Visualize, Visualize, Visualize

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

1. Based on your experiences, what are some ways in which you might apply ideas presented by the authors in this article?
The main idea behind this article is to promote the use of project-based learning in the classroom so that students and teachers can make thinking processes visible to others. I view project based learning as a means of developing children's cognitive, motor, and social skills, and this article stresses the importance of cognitive project-based learning. As a teacher whose depth of study is in Arts and Education, I plan to incorporate the arts into the classroom with the use of project based learning, which will allow students to collaborate, use their hands to create a project, and think of ways to solve a problem or create a project. Students can make their thoughts visual by speaking their minds or use creative technologic programs, such as Inspiration or even Word, Excel, and PowerPoint, to create outlines and organize their thoughts. Students can also use the Internet to research information and learn to better express their ideas. As a teacher, I will provide all of these resources and many more to my students so that they are not limited in their discovery process, and I will coach my students in order to make sure that they grasp the new knowledge and continue to use it in their higher-order of thinking.

2. What is project-based learning and how does it affect the classroom and the way you will teach?
According to the article, "Project-based learning provides a way of learning that seems to be particularly attractive to students who are struggling with conventional school assignments" (Chen, 54). Project-based learning is a dynamic approach to actively engage students to explore real-world problems and challenges, and simultaneously developing cross-curriculum skills while working in small collaborative groups. Project-based learning can stimulate the classroom, as well as create a learning environment in which students will have a desire to explore, investigate, and understand their world, and this is what I hope to achieve in my classroom setting.

3. What is an example of higher-order thinking?
An individual who expresses higher-order thinking is when they, as learners, gain conscious access to their own minds, move toward greater understanding, and acquire the ability to apply that understanding towards real-world situations. An example of higher-order thinking could be students using tools, such as Inspiration, to organize an outline and creatively express their thoughts and ideas.

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.

Intel Education. (2006). Harnessing the power of project based learning. Unit and Project Plans. Retrieved October 30, 2009 from http://www.intel.com/corporate/education/emea/eng/ireland/elem_sec/tools_resources/plans/harness.htm
This website provides a thorough definition of what project based learning is, how it can be incorporated into the classroom, the benefits, as well as the challenges, teachers face with project based learning, and references and resources one can refer to in order to better understand project based learning.

Edutopia (2009). Core concept: Project learning. The George Lucas Educational Foundation. Retrieved October 30, 2009 from http://www.edutopia.org/project-learning-introduction
This website provides several videos and examples, studies, and articles supporting the benefits of project learning, generally stating that project learning is a dynamic approach to teaching in which students explore real-world problems and challenges, and inspires students to obtain a deeper knowledge of the subjects they are studying.

Boud, D. & Feletti, G.E. (1997). The challenge of problem-based learning, 2nd ed. London: Kogan Page Limited.
This book examines problem based learning, pointing out the strengths and weaknesses of such a curriculum, and presents 30 case studies from a wide range of professional and higher education institutions.