1 / 12

DEVELOPING HIGHER-ORDER THINKING SKILLS

DEVELOPING HIGHER-ORDER THINKING SKILLS. ELA Professional development. NUMBERED HEADS TOGETHER. 1. Each member should “count off” from 1-3 – that is your number. 2. Think about your response to the following quote for 1 minute. Do you agree or disagree? What makes you think as you do?

felix
Télécharger la présentation

DEVELOPING HIGHER-ORDER THINKING SKILLS

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. DEVELOPING HIGHER-ORDER THINKING SKILLS ELA Professional development

  2. NUMBERED HEADS TOGETHER 1. Each member should “count off” from 1-3 – that is your number. 2. Think about your response to the following quote for 1 minute. Do you agree or disagree? What makes you think as you do? • When I ask you to, SHARE your responses with the group for 2 minutes. When I pick a number (1, 2, or 3), that person will be responsible for reporting the opinions and rationale of the group members. QUOTE: “Although most teachers learned about Bloom's Taxonomy (Bloom, 1956) during their preparation courses, many seldom challenge students beyond the first two levels of cognition: knowledge and comprehension.”

  3. ASK QUESTIONS -- • Think of at least 3 questions that will develop higher-order thinking and inquiry about your discussion – • They should be from these levels of Bloom’s taxonomy. Jot them down if you need to. • Applying • Analyzing • Evaluating • Creating • Share with your group.

  4. QUESTIONING to develop higher-order thinking skills or

  5. Click on the picture to take you to the Common Core Principles page

  6. RESOURCES: COMMONCOREPRINCIPLES.COM Explore some of the resources listed on the page – save or bookmark those that you think will be helpful in developing an INQUIRY-BASED lesson that works toward HIGHER-LEVEL THINKING SKILLS. Consider the Questions and their connection to higher-order thinking skills the pedagogy nurturing and effective questions Share HOW some of the questioning/inquiry approaches might work for YOU – as a teacher YOUR STUDENTS – as they learn to become INQUIRERS

  7. questioning -- the foundation • What factors must be present before we an attempt to use questioning to develop these higher-order thinking skills? • (Brainstorm these) • Wait time • Trust • Equal participation • Accountability • Scaffolding

  8. CCSS – the standards • Key Ideas and Details: • CCSS.ELA-Literacy.RI.9-10.1Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. • CCSS.ELA-Literacy.RI.9-10.2Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. • CCSS.ELA-Literacy.RI.9-10.3Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. • Craft and Structure: • CCSS.ELA-Literacy.RI.9-10.4Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

  9. HIGHER-ORDER THINKING SKILLS – BLOOM’sCONNECT THE STANDARDS TO THE HIGHER-ORDER THINKING SKILLS • At what level of Bloom’s cognitive processes do the standards on the previous page fit? • What are the building blocks – lower levels – of cognition that students must master? Questions do not occur in a vacuum – so how can we structure ASSIGNMENTS to connect to the STANDARDS to connect to the QUESTIONS to connect to BLOOM’S?

  10. AN Active reading strategy • DOWNLOAD and READ the assignment - ACTIVE READING – COMING OF AGE IN SAMOA • Think about how we can create a stimulating and safe environment for students to ask questions themselves (were you tongue-tied for a second when I asked you to “inquire”? • Think about the types of formative and scaffolding questions we can ask as we monitor student progress. • Think about and write 2 higher-order questions that we can ask as we debrief the Active Reading to help students move toward CREATING – the written assignment. Share those with your group and how you would use wait time, require all students to participate and answer, and provide a safe environment (Use at least one of the resources on the Collaboration Page at Commoncoreprinciples.com or offer your own collaborative activity!)

  11. CRITICAL THINKING – WHAT HAVE THEY LEARNED? QUESTIONING – What questions might we ask students as they write an explanation of their final product and how it connects to the standards? Think about using a STATEMENT OF INTENT after creative assignments – they assure accountability and give the students a chance to then analyze and evaluate their own word and then create text to explain their ideas and methods.

  12. BE READY TO SHARE • Both digitally and in our PLC An ACTIVE READING STRATEGY of your own – • Connect to one or two STANDARDS – CCSS • Connect to BLOOM’S and HIGHER-ORDER THINKING SKILLS • Connect to QUESTIONING • Provide scaffolding and collaboration, wait time, trust, equal participation (what activities and strategies?)

More Related