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Visualize, Visualize, Visualize: Designing Projects for Higher-Order Thinking
By Pearl Chen and Diane McGrath
1. Based on your experiences, what are some ways in which you might apply ideas presented by the authors in this article?
One way that I might apply the knowledge strategies for countering difficulties with Self-Regulatory Learning would be similar to an art project I once designed for a high school class. An idea for an interdisciplinary project-based learning model is to present an introduction to a particular culture (I chose the Navajo in my previous experience) and have students work in pairs or small groups to be responsible for cooperatively becoming “experts” in a particular aspect of this (unfamiliar) culture for the ultimate purpose of creating something tangible that represents this culture. The product could be as diverse as a model (of a village or structure), work of art, meal, multi-media presentation, item traditional clothing, etc. This would fulfill the first goal of teaching students to think like experts and encouraging learning strategies other than rehearsal because they would be solely responsible for, first of all, doing enough general research to focus in on one aspect of the culture, and second of all, specializing that research to learn enough about that one aspect to report on it and create a representation of it. The collaborative aspect would “make thinking visible and maintain attention to cognitive goals rather than task goals” because students would have to problem-solve with one another in the process of gathering information, to use analysis in determining how to best represent their findings, and to use synthesis to determine combined skills and strengths in the production of the physical project. This would also give students a “legitimate role in the community of learners” and give them “more responsibility for contributing to each other’s learning” because, not only will they be adding to knowledge within their small groups, but, as a whole class, every group’s individual research and representation will contribute to a collective image of a culture previously known very little about. In general (as in my experience), the students become so absorbed in their own learning processes that it truly shifts from “teacher-based” to project-based.
2. What is project-based learning and how does it affect the classroom and the way you will teach?
Project-based learning is a pedagogical strategy that takes the focus of learning away from the teacher (the “expert”) and places it in the hands of the students by engaging them in projects wherein the importance is placed more on the process than the product. In this article, they specifically target cognitive PBLs – those which encourage the use of higher-order thinking skills by making the thinking process itself more visible. This affects the classroom by empowering students to take charge of their own learning, or, by giving students the freedom to have confidence in their abilities to think for themselves and to become aware of that thinking (through reflection and communication with others, etc.). I think this will affect the way that I teach in that I will be more mindful of the need for space to allow students the time to observe their thinking processes during and after projects. I will also most likely practice designing more projects that can have as much of students’ authorship as possible.
3. What is an example of higher-order thinking?
An example of higher-order thinking would be someone drafting a chart of her ideas, reflecting upon it (comprehension), and discovering where the gaps in her thinking process exist (analysis). After filling in those gaps (synthesis), she might then write a reflective piece describing her writing process and making suggestions for how she might approach it differently in the future (evaluation).
4. Locate at least two more articles or resources that either support project-based learning or argue against it.
a) http://www.illinoisloop.org/project.html
This web site, Illinoisloop.org – a forum on the state of education in Illinois – offers a page titled “Projects vs. Learning” which discusses the possible cause for the trend of “ill-conceived and excessive projects”. The view expressed here is that the flurry of projects in classrooms has degraded into shallow busy-work that parades as progressive education. The proposed solution is to educate parents on the counterproductivity of this trend so that they will speak out about the “dumbing-down” of our children. There are links to three articles furthering the discussion.
b) McGrath, Diane. “Designing to Learn: A focus on design in project-based learning.” (2003). ISTE vol. 30.6, 50-4.
McGrath discusses certain elements of design that educators need to be aware of when approaching design-based projects. Specifically, she examines the importance of the design skill that a student brings to a project, the methods of planning available for the designing, the importance of audience in shaping design choices, and the challenge of setting and maintaining high standards for students’ work.
By Pearl Chen and Diane McGrath
1. Based on your experiences, what are some ways in which you might apply ideas presented by the authors in this article?
One way that I might apply the knowledge strategies for countering difficulties with Self-Regulatory Learning would be similar to an art project I once designed for a high school class. An idea for an interdisciplinary project-based learning model is to present an introduction to a particular culture (I chose the Navajo in my previous experience) and have students work in pairs or small groups to be responsible for cooperatively becoming “experts” in a particular aspect of this (unfamiliar) culture for the ultimate purpose of creating something tangible that represents this culture. The product could be as diverse as a model (of a village or structure), work of art, meal, multi-media presentation, item traditional clothing, etc. This would fulfill the first goal of teaching students to think like experts and encouraging learning strategies other than rehearsal because they would be solely responsible for, first of all, doing enough general research to focus in on one aspect of the culture, and second of all, specializing that research to learn enough about that one aspect to report on it and create a representation of it. The collaborative aspect would “make thinking visible and maintain attention to cognitive goals rather than task goals” because students would have to problem-solve with one another in the process of gathering information, to use analysis in determining how to best represent their findings, and to use synthesis to determine combined skills and strengths in the production of the physical project. This would also give students a “legitimate role in the community of learners” and give them “more responsibility for contributing to each other’s learning” because, not only will they be adding to knowledge within their small groups, but, as a whole class, every group’s individual research and representation will contribute to a collective image of a culture previously known very little about. In general (as in my experience), the students become so absorbed in their own learning processes that it truly shifts from “teacher-based” to project-based.
2. What is project-based learning and how does it affect the classroom and the way you will teach?
Project-based learning is a pedagogical strategy that takes the focus of learning away from the teacher (the “expert”) and places it in the hands of the students by engaging them in projects wherein the importance is placed more on the process than the product. In this article, they specifically target cognitive PBLs – those which encourage the use of higher-order thinking skills by making the thinking process itself more visible. This affects the classroom by empowering students to take charge of their own learning, or, by giving students the freedom to have confidence in their abilities to think for themselves and to become aware of that thinking (through reflection and communication with others, etc.). I think this will affect the way that I teach in that I will be more mindful of the need for space to allow students the time to observe their thinking processes during and after projects. I will also most likely practice designing more projects that can have as much of students’ authorship as possible.
3. What is an example of higher-order thinking?
An example of higher-order thinking would be someone drafting a chart of her ideas, reflecting upon it (comprehension), and discovering where the gaps in her thinking process exist (analysis). After filling in those gaps (synthesis), she might then write a reflective piece describing her writing process and making suggestions for how she might approach it differently in the future (evaluation).
4. Locate at least two more articles or resources that either support project-based learning or argue against it.
a) http://www.illinoisloop.org/project.html
This web site, Illinoisloop.org – a forum on the state of education in Illinois – offers a page titled “Projects vs. Learning” which discusses the possible cause for the trend of “ill-conceived and excessive projects”. The view expressed here is that the flurry of projects in classrooms has degraded into shallow busy-work that parades as progressive education. The proposed solution is to educate parents on the counterproductivity of this trend so that they will speak out about the “dumbing-down” of our children. There are links to three articles furthering the discussion.
b) McGrath, Diane. “Designing to Learn: A focus on design in project-based learning.” (2003). ISTE vol. 30.6, 50-4.
McGrath discusses certain elements of design that educators need to be aware of when approaching design-based projects. Specifically, she examines the importance of the design skill that a student brings to a project, the methods of planning available for the designing, the importance of audience in shaping design choices, and the challenge of setting and maintaining high standards for students’ work.
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