Lesson 7

IT for Higher Thinking Skills and Creativity

              In the traditional information absorption model of teaching, the teacher organizes and presents information to student- learners. He may use a variety of teaching resources to support the lesson such as the chalkboard, videotape, newspaper or magazine and photos. The presentation is followed by discussion and the giving of assignment. This teaching approach has been proven successful for achieving learning outcomes following the lower end of Blooms Taxonomy: knowledge, comprehension and application are concerned.

Today, students are expected to be not only cognitive, but also flexible, analytical and creative. In this lesson, there are methods proposed for the use of computer-based technologies as an integral support to higher thinking skills and creativity.

Higher Level Learning Outcomes

-          To define higher thinking skills and creativity, we may adopt a frame work that is a helpful synthesis of many models and definitions on the subject matter. The framework is exhaustive but a helpful guide for the teacher’s effort to understand the learner’s higher learning process.

COMPLEX THINGKING  SKILLS	SUB-SKILLS
Focusing	Defining the problem, goal/objective-setting, brainstorming
Information gathering	Selection, recording of data of information
Remembering	associating, relating new data with old
Analyzing	Identifying idea constructs, patterns
Generating	Deducing, inducting, elaborating
Organizing	Classifying , relating
Imagining	Visualizing and predicting
Designing	Planning , formulating
Integration	Summarizing and abstracting
Evaluating	Setting criteria, testing idea, verifying outcomes, revising

The Upgraded Project Method

       _ Project method for higher learning outcomes consist on having the students work on projects with depth, complexity, duration and relevance to the real world, this new method involves students in active creation of information.

 The Process

      The process of project implementation takes the students to the steps, efforts, and experiences in project completion. Meanwhile, thus to be borne in mind is that;

‘THE PROCESS IS MORE IMPORTANT THAN THE PRODUCT’

   *The process refers to the thinking/effective/psycho-motor process that occurs on the part of the learner.

   *The product is the result of this all-important process consisting in possibly a summary, a poster, an essay, a term paper, a dramatic presentation, or an IT- based product.

   DISCUSSION;

1.   Does the new framework on higher thinking skills and creativity mean that teachers should no longer make efforts to help students pass/excel in achievement tests? Explain.

Answer: No, although revolutionary innovations and development in education has been emerging, teachers are especially still needed to facilitate learning. They should exert effort to help students excel in achievement tests for not all there is to learn is from instructional materials. They are the basic factors in the educational progress of a learner.

2.   Can these complex thinking skills be also achieved even without using educational technology tools? Explain.

Answer: No, because even how creative a teacher may be in introducing lessons for learners, we cannot deny that the range for the achievement for complex learning skills is narrow. From traditional to modern instructional tools, most of these are considered educational tools. Thus, without educational tools, think how little you can impart with the students.

3.   While the discussion on IT-based projects are still to follow, can you predict how technology hardware (especially the computer and its internet capability) and software program have excellent possibilities for assisting in the development 0f higher thinking skills and creativity projects.

Answer: As based on my observations, I can predict that technology hardware and software programs will give big help in the molding of higher thinking skills and creativity among learners considering what advance technology can bring us and can provide us.