Chen, P., & McGrath, D. (2004). Visualize, visualize, visualize: Designing projects for higher order thinking. Learning & Leading with Technology, 32 (4), 54-57.
Points of Thought:
1) Based on your experiences, what are some ways in which you might apply ideas presented by the authors in this article?
The article provided many fascinating concepts in regards to creating hands on projects that promote learning. In particular, I found that these ideas would be helpful to use at the beginning of a school year because of the critical thinking skills required. By having the students each create their own projects, they would learn both about themselves and about the appropriate methods and means used to create high level work. By having them research and save multiple drafts, they would learn how to use information databases correctly in order to obtain their data. In addition to gathering their research, however, the students would also be learning how to recognize credible information as well as how to use the information ethically to avoid plagiarism. This part of the project alone touches upon NETS-S standards 3 (Research and Information Fluency) as well as 5.a (advocate and practice safe, legal, and responsible use of information and technology). Then, after having done their research, I would have them organize their thoughts categorically and decide the relevance of each piece of information. This would allow them, as well as the instructor, to visually see their learning process in regards to organization and concept. From there, the students would then form a presentation and present their findings to the class. This would include NET-S standard 2 (Communication and Collaboration) and 4.b (plan and manage activities to...complete a project). Lastly, the students would look back at all of their drafts and note the changes they saw over time and formally recognize any patterns or progress they see within their own work, which coincides with NETS-S 1.d (identify trends and forecast possibilities). Throughout the project, the teacher also meets NETS-T standards 1 (Facilitate and Inspire Student Learning and Creativity) and 2 (Design and Develop Digital-Age Learning Experiences and Assessments).
2) What is project-based learning and how does it affect the classroom and the way you will teach?
Project-based learning centers around the ideas of student participation and initiative. Instead of the teacher playing the role of “lecturer” to a class, they play the role of their guide and instead aids them on finding out answers for themselves. PBL give students a change to learn and achieve tasks using their own thinking methods. I plan on using PBL as a key tool in my classroom because I feel that when the students are allowed to explore on their own they not only are more interested in the topic, but they retain more of the information as a result. PBL also provides the students with practice in regards to working together and collaboration.
3) What is an example of higher-order thinking?
In addition, PBL provides students with an environment supportive of higher-order thinking because projects not only require students to research and understand their findings but also to comprehend their meaning to reach their own conclusions and find ways to share their findings with others. An example of higher-order thinking is when students complete current events projects. In current events projects, the students have to find an article, read through it, comprehend the main ideas, relate the content to other global, community, and historical events, then draw conclusions about the influence of the event and be ready to give a presentation to the class.
4) Locate at least two more articles or resources that either support project based learning or for double credit try to find an author who argues against project based learning. List these in APA format and summarize their key points.
When taking a look at project-based learning, there are many other professionals who have strong feelings about this revolutionary concept. One article [ Edutopia Staff. (2008). Why Teach with Project Learning?: Providing Students With a Well-Rounded Classroom Experience. Edutopia, Retrieved from http://www.edutopia.org/project-learning-introduction ] I found supported the concept. This article also felt that project-based learning provided students with a greater environment for learning and expression. It also discussed the importance of technology to project based learning and the critical thinking skills that form as a result. Another article I read [ Yildirim, Zahide. (2004). Relationships between Achievement Goal Orientation and Collaboration in Project-Based Learning Process. ERIC. ] also contained positive results of project based learning, such as students having a greater understanding of the concept as well as benefitting from working together in groups for the project. The article did point out, however, one of the negative effects of group project-based learning. The study found that there were students, especially males, who did not actively participate with their group and as a result their GPA and learning suffered when compared to previous semesters. Overall, however, I think that project-based learning is a useful tool for the classroom.
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