Transcript No Slide Title

What is Higher Order
Thinking?
Packet p.1
• Refers to the higher levels of Bloom’s
Taxonomy:
Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation
Packet p.2-3
How do we achieve higher order
thinking?
• Questioning Strategies:
– Engage students’ thinking with HOT stems
• Tic Tac Toe
– Use question cards
• Fan-N-Pick, Cubing, Rally Coach,
Numbered Heads Together, Journal
Writing, Learning Centers
Packet p.4-5
Tic-Tac-Toe
Students choose questions to answer in an effort to
complete a vertical or diagonal row, thereby answering a
question at each of the different levels of thinking.
Application &
Analysis
Synthesis
Evaluation
Packet p.6
Using Question Cards
•
•
•
•
Team: Fan-N-Pick, Cubing
Pair: Rally Coach
Class: Numbered Heads Together
Individual: Short-Takes & Journal
Writing
• Learning Centers
Packet p.7
These directions
are on p. 6
of your packet!
Fan-N-Pick
•Student one fans cards.
•Student two picks a card &
reads it aloud to the team.
•Student three gives an answer
after 5+ seconds of think time.
•After another 5+ seconds of think
time, student four paraphrases,
praises, or adds to the answer given.
Packet p.8-9
These directions
are on p. 6
of your packet!
Cubing
• Players take turns rolling the cube.
• The player who rolls the cube begins by
discussing the “thinking question” (TQ)
that is face up.
• While the TQ is discussed by all members
of the group, the person who rolled the dice
acts as the facilitator & summarizes the
conversation before the next player rolls
the cube.
Packet p.10-11
These directions
are on p. 6
of your packet!
Rally Coach
•Each partner pair gets a set of
question cards.
•Student A reads the question
out loud to student B.
•Student B answers. (You may want
students to record their answers.)
•Partners take turns asking and
answering each question.
These directions
are on p. 6
of your packet!
Numbered Heads
Together
•Students number off in their team.
•Teacher poses a question.
•Students discuss the question.
•Teacher calls a student number &
a team number.
•The student shares what his or her
team discussed.
Question 1
How is Abraham
Lincoln like or
unlike you?
Question 2
You have been granted one day
to go back in history to
become Abraham Lincoln.
What would you do
differently (besides NOT
going to Ford’s theater)?
Question 3
How might the world
be different today if
Abraham Lincoln
had never lived?
Short Takes
QUICKLY shows me what you
know & what you can do with
the information
• ABC Summary
• Ticket to Leave
Packet p.12
These directions
are on p. 6
of your packet!
ABC Summary
At the end of an explanation or demonstration, give
each student a different letter of the alphabet & ask
them to think of one word or phrase beginning with
that letter that is connected to the topic.
Use the responses for a whole class discussion review or
as a lead-in to a writing assignment.
Packet p.13
These directions
are on p. 6
of your packet!
Ticket to Leave
•Give the students a question just before lunch, recess,
or special area time.
•After they answer it, they hand it to you on their way
out.
•Review the answers and either respond in writing, use
them as a starting point for the next lesson, or as a basis
to re-teach misunderstood information.
Other Ideas for H.O.T.
• Individual Accountability:
–journal writing
• Using Learning Centers with
HOT activities
Packet p.16-17
These directions
are on p. 6
of your packet!
Journal Writing
•Students pick one question card and make a
journal entry or use the question as the prompt
for an essay or creative writing assignment.
•Students share their writing with a partner or
in turn with teammates.
(When students get acquainted with good higher order
thinking questions, they can begin to make their own
questions using “Question-Starters”)
These directions
are on p. 6
of your packet!
Learning Centers
Station 1. Question card center
(Fan-N-Pick style).
Station 2. Journal writing center.
Station 3. Question starters
center: student write and trade
questions, answer them, then pair
up and compare their answers.