Higher Order Thinking
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Higher order thinking is based off of Blooms Taxonomy which puts learning into categories based off of how much skill it takes to understand a concept, essentially. skills involving analysis, evaluation and synthesis (creation of new knowledge) are thought to be of a higher order, requiring different learning and teaching methods than the learning of facts and concepts. (Wikipedia, 2017) The harder the skill the higher up the pyramid it is. Those at the lower level such as remember and understand are things like math drills for fluency or spelling test. These things can be accomplished through direct instruction and the reparation of facts, which does not take a lot of thinking for students to process. In order to reach levels like create and evaluate students need to have learning activities that address higher cognitive thought processes. To take this into account we need to analyze what it means to be intelligent for our students and how we can get them to the top of the pyramid instead of keeping them at the bottom by viewing how they present their intelligence and how they learn.
"Even with all the data that there is and there is a lot that supports it, that there must be more to intelligence than just one thing."(Intelligence, 1997) We are familiar with the IQ test that is suppose to be the end all of assessments on whether or not you are intelligent and if you would do well in school or profession. Know we know that that test is just one way to measure the potential of a person. This test doesn't take into account other wise students can show their thinking, such as compiling and completing projects which have real world applications. The IQ test shows instead how well those with analytical, and book smart thinking. Again this is important but it is just one of the many aspects of assessing intelligence. In order to get the full potential of a student their thinking styles need to be taken into account.
Thinking Styles
Thinking styles are "is how you like to use the abilities you have and what are you preferences for the use of your abilities". (Intelligence, 1997)
This goes into discussion of a fixed mindset (nature) vs a growth mindset (nurture). If a person thinks that that is all they are capable of and not amount of learning or trying is going to fix it then they don't try and stay in that fixed mindset mentally. If though, a person believes that if they try hard they can learn and be better at what they want to achieve that they do so. Even when they fail they will still try again, this is what a growth mindset is.
"Intelligence is the ability to adapt to, to select, and to shape, environments." (Intelligence, 1997)
Intelligence, creativity, and thinking styles [Video file]. (1997). Retrieved December 9, 2017, from https://fod.infobase.com/PortalPlaylists.aspx?wID=96349&xtid=9173
"Even with all the data that there is and there is a lot that supports it, that there must be more to intelligence than just one thing."(Intelligence, 1997) We are familiar with the IQ test that is suppose to be the end all of assessments on whether or not you are intelligent and if you would do well in school or profession. Know we know that that test is just one way to measure the potential of a person. This test doesn't take into account other wise students can show their thinking, such as compiling and completing projects which have real world applications. The IQ test shows instead how well those with analytical, and book smart thinking. Again this is important but it is just one of the many aspects of assessing intelligence. In order to get the full potential of a student their thinking styles need to be taken into account.
Thinking Styles
Thinking styles are "is how you like to use the abilities you have and what are you preferences for the use of your abilities". (Intelligence, 1997)
This goes into discussion of a fixed mindset (nature) vs a growth mindset (nurture). If a person thinks that that is all they are capable of and not amount of learning or trying is going to fix it then they don't try and stay in that fixed mindset mentally. If though, a person believes that if they try hard they can learn and be better at what they want to achieve that they do so. Even when they fail they will still try again, this is what a growth mindset is.
"Intelligence is the ability to adapt to, to select, and to shape, environments." (Intelligence, 1997)
Intelligence, creativity, and thinking styles [Video file]. (1997). Retrieved December 9, 2017, from https://fod.infobase.com/PortalPlaylists.aspx?wID=96349&xtid=9173
Creative Thinking
Is at the top of Blooms Taxonomy. "If you want to be creative, you've got to be willing to defy the crowd, and realize that that's going to be a hard thing to do".(Intelligence, 1997) What teachers can do to create more creativity in the classroom is to model it, create activities that allow students to be creative, and grade more highly and reward it. (Intelligence, 1997) Creative thinking lends itself more to discovery learning, universal design learning, and flipped classroom because these are student center classrooms with an emphasis on students being in control of their learning not the teacher.
This is in contrast to the traditional direct instruction where the teacher is the fountain of knowledge and is dispensing it to the students. I say traditional because this is how most of us grew up in school learning. Instead of this way students are now required to be responsible for their learning, which not only promotes creative and high order thinking, but it mimics how they will function in real world situations.
For more reading on Creative Technology in the classroom check out this article:
Resnick, M. (Jan 2008).Sowing the seeds for a more creative society. Learning & Leading with Technology. v35 n4. pg 18-22. Retrieved from eric.ed.gov/?id=EJ779952
This is in contrast to the traditional direct instruction where the teacher is the fountain of knowledge and is dispensing it to the students. I say traditional because this is how most of us grew up in school learning. Instead of this way students are now required to be responsible for their learning, which not only promotes creative and high order thinking, but it mimics how they will function in real world situations.
For more reading on Creative Technology in the classroom check out this article:
Resnick, M. (Jan 2008).Sowing the seeds for a more creative society. Learning & Leading with Technology. v35 n4. pg 18-22. Retrieved from eric.ed.gov/?id=EJ779952
Thinglink
www.thinglink.com/
A great tool (which I will be using as an option this year for students endangered animal reports) is Thinglink. Since I started teaching I have had students do an endangered animal report on those animals who are on endangered or critically endangered list to bring awareness to students about what is happening to the world around them.
Students have had the option to create posters with a report, make flyers, and or do google slide presentations where they have uploaded videos and content about their animals. What Thinglink does is provide another way to give students a creative outlet to show what they know. Here students upload a picture and tag videos, links to articles, or add their own text information onto the picture. I just made a quick one on polar bears that I will be sharing with my students when the unit comes up. It is easy to do and free. If you want a to have access to student management you will have to pay for it. |
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Piktochart
piktochart.com/
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Another activity tool that students could use to show what they know while using their different learning styles is Piktochart. This site uses pictures and short burst of text to convey what could be written in a full page paper. Great for visual students and those who learn by doing because you can move pictures and text around.
I have done something similar to this on my own and found after looking at this site, this will be easier and for students to navigate and use. ![]() For more activities check out this article:
www.edutopia.org/blog/differentiated-instruction-social-media-tools-john-mccarthy It was a great resource help! |
ISTE Student Standards
For both Thinglink and Piktochart
1. Creativity and innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression
c. Use models and simulations to explore complex systems and issues
2. Communication and collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media
b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats
d. Contribute to project teams to produce original works or solve problems
3. Research and information fluency
Students apply digital tools to gather, evaluate, and use information.
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks
d. Process data and report results
4. Critical thinking, problem solving, and decision making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
b. Plan and manage activities to develop a solution or complete a project
5. Digital citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
a. Advocate and practice safe, legal, and responsible use of information and technology
b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
c. Demonstrate personal responsibility for lifelong learning
d. Exhibit leadership for digital citizenship
6.Technology operations and concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations.
a. Understand and use technology systems
b. Select and use applications effectively and productively
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression
c. Use models and simulations to explore complex systems and issues
2. Communication and collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media
b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats
d. Contribute to project teams to produce original works or solve problems
3. Research and information fluency
Students apply digital tools to gather, evaluate, and use information.
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks
d. Process data and report results
4. Critical thinking, problem solving, and decision making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
b. Plan and manage activities to develop a solution or complete a project
5. Digital citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior.
a. Advocate and practice safe, legal, and responsible use of information and technology
b. Exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity
c. Demonstrate personal responsibility for lifelong learning
d. Exhibit leadership for digital citizenship
6.Technology operations and concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations.
a. Understand and use technology systems
b. Select and use applications effectively and productively