Higher Order Thinking

M A K I N G I N Q U I R Y 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?

 Since the last PD, what are some of the challenges you’ve faced in teaching academic vocabulary?

Today’s Outcomes and Objectives

Outcomes Objectives

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Increased awareness around inquiry and higher order thinking skills to increase rigor in all content areas

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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

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.

Historically, state and national surveys indicate that approximately 80% of the questions K-12 th 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?

 Standardized tests have an increasing focus on analysis, synthesis and evaluation.

 With high stakes testing, inquiry strategies become critical aspects of classroom instruction.

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!

Bloom’s Taxonomy

Creating (Evaluate) Evaluating (Synthesis) Analyzing (Analyze) Applying (Application) Understanding (Comprehension) Remembering (Knowledge)

construct, create, design, defend, judge, value compare, contrast, criticize interpret, illustrate, solve describe, discuss, explain define, duplicate, list

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 21 st century students and teachers. Old Version Evaluate Synthesis Analysis Application Comprehension Knowledge Nouns Revised Version Creating Evaluating Analyzing Applying Understanding Remembering Verbs

Bloom’s Taxonomy

Creating

: Can the student create new product or point of view?

Evaluating

: Can the student justify a stand or decision?

Analyzing

: Can the student distinguish between the different parts?

Applying

: Can the student use the information in a new way?

Understanding:

explain ideas or concepts?

Remembering:

Can the student Can the student recall or remember the information?

assemble, construct, create, design, develop, formulate, write appraise, argue, defend, judge, select, support, value, evaluate appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase define, duplicate, list, memorize, recall, repeat, reproduce state

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.

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.

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.

Level One: Level Two: : Level Three

Costa’s Levels of Questioning

Defining Scanning Describing Reciting Identifying Observing Listing Naming Analyzing Comparing Grouping Contrasting Inferring Sequencing Synthesizing Evaluating Imagining Hypothesizing Judging Speculating Predicting Applying a principle •What is the definition of “lunar eclipse?” (definition) •How can we express the equation 2x(4-5y)=3y-26 in three ways (list) •What states seceded from the Union to form the Confederacy (identification) •How does “The Road Not Taken” (Frost) begin? (recitation) •In Native Son how does Bigger Thomas’ violence against his gang members reveal a deeply-rooted insecurity and fear of people? (analysis) •How does the term “Manifest Destiny” capture the essence of western expansion in the United States? (synthesis) •If the moon is full Aug.17, July 18, and June 19, when will it be full in April? (inference) •Using the principle of commutative property, how can we find out the number of apple trees in an orchard having 15 rows, 5 trees each? (application) •Which of the characters in Great Expectations suffered the most? (judgment) •Without the idea of “Manifest Destiny” what might the United States look like today? (speculation)

Write Around

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E a c h i n d i v i d u a l i n y o u r g r o u p o f f i v e w i l l h a v e a p i c t u r e

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T h e w r i t e a r o u n d p r o c e s s b e g i n s w i t h e a c h p e r s o n w r i t i n g a h i g h e r o r d e r t h i n k i n g ( h . o . t . ) q u e s t i o n o n t h e i r p a p e r

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A f t e r a c o u p l e m i n u t e s , t h e f a c i l i t a t o r w i l l a s k y o u t o p a s s y o u r p a p e r t o t h e p e r s o n s i t t i n g o n y o u r r i g h t

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Y o u w i l l t h e n a d d a n o t h e r h . o . t q u e s t i o n t o t h e p a p e r p a s s e d t o y o u

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R e p e a t t h i s p r o c e s s u n t i l y o u r e c e i v e y o u r o w n p a p e r b a c k a n d h a v e a d i a l o g u e a r o u n d t h e t y p e s o f q u e s t i o n s y o u s e e a d d e d t o y o u r p a p e r

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.

Stir the Classroom

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What are some similarities and differences that you are noticing between Bloom’s Taxonomy and Costa’s Levels of Questioning?

Stir the Classroom

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What might be some questions you are having about either Bloom’s Taxonomy or Costa’s Levels of Questioning?

Stir the Classroom

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How might using either Bloom’s Taxonomy or Costa’s Levels of Questioning look in your class or content area?

Give One, Get One

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N o w t h a t y o u ’ v e h a d a n o p p o r t u n i t y t o e x p e r i e n c e a n d r e f l e c t w i t h y o u r c o l l e a g u e s a r o u n d H i g h e r O r d e r T h i n k i n g S k i l l s a n d B l o o m ’ s a n d C o s t a ’ s , f i n d a c o l l e a g u e i n y o u r s a m e d e p a r t m e n t a n d s h a r e o n e s t r a t e g y o r w a y i n w h i c h y o u p l a n t o i n c o r p o r a t e t h e s e s k i l l s i n t o y o u r c l a s s .

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O n c e y o u ’ v e g a v e o n e a n d g o t o n e f r o m t h a t f i r s t c o l l e a g u e , f i n d a n o t h e r c o l l e a g u e i n y o u r d e p a r t m e n t a n d r e p e a t t h e p r o c e s s .

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C o n t i n u e u n t i l y o u s e e t h e t i m e o u t h a n d s i g n a l t o c o m e b a c k t o g e t h e r

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?tit

le=Main_Page    Find Power Point presentations posted online at www.slideshare.net

like this one on questioning practices http://www.slideshare.net/rmakely/questioni ng-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/spa ces/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/concept2cl ass/index.html

Next Steps

   On Tuesday, March 31 st Common Planning Time departments will meet for 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 14 thinking skills th , we will have a PD around connecting academic vocabulary and higher order

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