NEW YORK INSTITUTE OF TECHNOLOGY
SCHOOL OF EDUCATION and PROFFESSIONAL SERVICES
Master of Science in Instructional TechnologyCollaboration with the NYC Teachers Center Consortia/UFT
EDIT 625 (HOTS) Higher Order Thinking Skills and Computers
Course Syllabus Fall 2002
Robert S. Slotnick, PhD
Calendar DescriptionTextRequirementsTopicsInternet and WWW Information Assignments
Professor's office hours, telephone, address:
Before and after class and/or by appointment.
(o) 212-261-1554; e-mail, RSlotnick@earthlink.net
NYIT, Information Hall, Education, 21 West 60 St or elevator access at 17 West 60 St., 2nd fl., Rm. 227, New York, NY 10023NYIT HelpDesk: Office of Information Technology
Tel: 516-686-7570
E-mail: helpdesk@nyit.edu
Web Site: http://hlpdesk.nyit.edu
Course Calendar:
Fall, 2002 Online Virtual Course: Wednesdays: 9/4, 11, 18, 25, 10/2, 9, 16, 23, 30, 11/6, 13, 20.
Course Description: EDIN 640 Higher Order Thinking Skills and Computers
This course surveys higher order thinking skills and its application to problem solving and education. Recent developments in cognitive psychology are reviewed as they apply to perceiving, categorizing, remembering, reasoning, and problem solving. A major component of the course concerns such real problems as human cognitive development, description of differences in intellectual ability, teaching of creative problem solving, designing computer microworlds to enhance synthesis thinking skills, and teaching problem solving skills in educational settings.In conjunction with the lecture material this course offers a laboratory component where students work on problem solving computer programs. Programs featuring inductive and deductive reasoning, application of specific algorithms, use of heuristics, and applications to specific disciplines will be introduced for students to learn to teach thinking skills. Emerging trends in software functionality, design and synthesis skills, and transfer of learning skills will be discussed as the prerequisite tools for thinking in the twenty first century.
Required Software:
Inspiration. Inspiration Software Inc., 7412 SW Beaverton Hillsdale Highway, Suite 102, Portland, OR 97225-2167; 503-297-3004; web site: http://www.inspiration.comObtain a copy of problem solving software (Your choice.) to review and discuss in class. Select software that is relevant, teaches to an educational objective, and
engages the user in higher order thinking.Recommended Texts:
Forcier, R.C. 1999. The Computer as an Educational Tool: Productivity and Problem Solving 3rd ed. Prentice Hall, A Simon and Schuster Co.; Englewood Cliffs, New Jersey 07632. http://www.prenhall.com/forcierJonassen, David 2000. Computers as Mindtools for Schools: Engaging Critical Thinking. 2ed. Merrill/Prentice Hall, Upper Saddle River, NJ. See: http://www.prenhall.com/jonassen
Jonassen, D., Peck, K., & Wilson, B. 1999. Learning with Technology: A Constructivist Perspective. Merrill/Prentice Hall, Upper Saddle River, NJ.
Mayer, Richard, E. 1992. Thinking, Problem Solving, Cognition. New York: W. H. Freeman and Co.
Vockell, Edward & van Deusen, R.M. 1989. The Computer and Higher Order Thinking Skills. Watsonville, CA: Mitchell Publishing, Inc. (800-435-2665)
Bloom, B. 1956. (Ed.) Taxonomy of educational objectives: Handbook I: Cognitive Domain. NY: David McKay. This is a classic text. See summary in Internet website, listed below.
Recommended Journals:
Learning and Leading with Technology, published by the International Society for Technology in Education, 1787 Agate St., Eugene, OR 97403-1923; 541-346-4414; http://www.iste.org
Technology & Learning, published by CMP Media, Inc., 600 Harrison St., San Francisco, CA 94107; http://www.techlearning.com
Course Requirements:
1. Attendance and class participation.2. Multiple online exercises: Work with Bloom's taxonomy , higher order thinking skills, and problem solving from Hand-outs and the Internet. Students will create Databases and Spreadsheets to solve problems and to enhance critical thinking. Students will search the Internet for resources on critical thinking. Students will analyze 2 Problem Solving Software Programs and describe how the program(s) do or do not support specific educational objectives, higher order thinking skills and problem solving. Choose software demonstrated in class. For example, see Factory, Hot Dog Stand, Geometry Sketchpad, Oregon Trail, Math Blaster, etc. Search the Internet for information on Constructivist approaches to education. Review best of ThinkQuest. Students will review and create "tessellations".
3. Search the Internet and the WWW to find resources on higher order thinking skills and problem solving and apply to a particular discipline. In particular search and find information on Gardner and Multiple Intelligences, Bloom’s Taxonomy of Higher Order Thinking, Constructivist approaches to education and computing. Apply information and web sites to a particular curriculum content area. Write an interpretative account of your findings: edit, organize and annotate your materials. Review ThinkQuest and other web sites for exciting ideas.
4. Use Inspiration to create a visual concept map, web, storyboard or outline of higher order thinking skills as a general skill or as applied to a specific content area. Develop a consistent theme, using major features of Inspiration -- use different size or shapes, different colors to show different kinds of relationships. Annotate your concept map. Include a discussion of the place of concept mapping as a higher order thinking tool. See academic articles and compare to the software program Inspiration.
Grading Policy:
1. Attendance and class particpation 20%
2. Multiple ClassExercises: problem solving software -
Factory, Pendulum Problem, Database, Tessellations 40%3. Internet Report -- information on higher order thinking skills
and problem solving 20%4. Develop an Inspiration Concept Map and discuss concept mapping,
semantic webs, etc. 20%
In order to receive an "A" grade, a project must be above average in form and content. An "A" project must show mastery of the technology and content and some insight into learning, design and technology components. Length or effort alone is not sufficient to merit an "A”. Projects that are entirely satisfactory will be graded as "B". NYIT Graduate School has recently included B+ and C+ as part of the graduate grade options. Grades will be assigned on the following numerical basis: A = 90, B+ = 87, B = 80, C+ = 77, C = 70.
Course Guidelines
Using any other persons' work without acknowledgement or proper citation is plagiarism and is not permitted. (Plagiarize: 1. To use and pass off as one's own (the ideas or writings of another). 2. To appropriate for use as one's own passages or ideas from (another).Class assignments will require use of a computer, selected software packages, Internet access, and a printer.
Please submit all written work in clear, word processed form. Use the APA style as a guide.
Bring at least 2 disks to class. Keep electronic records of all your work.
Hand-in assignments one at a time as they become due. Do not hand-in assignments all at the end of the semester.
Incompletes will be given only in extreme circumstances and, when the coursework is completed, the final grade will not be higher than B, except in unusual cases.
Please be considerate of your fellow classmates; do not leave trash, do not talk during class, do not disturb others; do not eat or drink in the class.
Keep your computer station clean and in good working order. Do not keep your work on the hard drive; remove it after each class. Do not look into other people’s work. Keep desk top tidy and uncluttered with your programs. When you come to class, start your work at your computer station.
If you miss class or do not understand some information, ask a classmate to share notes; see relevant sections on the course web page; speak to me.
Excessive absence (more than 1) and lateness (more than 2) without a special reason documented in writing will result in a lowered grade or in compulsory withdrawal from the class. An excused absence still requires the make-up of work/assignments, etc. If you will miss classes for any reason, contact me as soon as possible. Two latenesses will be considered as one absence.
Papers and other assignments cannot be stored at the college; students are responsible for supplying stamped self-addressed envelopes to return all work.
To receive your grade promptly after the instructor submits it, please provide a stamped, self-addressed envelope or postcard. You may also request a grade via e-mail: rslotnick@earthlink.net.
I request feedback on the class which will help or improve the way the course is run. All constructive comments are welcome.
Good luck and enjoy the course.
Course Objectives:
Upon completion of this course, students will be able to accomplish each of the following objectives:
1. Have a basic understanding of HOTS. Identify different forms of thinking and problem solving. Identify the thinking skills
that teachers want students to know.2. Identify and evaluate educational software that promotes thinking skills.
3. Develop a unit/lesson plan which integrates critical thinking skills, the educational software and content areas. Facilitate
content knowledge and develop appropriate critical thinking and problem solving skills.4. Analyze educational technology issues such as: how does technology fit into restructuring; how does courseware advance
pedagogical goals; how does software enhance critical thinking skills; how does educational technology advance the "constructivist" perspective.5. Understand the role of technology in supporting teaching and learning.
Diversity
Students investigate individual differences in performance and identify possible contributing factors including physical, emotional, sociological, cultural, ethnic, and linguistic differences. In developing intervention models for the learner, candidates reflect on the implications of these variables and design instructional approaches which will maximize learner strengths. In selecting a research topic, students may incorporate the impact of race, ethnicity, emotional and physical challenges, and cultural and linguistic differences into their research. Diversity issues can enrich and make your topic more salient.Journals
Computers in the Schools
Education, Training, Research, and Development
Educational Technology
Electronic Learning
International Journal of Instructional Media
Internet World
Journal of Computing in Childhood Education
Journal of Computing in Teacher Education
Journal of Educational Computing Research -- many relevant articles on computers and surveys.
Journal of Educational Psychology
Journal of Educational Research
Journal of Instruction Delivery Systems
Journal of Technology and Teacher Education
Learning and Leading with Technology
Optical Information Systems
Phi Delta Kappan
Technology and Learning
Technology and Teacher Education Annual
The Computing Teacher
"It is assumed that learners have to construct their own knowledge-
individually and collectively. Each learner has a toolkit of conceptions
and skills with which he or she must construct knowledge to solve
problems presented by the environment. The role of the community-other
learners and teacher-is to provide the setting, pose the challenges,
and offer the support that will encourage construction." Jean Piaget
Topic 1. Introduction: Scope of course--
Higher Order Thinking, Problem Solving and Computers.
Syllabus and Course Goals, Issues, Assignments...
Internet Source: Bloom’s Taxonomy of the Cognitive Domain --Knowledge, Comprehension, Application, Analysis, Synthesis and EvaluationSee Hand-out #1 on Bloom's Taxonomy of Higher Order Thinking Skills
and a visual illustration of Bloom's Taxonomy created in Inspiration: HOTSBloom.html
Assignment # 1: Search Internet and text on Bloom's taxonomy. Discuss his view of critical thinking and higher order thinking skills. Look for applications of Bloom's taxonomy to classroom situations. Select search engine like Google or Ask Jeeves or one of your choosing and find relevant information on the Internet. Identify several web sites and organize, edit and annotate the information and place in a word processing document and use ....
Topic 2. Instruction, Learning and Problem Solving
Hand-out #2 Learning, Thinking, Problem SolvingHand-out #3 Computer Enhanced Problem Solving Skill Acquisition (full article)
Different kinds of learning: classical conditioning, operant conditioning, discrimination, concept formation, transfer, thinking and reasoning, problem solving, HOTS, and creativity. Memory as key to facilitate learning: STM -- LTM, cognitive strategies, rehearsal-repetition
Computer enhanced problem solving skills article by R.Slotnick
Review of problem solving
Piaget's ideas and scientific thinking
Computer microworlds
Example of problem solving with The Pendulum Problem
Heuristics and algorithms
probsolv.pdfAssignment # 2: Discuss the differences in problem solving strategies for Operant Conditioning, Discrimination Learning and Concept Learning, Break the Code, Towers of Hanoi, and the Pendulum Problem.
Topic 3. Memory
Memory is the basis on which most learning takes place.
What do we know about memory?How many different kinds?
Information Processing Model of Memory
STM
LTMLong Term Declarative Memory
Semantic Memory
Episodic
ProceduralImproving Memory
Emotional Arousal
Association and Deep ProcessingReconstructing Memories and False Memory Controversy
Hand-out #16 Memory
640stm.jpg A visual model of Long Term and Short Term Memory
Assignment # 3: Discuss the "sins of memory" as described by Schacter in Hand-out #16 -- why do we report confident but inaccurate memories? or Discuss different types of memory and different types of forgetting?
Topic 4: Problem Solving Software: The Factory
Factory
Computer problem solving
Main features of factory
Spatial organization
Working backwards
Planning, sequence, comparisonHand-out #6 See thinking with Factory for an overview of program, main problem solving features, and visual interface.
Now its your turn to identify problem solving software. Search for an interesting and relevant problem solving software program.
Obtain software. Review it. Use Hand-out #6 as a guide. Learning objectives of the program? content discipline? grade level?
Use graphics from program.Assignment # 4: Select a software program that features problem solving activities and/or higher order thinking skills. Describe content area, grade level, and major features. Analyze its structure. What skills does it teach? Then use Inspiration and draw a concept map of the relationships. (If you do not own or cannot acquire Inspiration, then download a trial version for 30 days and complete your assignments.) Get familiar with Inspiration so you can use it for a larger project in assignment #7.
Topic 5. Tessellations and Visual Aesthetics
Tessellations are universal forms and patterns. They are ancient and modern.
They are repeating patterns of interlocking shapes
Visit Thinkquest site on Escher for artistic and unique tessellations
See how they are made and learn how to create your own.See Hand-out #14 for information, ideas, and internet links. Follow the Internet link and make a tessellation using AppleWorks or other draw program.
Assignment # 5: What are tessellations? Find some tessellations on the Internet. (ThinkQuest - Escher) Create your own tessellations! What is the relationship between structure and creativity?
Topic 6. Constructivism, Education, and Computers
Theory of pedogogy
Derives from Dewey and Piaget
Views learner as an active agent
Seymour Papert, Logo, Microworlds -- connected computers to constructivism
Also involves: Collaborative Work, Real World Projects, Personal Interest
Hand-out #4 ConstructivismAssignment # 6: Search the Internet for Constructivism. What are the main ideas? Organize and annotate. How could it be helpful in your classroom? How could it be an obstacle? Focus on constructivism and integration of computers into the classroom.
Topic 7. Visual Thinking: Inspiration
Inspiration: Visual Learning and Concept Mapping
Represent ideas and concepts visually
Use different shapes and colors to represent relationships
Show association between ideas
Help students make connections before they can write themHand-out # 11 Inspiration: Visual Learning and Concept Mapping
Assignment # 7: Inspiration project. Identify theme related to this course which could be applied to your class. Develop a visual concept map showing associations and relationships between concepts and content. Use features of Inspiration to visualize your project. Use different shapes, colors, sizes to reflect different levels, aspects or kinds of concepts. Use note taking feature to comment on different concepts and their relationships. Discuss the concept you are mapping and how Inspiration adds to its understanding. Search Internet for information on Visual Learning and your project. See Inspiration for different examples of Concept Maps or Semantic Webs. For example, you could do a concept map showing different relationships among mammals, or birds, or dinosaurs, or create a concept map on literature themes, or show critical thinking associations or relationships in any subject matter.
Topic 8. Spreadsheets, Databases and Higher Order Thinking:
Create formulas that set up relationships between values
Automatically recaluculates all values as the data entries are made
Reveals relationships instantaneously
Can problem solve with spreadsheets
Can sort lists or numbers in ascending or descending order
Can ask "what if" questions on budgets
Can chart data to show relationships visually
Spreadsheet is a special application of databasesHand-out #7 Spreadsheets
(no assignment)
Topic 9. Databases and Higher Order Thinking
A tool is used to facilitate the performance of a task.
A database manager is an appropriate tool in the management of information
A database is an organized, structured collection of facts about a particular topic
The hierarchical organization of a database is divided into: Files, Records, and Fields
Fields can contain text, numeric values, dates, and pictures or sounds
Fields are defined and organized into layouts
Records can be sorted
Can create reports based on all or some of the records
Databases are excellent productivity tools by helping to store, organize, and retrieve data
Can search and sort a database to answer queries can generate a variety of comparison and contrasts
DBs represent knowledge in a structured but associational form
See Hand-out for DataBase Lesson Plan
Data Base Technology and the Solar SystemHand-out #8 Databases
Assignment # 8: Databases. Given the information on a solar system in Hand-out #8, create a DB incorporating the data and answer all questions in the Hand-out. Write a brief analysis on search procedures using a database. These activities test students ability to create a DataBase, make DB entries, edit records, sort records, and find records in a data base document. Students will become familiar with the planets, their distance from the sun, diameter, number of moons. Also, students may view orbit in Encarta Encyclopedia.
Assignment # 9: Database of Birth and Death Rates. Search Internet for information on birth rate and death rate per country. The CIA fact book has lots of information on this topic. Given different birth and death rates, what else can you predict about a country's life expectancy, age stratification, education system, economic level, and political stability. See Hand-out # 17.
http://www.thinkquest.org/library/index.html See index for ThinkQuest for large range of innovative websites. Interesting, informative, enhance teaching/learning built on teacher/student collaboration.
Assignment # 9: ThinkQuest. Explore the web site. What is its rationale? Analyze some sample web pages? Focus on 1 site. Analyze its design, information, and activity.
Topic 10. The Internet and Higher Order Thinking
Search for articles on some aspect of computers, higher order thinking skills, critical thinking, problem solving, cognitive science and cognitive psychology and computers, and some relevant application, e.g., k-5, 6-8, 9-12, science, social studies, language arts. Check Eric at www.ericir.syr.edu. See HOT LINKS for selection of Internet sites. Conduct your own search and come up with new sites.Discuss Internet application for your particular content area
Discuss new types of learning/teaching
How can Internet be incorporated?
Hand-out #9 Telecomputing: The InternetAssignment # 10: Internet project. Select websites that illustrate thinking skills in a content area. Analyze web site in terms of design/navigation information/knowledge, and set of activities that illustrate and reinforce thinking skills.
Topic 11. Creativity and Thinking -- Pasteur's dictum: "Chance favors the prepared mind."
Some Characteristics of Critical and Creative Thinking
Characteristics of the Creative Person
Psychological Analysis of the Creative Process
Multiple Intelligence and Creativity
Analyze geniuses and their worksHand-out # 15 Creativity
Assignment # 11: Search the Internet for Creativity. Organize, edit, and annotate the most interesting information on creativity. Consider psychological approaches to creativity. Evaluate creativity in diverse domains -- from artistic to business, science, etc.
Topic 12. Scientific Method and Logical Thinking
Applied to science
Applied to productive thinking in every day life
Topic 13. Multiple Intelligences
Basic concept -- History and Development
Critique of Traditional Views of Intelligence
Applications to EducationArticle by Gardner on Learning and MI
http://www.ed.psu.edu/insys/ESD/gardner/Learning.htmlTopic 14. Show Inspiration Projects
Topic 15. Show Internet Projects
Internet Resources Some basic web sites are listed here. See Hot Links section and Weekly Hand-outs
of course website for more web sites.
Approximate List of Assignments
Assignment # 1: Search Internet and text on Bloom's taxonomy. Discuss his view of critical thinking and higher order thinking skills. Look for applications of Bloom's taxonomy to classroom situations. Select search engine like Google or Ask Jeeves or one of your choosing and find relevant information on the Internet. Identify several web sites and organize, edit and annotate the information and place in a word processing document and use ....Assignment # 2: Problem Solving. Discuss the differences in problem solving strategies for Operant Conditioning, Discrimination Learning and Concept Learning, Cryptogram, Towers of Hanoi, and the Pendulum Problem. Give a short overview, then select one problem or one type of learning and relate it to your own learning.
Assignment # 3: Memory. Discuss the "sins of memory" as described by Schacter in Hand-out #16 -- why do we report confident but inaccurate memories? or Discuss different types of memory and different types of forgetting?
Assignment # 4: Review Problem Solving Software. Select a software program that features problem solving activities and/or higher order thinking skills. Describe content area, grade level, and major features. Analyze its structure. What skills does it teach? Then use Inspiration and draw a concept map of the relationships. (If you do not own or cannot acquire Inspiration, then download a trial version for 30 days and complete your assignments.)
Assignment # 5: Tessellations. What are tessellations? Find some tessellations on the Internet. (ThinkQuest - Escher) Create your own tessellations! What is the relationship between structure and creativity?
Assignment # 6: Constructivism. Search the Internet for Constructivism. What are the main ideas? Organize and annotate. How could it be helpful in your classroom? How could it be an obstacle? Focus on constructivism and integration of computers and technology.
Assignment # 7: Inspiration project. Identify theme related to this course which could be applied to your class. Develop a visual concept map showing associations and relationships between concepts and content. Use features of Inspiration to visualize your project. Use different shapes, colors, sizes to reflect different levels, aspects or kinds of concepts. Use note taking feature to comment on different concepts and their relationships. Discuss the concept you are mapping and how Inspiration adds to its understanding. Search Internet for information on Visual Learning and your project. See Inspiration for different examples of Concept Maps or Semantic Webs. For example, you could do a concept map showing different relationships among mammals, or birds, or dinosaurs, or create a concept map on literature themes, or show critical thinking associations or relationships in any subject matter. (If you do not own or cannot acquire Inspiration, then download a trial version for 30 days and complete your assignments.)
Assignment # 8: DB. Solar System. Given the information on a solar system in Hand-out #8, create a DB incorporating the data and answer all questions in the Hand-out. Write a brief analysis on search procedures using a database. These activities test students ability to create a DataBase, make DB entries, edit records, sort records, and find records in a data base document. Students will become familiar with the planets, their distance from the sun, diameter, number of moons. Also, students will view orbit in Encarta Encyclopedia.
Assignment # 9: Database of Birth and Death Rates. Search Internet for information on birth rate and death rate per country. Given different birth and death rates, what else can you predict about a country's life expectancy, age stratification, education system, economic level, and political stability. See Hand-out # 17.
Assignment #10: Internet project. Select about 10 websites that illustrate thinking skills in a content area. Analyze web site in terms of design/navigation information/knowledge, activity that illustrates and reinforces thinking skills. Can relate to your teaching. Can use web site resources for Inspiration Project. Search MarcoPolo and ThinkQuest for excellent web sites. ThinkQuest http://www.thinkquest.org is also a growing online community where students and educators can come together to share information.
Assignment #11: Search the Internet for Creativity. Organize, edit, and annotate the most interesting information on creativity. Identify key aspects of creativity and give some examples. Select a particular work of genius (Choose any domain of interest to you -- art, science, naturalist, invention, athletics, business, -- and discuss what makes it special.
Web Resources
General
Forcier, R.C. 1999. The Computer as an Educational Tool: Productivity and Problem Solving 3rd ed. http://www.prenhall.com/forcier Web resources for the 3rd edition. New and interesting information.Jonassen, David 2000. Computers as Mindtools for Schools: Engaging Critical Thinking. 2ed. See: http://www.prenhall.com/jonassen
Learning and Leading with Technology http://www.iste.org
Technology & Learning http://www.techlearning.com
Week 1
Bloom's Taxonomy of Higher Order Thinking Skills. Annotated by Bill Huitt.
http://chiron.valdosta.edu/whuitt/col/cogsys/bloom.htmlCritical Thinking Across the Curriculum Project Gives verbs and sample questions for each level of Bloom's taxonomy.
http://www.kcmetro.cc.mo.us/longview/ctac/blooms.htmLearning Domains or Bloom's Taxonomy:
The Three Types of Learning
Cognitive 1 Affective 2 Psychomotor 3
http://www.nwlink.com/~donclark/hrd/bloom.htmlInspiration Visualization of Bloom's Taxonomy
http://iris.nyit.edu/rsuftcourses/hots/HOTSBloom.htmlEducational Psychology Interactive: The Cognitive Domain
Bloom's Taxonomy of the Cognitive Domain
http://chiron.valdosta.edu/whuitt/col/cogsys/bloom.htmlThe Information Processing Approach
http://chiron.valdosta.edu/whuitt/col/cogsys/infoproc.htmlWeek 2
A working version of the Towers of Hanoi puzzle and some extra mathematics.
http://cut-the-knot.com/recurrence/hanoi.htmlA host of interesting puzzles; try some.
http://cut-the-knot.com/games.html.Week 5
Go to a group of tessellations on Yahoo!
http://au.yahoo.com/Science/Mathematics/Geometry/Tessellations/Week 7
Visual Learning Using Inspiration
http://www.inspiration.com/inspclass.htmlWhy Visual Learning
http://www.inspiration.com/theory.htmlhttp://www.inspiration.com/theory/mapping.htmlVisual Leaning Techniques
http://www.inspiration.com/why_viz.htmlOrganize Thinking -- from this site you can link to many examples of Visual Learning
http://www.inspiration.com/diagrams/ed/ediagram.htmlExample How to do a Concept Map
http://www.inspiration.com/theory/mapping.htmlWeek 9
