ultimately chose to design and present their own graphing calculator skills - some ranged from straight ford presentation to very creative stories.
On the surface, this was my first time creating a WebQuest from scratch and using WikiSpaces as a creation platform. Even though the students using former IB exam tests questions for reviewing their graphing calculator skills, I do wish I had increased the rigor and higher order thinking skills – or found a better way to individualize the learning and differentiate the skills based on a pre-test or student survey. In the future, I would add a component to the rubric that assessed creativity after seeing a need for it after implementing the project.
My students were able to use the WebQuest to not only review the math content for their IB exam, but the required graphing calculator skills as well. Additionally, my students were able to be creators themselves and create a project that could be used by their classmates. In that way, students work served the greater purpose of being a class review.