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Higher Order Thinking

Higher Order Thinking. MAKING INQUIRY H.O.T. Grounding. LINE UP. Academic Vocabulary Revisiting. What are some things you hope students will gain from a focus on academic vocabulary? What are some strategies you are using to teach academic vocabulary?

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Higher Order Thinking

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  1. Higher Order Thinking MAKING INQUIRY H.O.T.

  2. Grounding LINE UP

  3. Academic Vocabulary Revisiting • What are some things you hope students will gain from a focus on academic vocabulary? • What are some strategies you are using to teach academic vocabulary? • Since the last PD, what are some of the challenges you’ve faced in teaching academic vocabulary?

  4. Today’s Outcomes and Objectives Outcomes Objectives • Increased awareness around inquiry and higher order thinking skills to increase rigor in all content areas • Building connections between Bloom’s, Marzano, and Costa • Engage in using Bloom’s/Costa’s strategies • Engage and experience writing higher order thinking skills questions using Bloom’s or Costa’s • Define what Bloom’s/Costa looks like in the different content areas

  5. The Inquiry Method • “The goal of the inquiry method is to help students become more aware of the range of problem-solving and critical-thinking behaviors available to them and to improve their ability to apply these behaviors when they are confronted with a problem to which they have no ready answer.” Art Costa • When students learn the taxonomy of questions this gives them a variety of ways to think about a problem in different ways.

  6. Standardized tests have an increasing focus on analysis, synthesis and evaluation. With high stakes testing, inquiry strategies become critical aspects of classroom instruction. Historically, state and national surveys indicate that approximately 80% of the questions K-12th grade students are exposed to are lower-level questions In college this trend reverses, and students are asked to deal primarily with high-level critical questions Why Use Inquiry as a Teaching Methodology?

  7. Marzano Vocabulary Game • In your table groups, work together to categorize the different cognitive words into the different levels of Bloom’s Taxonomy on your poster paper. • The first team to categorize all of their words correctly will win a prize!

  8. Bloom’s Taxonomy

  9. Bloom’s Taxonomy Bloom’s Taxonomy is a multi-tiered model of classifying thinking by six cognitive levels of complexity. First created in the 1950’s, Bloom’s Taxonomy was revised in the 1990’s in an attempt to make it more relevant for 21st century students and teachers. Old Version Revised Version Nouns Verbs

  10. Bloom’s Taxonomy

  11. Costa’s Levels of Questioning LEVEL 1 – Book Only The answer can be found in the text (either directly or indirectly). Texts include books, lectures, or straight from the horse’s mouth. This type of question is very concrete and pertains only to the text; it asks for facts about what has been heard or read. Information is recalled in the exact manner/form it was heard.

  12. Costa’s Levels of Questioning LEVEL 2 - Book & Brain The answer can be inferred from the text. This type question, although more abstract than a level one question, still relies on the facts. With a level two question, the brain has to use the facts. Answers combine information in a new way. Information can be broken down into parts; it involves examining in detail, analyzing motives or causes, making inferences, finding information to support generalizations or decision-making.

  13. Costa’s Levels of Questioning LEVEL 3 - Brain Only The answer goes beyond the text. This type of question is abstract and does not pertain directly to the text. These questions ask that judgments be made from information. They also give opinions about issues, judge the validity of ideas or other products and justify opinions and ideas.

  14. Costa’s Levels of Questioning

  15. Write Around Each individual in your group of five will have a picture The write around process begins with each person writing a higher order thinking (h.o.t.) question on their paper After a couple minutes, the facilitator will ask you to pass your paper to the person sitting on your right You will then add another h.o.t question to the paper passed to you Repeat this process until you receive your own paper back and have a dialogue around the types of questions you see added to your paper

  16. Stir the Classroom • In groups of four, make a circle around the room • Number off 1-4 within your group • Discuss the questions provided with your group. • When a number is drawn, that person will move to the next group and share the thinking of his/her group and hear the new group’s thinking.

  17. Stir the Classroom • What are some similarities and differences that you are noticing between Bloom’s Taxonomy and Costa’s Levels of Questioning?

  18. Stir the Classroom • What might be some questions you are having about either Bloom’s Taxonomy or Costa’s Levels of Questioning?

  19. Stir the Classroom • How might using either Bloom’s Taxonomy or Costa’s Levels of Questioning look in your class or content area?

  20. Give One, Get One Now that you’ve had an opportunity to experience and reflect with your colleagues around Higher Order Thinking Skills and Bloom’s and Costa’s, find a colleague in your same department and share one strategy or way in which you plan to incorporate these skills into your class. Once you’ve gave one and got one from that first colleague, find another colleague in your department and repeat the process. Continue until you see the time out hand signal to come back together

  21. Find Power Point presentations posted online at www.slideshare.net like this one on questioning practices http://www.slideshare.net/rmakely/questioning-practices-and-strategies • eBest ICT Cluster – Although based in New Zealand, this website offers many teaching and learning resources around inquiry learning, including Bloom’s and different levels of questioning.http://centre4.interact.ac.nz/spaces/space.php?space_key=13303 • Concept to Classroom - Website of online workshops for teachers around various topics including inquiry based learning and using WebQuest with students http://www.thirteen.org/edonline/concept2class/index.html H.O.T Resources Art Costa’s website for Habits of Mind http://www.habits-of-mind.net/ Emerging Perspectives on Learning, Teaching, and Technology Find more about Bloom’s Taxonomy and other inquiry based learning http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

  22. Next Steps • On Tuesday, March 31st departments will meet for Common Planning Time • Depending on your department’s schedule, you might want to discuss the strategies presented today and student work related to higher order thinking skills and levels of questioning • On Tuesday, April 14th, we will have a PD around connecting academic vocabulary and higher order thinking skills

  23. Pluses and Wishes Feedback for Next Time • Pluses and Wishes • Pluses – Things you liked and would like to see continued • Wishes – Things you would like to see implemented for next time • Professional Development Survey • Go to the Stevenson MS website (www.rlstevenson.net) and click on “PD Evaluation Form” under the “Links” section

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