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Six Thinking HatsTraining for thinking
By Izawany Ibrahim & Nurulhana Hussain
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Design and Development Process
1
Selecting design tools2
Needs assessment 3
Sequence of Instruction4
Mission Statement
5 Assessment
Instructional Framework6
Instructional Media 7
Prototype4
Adapted from Shambaugh & Magliaro (1997)
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Mission Statement
To design a learning platform (website) to enhance higher order thinking among form 5 students using a thinking tool - Six Thinking Hats devised by Edward de Bono.
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Selecting design tools
Learning TheoryDriscoll (2002)
DesignTools
Design Model
A
E D
D
I
Learning occurs in context
Learning is active
Learning is social
Learning is reflective
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Needs assessment
Gather information
Summarize your intent
Describe your intent
• Enhance higher order thinking skills.
• Use a thinking tool.• Provide contextual
learning. • Make learning active,
social and reflective.
Learner Profile• Form five students• Mix abilities – beginners to advanced
Context analysis (Tessmer,1990)• Physical factors -internet access -free website• Use Factors -individual / pair -computer skills
• Provide a platform for exercising higher order thinking skills.• Use Six Thinking Hats by Edward de Bono as a thinking tool.• Provide contextual activities.• Provide online discussion platform to make learning active, social and reflective.
IDEAL
REALITY
GOALS
Problem: Low thinking skills. Unable to construct ideas critically and independently.
Target audience: Form 5 students
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Sequence of Instruction
Current andcontextual issues
Contextual, active, social and reflective learning activities.
Bloom’s taxonomy andExplicit instruction.
Bloom’s taxonomy
Sequencing topics for discussion
Sequencing cognitive strategies and reflection
Sequencing lesson delivery-simple to complex
(combining hats)
Sequencing the content(Introducing each hat)
InputProcess
Output
Higher order
thinking
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Assessment
Selected response assessment• multiple choice• matching• true or false
Constructed response assessments• short answer • essays• projects
To assess students’ mastery of content
To assess students’ understanding of
content
Learning Objectives & Learning Outcomes
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Instructional framework
DirectInstruction
Information recall and skill acquisition
Inform objectives
Present lesson
Guided practice and feedback
Independent practice
Review practice and provide feedback
Behavioral Family Model
Review what has been learned
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Instructional Media
MoodleMoodleEarlier versions- linear platform, needs to scroll down, needs to create account to participate.
Convenient for the teacher but unappealing to the learners.
FreewebsFreewebsLater versions – easy navigation, appealing layout for teenage learners.
Appealing to the learners but lacks in self correcting assessment tools and activities.
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Prototype – Design Phase
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Prototype- Design Phase
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Prototype – transformation to VLE
Earlier versions
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Prototype – transformation to VLE
Current version
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Prototype – Design Phase
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Reference:
Shambaugh, R. N., & Magliaro, S. G. (1997). Mastering the Possibilities: A process approach to instructional design. Massachusetts: Allyn and Bacon.
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By Iza and Hana