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Productive Pedagogies refers to a framework that focuses on effective teaching strategies and practices to enhance student learning outcomes through engagement, collaboration, and critical thinking.

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Promoting Higher-Order Thinking Skills with Technology In The Classroom

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Promoting Higher-Order Thinking Skills with Technology In The Classroom

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Learn how to target the different levels of the taxonomy and engage students across different grade levels in a variety of content areas using technology.

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5 Tech-Friendly Lessons to Encourage Higher-Order Thinking -- THE Journal

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Mobile apps and Web 2.0 tools can facilitate implementation of activities requiring students to use skills at the top three levels of Bloom’s Revised Taxonomy--analyzing, evaluating, and creating. Here are five examples of activities that target these levels of the taxonomy and can be used with stud…

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While not specifically designed for Mathematics, Scratch can be utilised within the classroom to construct interactive mathematics games, simulations and visualisations to transform learning experiences. One important feature is its ability to promote active learning via project-based exploration, allowing students to move beyond passive consumption of information to active construction of knowledge by planning and implementing Scratch projects that are connected to mathematical concepts (Brennan & Resnick, 2012; Halverson & Sheridan, 2014). Transformative learning is essential to this shift and can only be achieved when opportunities are provided to students to take ownership of their learning and develop their knowledge and understanding of mathematical ideas and concepts as they transition from passive learning to active learning (Mezirow, 1997).

Scratch also presents significant value in its ability to stimulate and foster innovation and creativity. One capability normally overshadowed in mathematics, creativity, can be eclipsed by the emphasis on correct solutions and procedural proficiency, however, creativity is an essential component of problem-solving and mathematical reasoning (Tout, 2020). Scratch allows students to explore mathematical concepts freely in creative ways, such as designing and constructing interactive simulations, visualising abstract concepts through animations, or making games that reinforce mathematical principles, providing students with creative freedom where learning experiences are transformed into enjoyable experiences, fostering a growth mindset, in which students see problems as opportunities for learning and experimenting (Dweck, 2006). Furthermore, Scratch cultivates computational thinking skills, as its programming teaches students how to break complex problems down into manageable steps, identify patterns and develop algorithms, all which are fundamental processes within mathematics that mirrors mathematical problem-solving techniques (Wing, 2006; Grover & Pea, 2013). This connection between mathematical and computational thinking improves students' capacity to transfer abilities across domains and promotes a more holistic understanding of both disciplines (Villarejo, 2019).

Within the classroom, Scratch can be integrated into various instructional strategies to support a transformative learning design. Scratch is a powerful visualisation tool for abstract mathematical concepts, where students can create interactive graphs to explore functions, simulate geometric transformations, or model real-world mathematical scenarios, allowing students to connect abstract mathematical concepts with concrete, interactive representations to foster a deeper understanding (Bogdanova et al., 2023). Scratch also supports differentiated instruction by allowing students to work at their own pace and level of complexity, where lessons can be designed and implemented that are scaffolded to accommodate the diverse learning needs and interests of students (Tomlinson, 2014). For example, students have the option to incorporate mathematical concepts and skills into projects that are in line with their personal interests, such as art, music, or storytelling. Additionally, Scratch can also be used to promote collaborative learning experiences, in which students can work in groups to design and implement Scratch projects that require them to apply mathematical concepts and principles in real-world scenarios, strengthening the accumulation of knowledge and understanding, particularly for students who thrive on peer support and feedback (Slavin, 2014; Antonetti et al., 2015; Tomlinson, 2014).

Reference List

Antonetti, J., & Garver, J. (2015). 17,000 Classroom Visits Can’t Be Wrong: Strategies That Engage Students, Promote Active Learning, and Boost Achievement (1st ed.). Association for Supervision & Curriculum Development.

Bogdanova, E., Bogdanov, P., & Bogdanov, S. (2023). Future mathematics teachers’ implementation of research activities based on dynamic mathematics software GeoGebra. Vestnik Rossiĭskogo Universiteta Druzhby Narodov. Serii͡a︡ Informatizat͡s︡ii͡a︡ Obrazovanii͡a, 20(2), 207–220. https://doi.org/10.22363/2312-8631-2023-20-2-207-220

Brennan, K., & Resnick, M. (2012). New frameworks for studying and assessing the development of computational thinking. Proceedings of the 2012 annual meeting of the American Educational Research Association. https://scratched.gse.harvard.edu/ct/files/AERA2012.pdf

Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.

Halverson, E. R., & Sheridan, K. M. (2014). The Maker Movement in Education. Harvard Educational Review, 84(4), 495–504. https://doi.org/10.17763/haer.84.4.34j1g68140382063

Mezirow, J. (1997). Transformative Learning: Theory to Practice. New Directions for Adult and Continuing Education, 1997(74), 5–12. https://doi.org/10.1002/ace.7401

Slavin, R. (2014). Cooperative Learning and Academic Achievement: Why Does Groupwork Work?. [Aprendizaje cooperativo y rendimiento académico: ¿por qué funciona el trabajo en grupo?]. Anales de Psicología (Murcia, Spain), 30(3), 785-. https://doi.org/10.6018/analesps.30.3.201201

Tomlinson, C. (2014). The differentiated classroom : responding to the needs of all learners (2nd edition.). ASCD.

Tout, D. (2020, November 24). Teaching Numeracy. Australian Council of Educational Research (ACER). https://www.acer.org/au/discover/article/teaching-numeracy

Villarejo, B. (2019). Lifelong Kindergarten: Cultivating Creativity through Projects, Passion, Peers, and Play. Multidisciplinary Journal of Educational Research, 9(3), 349-. https://doi.org/10.17583/remie.2019.4713

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Scratch is a free programming language and online community where you can create your own interactive stories, games, and animations.

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A powerful graphing calculator that allows students to visualize functions, explore transformations and understand concepts like linear equations, quadratic functions, and more.

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Desmos offers best-in-class calculators, digital math activities, and curriculum to help every student love math and love learning math.

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GeoGebra is an interactive mathematics software that combines geometry, algebra, spreadsheets, graphing and statistics. It's great for exploring mathematical concepts visually.

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GeoGebra - the world's favorite, free math tools used by over 100 million students and teachers

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Free digital tools for class activities, graphing, geometry, collaborative whiteboard and more

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Quizlet is a flashcard and study tool that can be used to create math flashcards for students to practice key concepts, formulas and vocabulary.

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Mathway is a problem-solving tool that provides step-by-step solutions to math problems across various topics including algebra, calculus, trigonometry, and more.

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Free math problem solver answers your algebra homework questions with step-by-step explanations.

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Prodigy is a game-based learning platform that integrates math practice with an engaging storyline, adaptive learning, and progress tracking for students.

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Make learning fun, adaptive and insightful

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There's no cost to you or your students and Prodigy is fully aligned with state standards for grades 1-8 math and grades 1-6 English. Educators, get full access for free "In less than 12 months... I've got kids that have elevated two to three grade levels.

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Good technology integration isn't about using the fanciest tool, it's about being aware of the range of options and picking the right strategy-or strategies-for the lesson at hand.

The biggest obstacle to teaching online probably isn't the technology. Teachers seek out educational technology, in fact, because it "can have considerable positive impacts on student performance," according to a 2016 study -improving test scores and allowing teachers to assess student achievement more efficiently. The big problem is how to integrate it: Beyond the sheer number of tech tools available, the same researchers identified "inadequate professional development and training" as the primary obstacle to using technology productively in classrooms.

Understandably, the emergence of the coronavirus has dramatically accelerated the process of integrating edtech, as educators around the country race to get online as fast as they can. But as many of our teachers have noted, the current state of K-12 online learning is more like triage-a form of crisis management-and not at all like skillfully managed distance education.

What's missing from the conversation right now, which makes sense given the immediacy of the need, is a focus on the bigger question of what the highest quality technology integration actually looks like. That's an important conversation to have, because in a post-coronavirus world there's likely to be a greater emphasis on digital learning, even as we return to physical schools and take advantage of face-to-face opportunities.

A Hierarchy of Tech Uses

A powerful conceptual tool to think about technology integration-and edtech's best uses-is the SAMR model, developed in 2010 by education researcher Ruben Puentedura, who was the 1991 recipient of a Phi Beta Kappa teaching award.

The SAMR model lays out four tiers of online learning, presented roughly in order of their sophistication and transformative power: substitution, augmentation, modification, and r edefinition. When switching to an online format, teachers often focus on the first two levels, which involve replacing traditional materials with digital ones: converting lessons and worksheets into PDFs and posting them online, or recording lectures on video and making them available for asynchronous learning, for example.
Creative Commons
Those are important steps, especially when teaching online for the first time, but in classrooms where tech integration has moved to the mastery level, the last two levels of the SAMR model-modification and redefinition-should also be in the mix. Students in classes where this kind of mastery is embedded find more novel and immersive uses for technology. They are creators and publishers of their own work across multiple forms of media, for example, or they are inviting professionals to provide feedback on their work products, or participating in digital forums with other peers around the world.

It's tempting to think of SAMR as a mountain to be summited. But good technology integration isn't about living at the top of the SAMR model; it's about being aware of the range of options and picking the right strategy-or strategies-for the lesson at hand.

Here's a closer look at good classroom practices at each level in the model:

Substitution

"Substitution" means replacing traditional activities and materials-like in-class lectures or paper worksheets-with digital versions. There is no substantial change to the content, just the way that it is delivered.

The goal here is to keep things simple: there's no need to reinvent the wheel. Scan your lessons and worksheets, convert them into PDFs, and post them online using Microsoft OneDrive, Google Drive, or a similar file-sharing service. Think about the information you have on your walls, such as the classroom norms, the daily schedule, or vocabulary lists, and convert them into digital formats that students can easily reference.

It may also help to provide synchronous as well as asynchronous versions of your lectures. If you're holding class meetings over a videoconferencing service like Zoom or Skype, provide a recording for students who can't attend. You can also create your own instructional videos for students to view at their own pace.

Augmentation

This level involves incorporating interactive digital enhancements and elements like comments, hyperlinks, or multimedia. The content remains unchanged, but students can now take advantage of digital features to enhance the lesson.

For example, students can create digital portfolios to create multimedia presentations, giving them more options to demonstrate their understanding of a topic. And instead of handing out paper quizzes, you can gamify your quizzes with tools like Socrative and Kahoot.

Teachers can also create virtual bulletin boards-using an app like Padlet -where students can post questions, links, and pictures.

Modification

At this level, teachers can think about using a learning management system like Google Classroom, Moodle, Schoology, or Canvas to handle the logistical aspects of running a classroom, like tracking grades, messaging students, creating a calendar, and posting assignments.

Teaching online opens up new channels of communication, many of which can help students who have traditionally been marginalized. Research shows that girls may be less likely to speak up in class, for example, so they may benefit from backchannels -alternative conversations that can run alongside instruction-that encourage participation.

Zoom's text chat feature, meanwhile, gives students an opportunity to write their questions out, which can feel less intrusive if there are dozens of students participating in the call. Also, students who prefer to collect their thoughts may benefit from slower-paced, asynchronous discussions in an online forum or email threads.

Redefinition

Learning is fundamentally transformed at the "redefinition" level, enabling activities that were previously impossible in the classroom.

For example, virtual pen pals can connect students to other parts of the world, whether it's with other students or experts in a field. Virtual field trips enable students to visit locations like the Amazon rainforest, the Louvre, or the Egyptian pyramids. After reading a book in class, you can invite the author to chat about their work and answer questions.

Technology also provides an opportunity to bring authentic audiences into your virtual classroom, and can make publishers out of your students. Kids can write their own wikis or blogs for public consumption and feedback-and platforms like Quadblogging can connect distant classrooms together so students both write and respond. Students can tackle local problems-like investigating the water quality of a nearby river-and invite members of the community to assess their digital proposals.

Going Beyond SAMR

Finally, consider how technology can be used not just as a way to deliver content, but also to strengthen relationships with your students. For elementary school teacher John Thomas, Seesaw and Flipgrid allow him to share a daily greeting, which his students then respond to-or to each other-with a typed or voiced comment. It's a good way to provide some stability while they're isolated.

How can my lesson be improved using technology?

How can I engage and empower students through technology?

How can online learning more closely resemble authentic, real-world learning?

Remember, again, that SAMR is sometimes thought of as a mountain to summit, but it's really more like a toolbox. The goal isn't to use the most sophisticated tool, but to find the right one for the job. More importantly, however, it's a way to reflect on your technology integration by thinking about a few key questions:

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A Powerful Model for Understanding Good Tech Integration

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Good technology integration isn't about using the fanciest tool, it's about being aware of the range of options and picking the right strategy-or strategies-for the lesson at hand.

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QAMT - Queensland Association of Mathematics Teachers

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Gold Maths Active Schools: St Ursula's College Toowoomba, St Joseph's College, Gregory Terrace, Glenmore State High School, Toowoomba Grammar School, Moreton Bay College, St Rita's College, Yeronga State High School, Brisbane Grammar School, Silver Maths Active School: Mt Maria College, Mitchelton Campus, Genesis Christian College.

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business teachers queensland curriculum accounting legal studies technology vocational training vet bct management junior secondary core topics syllabus conference pd professional development competition magazine issue bea sponsor

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BEAQ Membership - Business Educators' Association of Queensland Inc

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member association for business teachers