Standard 2.4 - Higher Order Thinking Skills
Candidates g (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 - 5th Grade Fabulous Field Day Webquest
Reflection
It is logical to use my webquest as an example to model and facilitate the effective use of digital tools and resources to support and enhance higher order thinking skills. Not only was I required to stretch my ability in creating an authentic lesson using digital resources, but this artifact challenged my technical skills and was one of my favorite assignments. Using a webquest challenges students to carefully analyze and synthesize information, think creatively about solutions and strategies, apply thoughtful processes and reflect on the project while it is underway and when completing items for assessment. Creating the webquest required significant planning, a practice which I think would help students develop critical thinking habits.
In order to fully engage 5th grade students in the activity, I developed an authentic project in which students would apply their understanding of economics and mathematics to doing what students love – planning a party. During the activity, which was planned to cover several weeks of media center instruction, students would research activities, compare prices, plan and schedule events, write invitations and persuade administrators to schedule their field day. All of these tasks are an authentic part of planning an event for any group, so students were quickly engaged in the activity. For a school which incorporates problem-based-learning as a core instructional principle this webquest ensures that students will work collaboratively and cooperatively and demonstrate higher order thinking skills, processes, and mental habits of mind.
My students have not had extensive experience using webquests in the past, so in order to get started I first had to model accessing each of the pages and moving between sections to complete required tasks. I also modeled using Google documents and sharing documents with other members of their collaborative groups. I also had to model and facilitate some students’ creating accounts to access Google Drive, while other students who already use Gmail worked ahead. It was necessary to deliver a reminder lesson about safe and ethical use of the Internet and email.
In this activity I learned a great deal about instructional design, authentic learning, and planning for creating webquests. The webquest presents students with an interesting, exciting learning activity that challenges them. I now believe that developing webquests invigorates educators, requiring creativity and thoughtful analysis of tools and activities to include in the lesson. This particular webquest could be used by 4th or 5th grade students, as well as older students who may be struggling with economic concepts. I would like to strengthen the requirements in this particular webquest, particularly relative to reflection and assessment.
The work that went into creating this webquest will contribute to school improvement as a model for technology-facilitated, project-based learning. Becoming familiar with this medium allows me encourage teachers to this instructional model, both to teach their students and to give students another way to demonstrate their knowledge. One measured for assessing the impact is by reviewing the number of times the webques is viewed; this implies that others appreciate the authentic task. I believe webquests offer media specialists as well as other teachers a significant o.portunity to deliver research instruction as a creative endeavor. I look forward not only to creating more webquests for instructional purposes but to also challenge students to create webquests to demonstrate their knowledge.
It is logical to use my webquest as an example to model and facilitate the effective use of digital tools and resources to support and enhance higher order thinking skills. Not only was I required to stretch my ability in creating an authentic lesson using digital resources, but this artifact challenged my technical skills and was one of my favorite assignments. Using a webquest challenges students to carefully analyze and synthesize information, think creatively about solutions and strategies, apply thoughtful processes and reflect on the project while it is underway and when completing items for assessment. Creating the webquest required significant planning, a practice which I think would help students develop critical thinking habits.
In order to fully engage 5th grade students in the activity, I developed an authentic project in which students would apply their understanding of economics and mathematics to doing what students love – planning a party. During the activity, which was planned to cover several weeks of media center instruction, students would research activities, compare prices, plan and schedule events, write invitations and persuade administrators to schedule their field day. All of these tasks are an authentic part of planning an event for any group, so students were quickly engaged in the activity. For a school which incorporates problem-based-learning as a core instructional principle this webquest ensures that students will work collaboratively and cooperatively and demonstrate higher order thinking skills, processes, and mental habits of mind.
My students have not had extensive experience using webquests in the past, so in order to get started I first had to model accessing each of the pages and moving between sections to complete required tasks. I also modeled using Google documents and sharing documents with other members of their collaborative groups. I also had to model and facilitate some students’ creating accounts to access Google Drive, while other students who already use Gmail worked ahead. It was necessary to deliver a reminder lesson about safe and ethical use of the Internet and email.
In this activity I learned a great deal about instructional design, authentic learning, and planning for creating webquests. The webquest presents students with an interesting, exciting learning activity that challenges them. I now believe that developing webquests invigorates educators, requiring creativity and thoughtful analysis of tools and activities to include in the lesson. This particular webquest could be used by 4th or 5th grade students, as well as older students who may be struggling with economic concepts. I would like to strengthen the requirements in this particular webquest, particularly relative to reflection and assessment.
The work that went into creating this webquest will contribute to school improvement as a model for technology-facilitated, project-based learning. Becoming familiar with this medium allows me encourage teachers to this instructional model, both to teach their students and to give students another way to demonstrate their knowledge. One measured for assessing the impact is by reviewing the number of times the webques is viewed; this implies that others appreciate the authentic task. I believe webquests offer media specialists as well as other teachers a significant o.portunity to deliver research instruction as a creative endeavor. I look forward not only to creating more webquests for instructional purposes but to also challenge students to create webquests to demonstrate their knowledge.