Introduction (Objective):

Design a learning activity for your course where students demonstrate higher order thinking (analysis, synthesis, creation, etc.) according to Bloom’s taxonomy.

Description (Assignment):

As we discussed in Module 3 of OL 2050, there is more than one way for students to demonstrate what they know. We thought through some of these activities in Module 3, but in general terms. Now we are going to get more specific. More can be done with assessment in an online course than a multiple choice quiz. Just like in any other teaching situation, we want to help students think more deeply about the material and to do that, we need to think through activities that will get students to practice higher order thinking skills but that also make sense with learning objectives.

Let?s describe an activity that you think would help students practice higher order thinking skills in an online course. This does not have to be something completely novel. You may have an idea for a writing assignment, but a writing assignment that asks students to approach a topic in a different way. But you might be thinking about using a different online technology like a blog, wiki, or even something like Twitter or a Google Hangout.

Example: Jordan Peterson of University of Toronto found a way to increase student achievement and well-being by reflecting on the past and articulating their goals. ?Students reflect on important moments in their past, identify key personal motivations and create plans for the future, including specific goals and strategies to overcome obstacles? (Kamenetz, 2015). In this way, writing exercises not just the cognitive abilities of students, but touches on their affective domain as well. Students learn about themselves as they learn about the course content.

  1. Describe the learning objective of the activity.
  2. Explain the process of the activity including any materials or resources that you and the students would need.
  3. Justify why this activity will challenge students to practice higher order thinking skills and why this will result in sound learning outcomes.
  4. Think through any challenges or obstacles that you might encounter. How will you work through or around them (e.g., do you have a ?plan B?)?

Overall length of submitted work should be 300-400 words.

Kamenetz, A. (2015, July 15). The Writing Assignment That Changes Lives. Retrieved July 23, 2015.

Rubric

Higher Order Thinking Activity Rubric

Higher Order Thinking Activity Rubric

Criteria Ratings Pts

This criterion is linked to a Learning OutcomeThe learning objective(s) of the activity are clearly articulated.

4.0 pts

Objectives are described in measurable terms of what students will be able to do as a result of the activity.

2.0 pts

Objectives are described, but not in measurable terms related to what students will be able to do as a result of the activity.

0.0 pts

Learning objectives are not articulated.

4.0 pts

This criterion is linked to a Learning OutcomeThe process of the activity is explained including any materials or resources that might be needed.

4.0 pts

All relevant steps and materials are included in the activity to instruct students what they are to do in order to meet learning objectives.

2.0 pts

Steps are explained, but there are gaps in the process or the process lacks clarity.

0.0 pts

The process is not articulated or explained in any detail.

4.0 pts

This criterion is linked to a Learning OutcomeArgues why this activity will challenge students to use higher order thinking skills.

4.0 pts

A clear argument is presented that relates this activity to specific higher order thinking skills.

2.0 pts

Higher order thinking skills are referenced, but the connection between these skills and the activity and its outcomes is facile or weak.

0.0 pts

There is no argument related to higher order thinking skills included in the assignment.

4.0 pts

This criterion is linked to a Learning OutcomeExplains how students will demonstrate measurable learning outcomes.

4.0 pts

The activity connects the process and higher order thinking skills to the learning objectives in order to show that students will demonstrate learning outcomes in a measurable manner.

2.0 pts

While learning outcomes are discussed, it is not clear how student lerarning will be measured in order to demonstrate that they have achieved specific learning outcomes.

0.0 pts

How students will demonstrate learning outcomes is not present in the activity.

4.0 pts

This criterion is linked to a Learning OutcomeOverall length of submitted work is 300-400 words.

2.0 pts

The assignment falls within the 300-400 word limit.

1.0 pts

Work is less than 300 words, but more than 200.

0.0 pts

Work is less than 200 words.

2.0 pts

This criterion is linked to a Learning OutcomeRules of grammar, usage, spelling and punctuation are followed.

2.0 pts

Work is error free.

1.0 pts

Work contains fewer than 5 errors.

0.0 pts

Work contains 5 or more errors.

2.0 pts

Total Points: 20.0

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