Lesson 8

Higher Thinking Skills

IT-Based
Projects

Through

Key Elements of a Constructivist

Approach to Instruction

The teacher creating the

learning environment.
The teacher giving the
students the tools and
facilities, and
The teacher facilitating
learning.

Four IT-Based projects:

1.Resource-based projects
2.Simple Creations
3.Guided Hypermedia
Projects
4.Web-based projects

I. Resource-based projects
In these projects, the teacher
steps out the traditional role of
being a content expert and
information provider, instead let
the students find their own facts
and information.

Flow of events in Resource-based projects:

The teacher determines the topic for the
examination of the class.

The teacher presents the problem to the

class.

The students find information on the

problem/questions.

Students organize their information in

response to the problem/questions.

 Relating to finding information, the

central principle is to make the
students go beyond the textbook
and curriculum materials.
Students are also encouraged to go
to the library, particularly to the
modern extension of the modern
library, the internet.

 Furthermore, the inquiry-based or

discovery approach is given
importance in resource-based
projects. This requires that the
students, individually or
cooperatively with members of his
group, relate gathered information to
the real world.

Traditional
Learning Model
Teacher is expert
and information
provider
Textbook is key
source of
information
Focus on facts
The product is the be-all
and end-all of learning

Assessment is
Quantitative

Resource-based
learning model
Teacher is a
guide and
facilitator
Sources are varied
Focus on learning
inquiry
Emphasis on
process
Quantitative and
qualitative

Webquest as a Resource
Developed by San Diego State
University as an Internet
approach to support resourcebased projects.

Is an inquiry oriented activity in

which most or all of the information
used by learners are drawn from the
web.
Designed to use learners time well,
to focus on information rather than
looking for it. It also supports the
learners thinking at the levels of

II. Simple creations

Students can also be assigned to
create their software materials to
supplement the need for relevant
and effective materials. Of course,
there are available software
materials such as Creative Writer (by
microsoft), KidWork Deluxe (by
Davidson) on drawing and painting,
and MediaWeave (by Humanities
software) on multimedia.

In developing software, creativity as an

outcome should not be equated with ingenuity
or high intelligence. Creating is more
consonant with planning, making, assembling,
designing, or building. Creativity is said to
combine three kind of skills/ abilities:

Analysing- distinguishing similarities and

differences
Synthesizing- making spontaneous
connections among ideas, thus
generating interesting or new ideas
Promoting- selling of new ideas to allow
the public to test the ideas themselves

5 Key tasks to develop

creativity:
1.Define the task.
2. Brainstorm.
3. Judge the ideas.
4. Act.
5. Adopt flexibility.

III. Guided hypermedia projects

The production of selfmade multimedia projects
can be approached in two
different ways:
As an instructive tool,
such as in the production
by students of a powerpoint presentation of a
selected topic.

As a communication
tool, such as when
students do a
multimedia presentation
(with text, graphs,
photos, audio narration,
interviews, video clips,
etc. to simulate a
television news show.

Iv. Web-based projects

Students can be made to
create and post webpages on
a given topic. But creating
webpages, even simple page
webpages, may be too
sophisticated and time
consuming for the average
student.

 It should be said, however, that

posting of webpages in the Internet
allows the students (now the
webpage creator) a wider
audience. They can also be linked
with other related sites in the
Internet.
Creativity projects as tools in the
teaching-learning process can be
achieved with the assistance of
advisers adept in the technical use
of Internet resources.

Prepared By:
Magadia, Neriza B.
Manalo, Jessica J.

 The power of an inquiry-based approach to

teaching and learning is its potential to increase
intellectual engagement and foster deep
understanding through the development of a
hands-on, minds-on and research-based
disposition towards teaching and learning.
Inquiry honours the complex, interconnected
nature of knowledge construction, striving to
provide opportunities for both teachers and
students to collaboratively build, test and reflect
on their learning.