“HOT” Questions

Higher Order Thinking How do we use questions to guide instruction and challenge our students?

Bloom's Taxonomy New Version Old Version

In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. During the 1990's a new group of cognitive psychologists, lead by Lorin Anderson (a former student of Bloom), updated the taxonomy to reflect relevance to 21st century work. The two graphics show the revised and original Taxonomy. Note the change from nouns to verbs associated with each level.

Note that the top two levels are essentially exchanged from the traditional to the new version.

The NEW Bloom’s Taxonomy Creating: can the student create new product or point of view?

assemble, construct, create, design, develop, formulate, write. Evaluating: can the student justify a stand or decision?

appraise, argue, defend, judge, select, support, value, evaluate Analyzing: can the student distinguish between the different parts?

appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test. Applying: can the student use the information in a new way?

choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write. Understanding: can the student explain ideas or concepts?

Remembering: can the student recall or remember the information? classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase define, duplicate, list, memorize, recall, repeat, reproduce state

Types of Questions

The Essential Question -vs Higher Order Thinking Questions

What is an Essential Question?

 Concepts or skills in the form of a question (replaces the objective).

 Organizes and sets the focus of the lesson.

 A tool to help teachers gather evidence of learning.

Higher Order Thinking Questions…

 Questions that are embedded into the lesson at certain points during instruction.

 Provide opportunities for students to be challenged.

 May be use to determine direction of instruction.

Creating HOT Q’s

Equation: Question stem + What you want them to do (power verb) Example: = High Order Thinking Question How would you improve +Your muscular endurance to become a better football player?

_______________________________________________________________________________________________________________________________________________________________________ = How would you improve your muscular endurance to become a better football player? (creating)

What’s HOT!

-vs What’s NOT!

What’s HOT!

 How can you evaluate the impact the signing of Emancipation Proclamation had on the estates of southern slave owners?

 What is the most important part of the circulatory system? Why? Give evidence to support.

 Why do you think this composer may have chosen to use whole notes at the end of each bar in this song? Elaborate your reason.

What’s NOT!

 What is the Emancipation Proclamation?

 Can you identify the irrational number in this equation?

 What are the parts of the circulatory system and what is it’s function?

 How many whole notes are in each bar?

Exit Slip

Write a HOT question from this stem.

STEM: How can you evaluate: (Higher Order Thinking) Question