Visualize, Visualize, Visualize: Designing Projects for Higher-Order Thinking

Chen, P., & McGarth, D. (2004). Visualize, visualize, visualize: Designing projects for higher order thinking. Learning and Leading with Technology, 32 (4), 54-57.

Project-based learning involves hands-on learning activities that require contemplation and planning; often times, students who have found conventional education difficult, will be drawn to project-based learning and flourish. The results of these methods have been proven to have a dramatic effect on the learning environment of a classroom, with students who are more willing to engage in mentally challenging tasks. Educating students who are inspired and persistent will allow teaching to go beyond basic instruction and learning, into the realm of students managing and accessing their own personal mental data.

Time and time again, my experiences have shown that students need to receive a thorough understanding of what information and assignments mean to them, in conjunction with an outlet for their opinion and emotions. Pearl Chen and Diane McGrath present the idea of requesting students to, “Speak their minds;” applying this concept to the classroom would be therapeutic for the students, while giving insight to their thought process. This would therefore, give opportunity to identify any discontinuity in their learning. In addition, encouraging students to utilize technology, such as a concept map, to demonstrate their cognitive construction will provide a platform for their creative expression and design.

Higher-order thinking is more than memorizing and repeating back information given; it involves thinking about the knowledge gained and applying it to a higher level of thinking. For example, upon researching a new subject, a student may compose a persuasive essay pertaining to their newfound knowledge; therefore accessing the information and formulating thoughts, opinions, and new concepts around the facts obtained.

The following articles give further insight to project-based learning. Evaluating the Impact of Project Based Learning by using Student Created PowerPoint Games in the Seventh grade Language Arts Classroom explores the pros to project based learning; however, Jamie S. Parker also gives some compelling examples of the cons to project-based learning, such as the required additional teacher preparation time and students’ resistance to technology. The Houghton Mifflin’s Project-Based Learning Space also addresses the support needed by teachers in order to successfully execute project-based learning; in addition to how the opinion of the students can change the results of project-based learning.

Parker, J. S. (2004). Evaluating the impact of project based learning by using student created
PowerPoint games in the seventh grade language arts classroom. Instructional Technololgy Monographs 1 (1). Retrieved October 11, 2009, from http://projects.coe.uga.edu/itm/archives/fall2004/JPARKER.HTM

Houghton Mifflin. Project-Based Learning Space. In Background Knowledge & Theory. Retrieved October
11, 2009, from http://college.cengage.com/education/pbl/background.html