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)
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)
Reflection
As part of a unit for ITEC 7460, I created a multidisciplinary unit where students designed items to 3D print and sell in our school store. Although it is similar to a web quest, this project features a lot of video content, graphics, and multiple pathways for students to create and price their items. I implemented the project with a group of fifth graders, and they were able to earn over one hundred dollars to support our school technology program.
Using this web-based assignment, I was able to guide students through the evaluation and creation process with engaging material. Since they knew they were going to present these items for sale, the real-world problem-solving elements came into play throughout the design and print process. After they viewed the first prints, many students self-initiated the reflection process and went back to make changes to their designs. This project allowed them to think critically by translating a 3-D design into a real object that would be interesting to their classmates.
Throughout this project, I learned about how to guide students through the 3D design process while still leaving adequate room for their imaginations and creative abilities. If I were doing this project again, I would allow more time for the experimental design process before beginning to design. It was difficult for first-time designers to create a finished, usable product.
After viewing the student prints and noticing their excitement, several teachers in the school expressed interest in integrating 3D design and printing into their classroom practice. I was able to model some lessons for a group of seven teachers during a STEM team meeting. I also followed up with one of these teachers for a coaching lesson. This activity clearly impacted interest and engagement with 3D design at Harbins. This impact could be measured by a staff survey or by observation of STEM-enhanced lessons.
Using this web-based assignment, I was able to guide students through the evaluation and creation process with engaging material. Since they knew they were going to present these items for sale, the real-world problem-solving elements came into play throughout the design and print process. After they viewed the first prints, many students self-initiated the reflection process and went back to make changes to their designs. This project allowed them to think critically by translating a 3-D design into a real object that would be interesting to their classmates.
Throughout this project, I learned about how to guide students through the 3D design process while still leaving adequate room for their imaginations and creative abilities. If I were doing this project again, I would allow more time for the experimental design process before beginning to design. It was difficult for first-time designers to create a finished, usable product.
After viewing the student prints and noticing their excitement, several teachers in the school expressed interest in integrating 3D design and printing into their classroom practice. I was able to model some lessons for a group of seven teachers during a STEM team meeting. I also followed up with one of these teachers for a coaching lesson. This activity clearly impacted interest and engagement with 3D design at Harbins. This impact could be measured by a staff survey or by observation of STEM-enhanced lessons.