Jana Brewer

2.4 Higher-Order Thinking Skills - 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).
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Briefly describe the artifact and the context in which it was created. What was your individual
contribution(s)?
The Multimedia Design Project I developed is a WebQuest that requires seventh-grade science

students to complete a series of tasks that meet several Georgia Science standards. The assignment

was developed to take place at the end of an ecosystems unit where students would use the

knowledge gained throughout the unit to research relevant information related to an organism of

their choosing to complete a variety of assignments and create. Students have a choice as to which

tools they will use to create a product that demonstrates their knowledge. These options include

Google Docs, Google Slides, Prezi, Scribble Maps, Videos, Google Drawings, or Storyboards. Students

will be required to use higher order thinking skills, creative thinking, and critical thinking to research

an organism of their choice, complete a writing assignment about the chosen organism, create a

food chain, develop a map, and describe the biome their organism is part of. I developed the

Multimedia Design Project in its entirety and considered how to keep students engaged by providing

choice in how they created their own products to share their knowledge of organisms and the

ecosystems they live in.

Explain how this artifact demonstrates mastery of the standard/element under which it is placed.
Since I provided students with examples of how to complete each step, I modeled the

use of internet tools and resources then facilitated student learning as they completed the

Multimedia Design Project on their own. Although we had previously learned this content in

class, this project required students to use higher order thinking skills, processes, and mental

habits of mind to apply the content knowledge they had developed and create their own
 Jana Brewer

products. Students had choices at each step through this process of how they would like to

present their learning including Google Drawings, Storyboards, video, Prezi, and Scribble Maps.

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? (Not changing anything is
not an acceptable response.)
I learned developing a WebQuest is worth the time spent because it provides students

with a learning experience that can be differentiated to meet all students needs and encourage

students to use higher order thinking skills, processes, and habits of mind. The amount of time it

took to plan this WebQuest so it met a variety of needs is not something I have time to do often

throughout the school year, but if I were to plan and design with another teacher, it would be

something I could implement more often. If I were to create another artifact similar to this one, I

would provide students with check points through each task and have students turn in all work

at the completion of the WebQuest rather than at each step. I would also combine all the drop

box assignments, so all student work is in one place rather than in multiple drop boxes.

Completing this project helped me step outside my comfort zone in comparison to learning

experiences I would normally develop and assign to my students.

How did the work that went into creating this artifact impact school improvement, faculty
development, or student learning? How can this impact be assessed?
The work that went into creating this artifact impacts student learning because it requires

students to think and learn in ways they are not accustomed to. Although we had already covered

the content related to the standards addressed in this WebQuest, it required students to apply the

knowledge they had to create their own products and share their learning with others. This is not

the type of assignment the students I worked with are used to completing, but throughout

implementation, they were more engaged, interested, and took ownership of their learning. This

WebQuest also allowed for differentiation of content and product for students, meeting them

where they were and allowing them to share their learning in a way that best meets their needs.