Transcript Bloom’s Taxonomy

Using Cooperative
Learning to Encourage
Higher Order Thinking
Dunklin R-V School
District
New Teacher Orientation
August 15, 2007
Table of Contents
•
•
•
•
•
Graphic
Organizer
for
Today’s
Workshop……………..……1
What is Higher Order Thinking?
– Bloom’s
Taxonomy………………………..……...……...2
– Webb’s
Depth of
Knowledge
(DOK)
Levels…………..3
Questions to Engage Students’ Thinking
Skills……............4-5
What
is
Cooperative
Learning?....................................................6
Using
Question
Cards:
Strategy
Summaries..………………..7
– Rally
Coach……………………………………...…......
....8
• Rally
Coach
Template………..……………............9
– Fan-N-Pick
(Question
Cards)
…………...…..........10-11
– Cubing
Template.…...…………………………......…....1
2
– Numbered Heads Together
• Journal
Template……………………………........13
Graphic Organizer for
Today’s Workshop
Strategy
Why use it?
How can I use it in my
classroom?
Rally Coach
Fan
N
Pick
Cubing
Numbered
Heads
Together
1
Bloom’s Taxonomy
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
































observation and recall of information
knowledge of dates, events, places
knowledge of major ideas
mastery of subject matter
Question Cues:
list, define, tell, describe, identify, show, label, collect, examine, tabulate,
quote, name, who, when, where
understanding information
grasp meaning
translate knowledge into new context
interpret facts, compare, contrast
order, group, infer causes
predict consequences
Question Cues:
summarize, describe, interpret, contrast, predict, associate, distinguish,
estimate, differentiate, discuss, extend
use information
use methods, concepts, theories in new situations
solve problems using required skills or knowledge
Questions Cues:
apply, demonstrate, calculate, complete, illustrate, show, solve, examine,
modify, relate, change, classify, experiment, discover
seeing patterns
organization of parts
recognition of hidden meanings
identification of components
Question Cues:
analyze, separate, order, explain, connect, classify, arrange, divide,
compare, select, explain, infer
use old ideas to create new ones
generalize from given facts
relate knowledge from several areas
predict, draw conclusions
Question Cues:
combine, integrate, modify, rearrange, substitute, plan, create, design,
invent, what if?, compose, formulate, prepare, generalize, rewrite
compare and discriminate between ideas
assess value of theories, presentations
make choices based on reasoned argument
verify value of evidence
recognize subjectivity
Question Cues
assess, decide, rank, grade, test, measure, recommend, convince, select,
judge, explain, discriminate, support, conclude, compare, summarize
2
Webb’s Depth of Knowledge
(DOK) Levels
Level 1 (recall) requires simple recall of such information as a fact, definition, term, or
simple procedure.
Level 2 (skill/concept) involves some mental skills, concepts, or processing beyond a
habitual response; students must make some decisions about how to approach a problem or
activity. Keywords distinguishing a Level 2 item include classify, organize, estimate, collect
data, and compare data.
Level 3 (strategic thinking) requires reasoning, planning, using evidence, and thinking at a
higher level.
Level 4 (extended thinking) requires complex reasoning, planning, developing, and
thinking, most likely over an extended time. Cognitive demands are high, and students are
required to make connections both within and among subject domains.
3
Questions to Engage Thinking Skills
Analyzing
Defining
How could you break down…?
How would you define…?
What components…?
In your own words, what is…?
What qualities/characteristics…?
Describing/Summarizing
Applying
How could you describe/summarize …?
How is____and example of…?
If you were a reporter, how would you
describe…?
What practical applications…?
Determining Cause & Effect
What examples…?
What is the cause of…?
How could you use…?
How does ___effect ___?
How does this apply to…?
What impact might…?
In your life, how would you apply…?
Drawing Conclusions/Inferring
Assessing
Consequences
By what criteria would you assess…?
What conclusions can you draw from…?
What grade would you give…?
What would happen if…?
How could you improve…?
What would have happened if…?
Augmenting/Elaborating
If you changed ___, what might happen?
What ideas might you add to…?
Eliminating
What more can you say about…?
What part of ___ might you eliminate?
Categorizing/Classifying/Organizing
How could you get rid of…?
How might you classify…?
Evaluating
If you were going to categorize…?
What is your opinion about…?
Comparing/Contrasting
Do you prefer…?
How are ____ and ____ alike?
Would you rather…?
What similarities…?
What is your favorite…?
What are the differences between …?
Do you agree or disagree…?
How is ___ different…?
What are the positive and negative aspects of…
Connecting/Associating
What are the advantages/disadvantages of…?
What do you already know about…?
What connections can you make between…? If you were a judge…?
What things do you think of when you think of…?On a scale of 1-10, how would you rate…?
What is the most important…?
Decision-Making
Is it better or worse…?
How would you decide…?
Explaining
If you had to choose between…?
How can you explain…?
What factors might explain…?
4
Questions to Engage Thinking Skills
Experimenting
How could you test...?
What experiment could you do to…?
Generalizing
What general rule can…?
What principle could you apply…?
What can you say about all…?
Interpreting
Why is ___ important?
What is the significance of…?
What role…?
What is the moral of…?
Inventing
What could you invent to…?
What machine could…?
Investigating
How could you find out more about…?
If you wanted to know about…?
Making Analogies
How is ___ like ___?
What analogy can you invent for…”
Observing
What observations did you make about…?
What changes…?
Patterning
What patterns can you find…?
How would you describe the organization of…?
Planning
What preparations would you…?
Predicting/Hypothesizing
What would you predict…?
What is your theory about…?
If you were going to guess…?
Prioritizing
What is more important…?
How might you prioritize…?
Problem-Solving
How would you approach the problem?
What are some possible solutions to…?
Reducing/Simplifying
In a word, how would you describe…?
How can you simplify…?
Reflecting/Metacognition
What would you think if…?
How can you describe what you were thinking
when…?
Relating
How is ___ related to ___?
What is the relationship between…?
How does ___ depend on ___?
Reversing/Inversing
What is the opposite of…?
Role-Taking/Empathizing
If you were (someone/something else)…?
How would you feel if…?
Sequencing
How could you put… in order?
What steps are involved in…?
Substituting
What could have been used instead of…?
What else could you use for…?
What might you substitute for…?
What is another way…?
Symbolizing
How could you draw…?
What symbol best represents…?
Synthesizing
How could you combine…?
5
What is Cooperative Learning?
•
Key Concepts
–
____________
–
_________
–
_______________
–
________
–
PIES
P
Positive __________________
I
Individual
_____________________
E
Equal
S
Simultaneous
__________________
–
________________ ________________
–
_____ _________________ __________
6
Using Question Cards
Rally Coach
– Each partner pair gets a set of ________________
__________.
– Student __ ________ the question out loud to student B.
– Student __ _______________ (you may want students to
record their answers.)
– Student __ _______, ________________, &
___________ B’s answer.
– Partners ___________ _________ asking and answering
each question.
– Variation: use white boards to work out answers.
Fan-N-Pick
– Student One ________ cards
– Student Two __________ a card & ____________ it aloud to the team.
– Student Three gives an ____________ after _____ ___________ of
think time.
– After another _____ ____________ of think time, student Four
__________________,
______________, or _________ to the answer given.
– Student ___________ roles.
Cubing
–
–
–
Players take turn ____________ the question cube.
The player who rolls the cube thinks for _____ _____________, then
___________ the “thinking question” (TQ) that is face up.
Other plays add to the discussion. While the TQ is discussed, the
person who rolled the dice acts as the _______________ &
___________________ the conversation before the next player rolls
the cube.
• Variation: use Fan-n-Pick rules
• Variation: Students create a mind map as they discuss.
Numbered Heads Together
– Students _____________ _____ in their team (each team is
numbered)
– Teacher poses a _______________.
– Students ____________ the question so that everyone is able to
answer.
– Teacher calls a _____________ ___________ & a ______________
______________.
– The student ____________ & ______________ what his or her team
discussed.
Follow-Up Writing Activity
7
Rally Coach
Name________________
__
Name________________
__
Date_____________
Date_____________
Write an equation for each question and
solve it.
Write an equation for each question and
solve it.
A grandfather had 3 grandchildren. He
bought each grandchild a pair of mittens.
How many mittens did he buy?
Molly waited for her son at the bus stop.
She saw eighteen eyes on the bus. How
many people were on the bus?
There were five children sledding on the
hill. How many legs did the children have
all total?
There were 24 cookies in the container.
The three Johnson children each wanted
some. What is the most amount of
cookies each child could have if they split
them evenly?
A girl saw 10 snowmen on her way home
from school. Two had red hats, the
others had green hats. How many
snowmen had green hats?
Lauren had fifteen dolls. Her mother told
her she could only keep ten dolls
because they were taking up too much
space. How many dolls did Lauren get rid
of?
Write your own story problem here and
solve it.
Write your own story problem here and
solve it.
Write your own story problem here and
solve it.
Write your own story problem here and
solve it.






8
Rally Coach
Name________________
__
Name________________
__
Date_____________
Date_____________






9
Historical Character
Question Cards
1
2
3
If the character
were alive now,
what might he or
she accomplish
today?
How is this
character like or
unlike you?
4
5
6
7
8
9
If you could ask
this person two
questions, what
would they be?
Why do you want
to ask them?
This person has
been granted three
wishes to change
today’s world.
What might they
be?
This character has
come back to visit
the president of the
U.S. What advice
might the character
give him?
Consider the
How might the
One’s values are
accomplishments
world be different revealed by one’s of this character. If
today if this
actions. What is the
you were this
character never
most important
character, of what
lived?
value reflected by
accomplishment
the actions of this would you be most
person?
proud? Why?
If there were one
action of this
person you could
change, what
would it be? Why?
10
Historical Character
Question Cards
10
11
12
Describe the
If the character
physical
took a two-week
characteristics of
vacation today,
this person. If you where might he or
could change one,
she choose to go
which one would
and why?
you change? Why?
You have been
granted one day to
go back in history
to become this
person. What
would you do
differently?
13
15 You’ve been
14
This person sits at
granted special
Suppose this
home alone writing powers that make
person were
in a diary. He or
you invisible and
transported to the she starts to write,
let you travel
middle of World “The one thing that through time. What
War II. What role
bothers me the
event in the life of
might he/she play? most…” Finish the the character would
idea and tell why.
you choose to
observe?
Why?
16
17
18
You have opened a
letter written to
this character’s
best friend. It says,
“My greatest regret
is…” Finish this
sentence and tell
why.
11
Cubing Template
12
Historical Character
Journal Writing Question
Write your response to the question below. Be ready to share your response.
Question:__________________________________________
_____________________________________________
_____________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
_____________________________________________________
____________________________________________________
___________________________________________________
13
Historical Character
Question Starters
Use the question starters below to create
complete questions. Send your questions to a
partner or to another team to answer.
1. At what point _______________________________
_____________________________________________
2. What characteristics __________________________
_____________________________________________
3. If you were this character ______________________
_____________________________________________
4. What is another way __________________________
_____________________________________________
5. What influence ______________________________
_____________________________________________
6. How could you summarize ____________________
_____________________________________________
14
Strategies to Extend Student Thinking
•
Call on students randomly (not just those who raise their
hands.)
•
Remember “wait time” (ten to twenty seconds following a
“higher level” question.)
•
Ask follow-ups (“Why?” “Do you agree?” “Can you
elaborate?” “Can you give an example?”)
•
Withhold judgment by responding to student answers in a
non-evaluative fashion (“Thank you.” “Thanks for sharing.”)
•
Ask for summary to promote active listening (“Could you
please summarize Mike’s point?”)
•
Survey the class (“How many people agree with the author’s
point of view?”)
•
Allow for student calling (“Ashley, will you please call on
someone else to respond?”)
•
Play devil’s advocate (require students to defend their
reasoning against different points of view.)
•
Ask students to “unpack their thinking” and describe how
they arrived at an answer (Think-aloud.)
•
Student questioning (let students develop their own
questions.)
•
Cue student responses (“There is not a single correct
answer for this question, I want you to consider
15
Organizing Students into Cooperative
Teams
•
Wagon Wheel:
•
St. Louis City Partners:
16
St. Louis City Partners
1. ____________________________
The Arch
2. ____________________________
Busch Stadium
3. ____________________________
Soulard Market
4. ____________________________
Forest Park
5. ____________________________
Laclede’s Landing
6. ____________________________
Botanical Gardens
7. ____________________________
Fox Theater
8. ____________________________
Powell Symphony Hall
17
References
Bloom, Benjamin. Taxonomy of educational objectives:
The classification of educational goals: Handbook I,
cognitive domain. New York ; Toronto: Longmans,
Green. 1956.
Kagan, Spencer. Cooperative Learning. San Clemente,
CA: Kagan Publishing. 1994.
Kagan, Spencer. Thinking Questions for Primary
Literature. San Clemente, CA: Kagan Publishing.
1994.
Kagan, Spencer. Thinking Questions for Social Studies.
San Clemente, CA: Kagan Publishing. 1994.
Taylor, T. Roger. Strategies to Extend Student Thinking.
www.dist102.
k12.il.us/resources/staffresources/igapisat/think.ht
m
Webb, Norman. University of Wisconsin Center for
Education Research. (Accessed via
dese.missouri.gov/divimprove/sia/ msip/DOK_
Chart.pdf)
*For more information about cooperative learning,
and to access many of these strategies, templates,
and handouts, please visit NoxEduK8n.1faculty.com.
18