Sarah Miller

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).

1. Briefly describe the artifact and the context in which it was created. What was/were
your individual contribution(s)?
The artifact for this standard is my NETS-S Internet Lesson Plan. This artifact is a lesson
plan that implements the NETS-S standards. This lesson plan describes my “Organelle
Campaign” in which students used technology to compete as the “Most Important
Organelle in the Universe”. The lesson requires higher-order thinking skills and
processes of the students. The artifact describes multiple aspects of the lesson, as well as
my thoughts and reasoning. My contribution was creating the artifact and all of the
supporting materials myself.

2. Explain how this artifact demonstrates mastery of the standard/element under which it
is placed. See the portfolio rubric and watch the videos for more details on what to
include in your reflection for this question. You must respond to each of the items on the
rubric in this question! It is VERY IMPORTANT that you address ALL of the criteria on
the rubric. This one question may need to be several paragraphs long in order to address
all of the items on the rubric.
Students will be given an organelle for which they have to defend is the “Most Important
Organelle in the Universe”. Because they are having the describe what will happen if
their cell is not present, they will be using higher order thinking skills- they will have to
analyze the organelle’s function/job in order to predict what will happen without it
(critical thinking). Further, students will create an argument to protect their organelle in
the form of a speech or poster/pamphlet (creative thinking). Students will be using self-
regulation because this a highly self-paced environment. They will be given a to-do list
and a suggested pacing guide with my facilitating; however, it is up to the students to stay
on-track with their deadlines.

3. What did you learn from completing this artifact? What would you do differently to
improve the quality of the artifact or the process involved in creating the artifact?
To improve this project, I would like to have spent more time planning for metacognition
and reflection. I feel as though this project hits high in the higher-order thinking, but I
would like to add a reflection piece.

4. How did the work that went into creating the artifact impact school improvement,
faculty development, or student learning? How can the impact be assessed?
This artifact impacted student learning by giving them the opportunity to use their higher-
order thinking skills. I believe these students have had limited exposure to this type of
lesson, and they were highly engaged.