making inquiry h.o.t. higher order thinking. line up grounding
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MAKING INQUIRY H.O.T.
Higher Order Thinking
LINE UP
Grounding
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?
OutcomesOutcomes ObjectivesObjectives
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
Today’s Outcomes and Objectives
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.
Why Use Inquiry as a Teaching Methodology?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
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!
Creating(Evaluate)
construct, create, design,
Evaluating(Synthesis)
defend, judge, value
Analyzing(Analyze)
compare, contrast, criticize
Applying(Application)
interpret, illustrate, solve
Understanding(Comprehension)
describe, discuss, explain
Remembering(Knowledge)
define, duplicate, list
Bloom’s Taxonomy
Bloom’s Taxonomy
Evaluate
Synthesis
Analysis
Application
Comprehension
Knowledge
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
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
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?
classify, describe, discuss, explain, identify, locate, recognize, report,
select, translate, paraphrase Remembering: Can the student
recall or remember the information? define, duplicate, list, memorize, recall, repeat, reproduce state
Costa’s Levels of Questioning
LEVEL 1 – Book OnlyThe 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 & BrainThe answer can be inferred from the text. This type question, although more abstract than a level onequestion, still relies on the facts. With a level two question, thebrain has to use the facts. Answers combine information in a newway.
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 OnlyThe 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.
Costa’s Levels of QuestioningLevel One:
Defining Scanning
Describing Reciting
Identifying Observing
Listing Naming
•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)
Level Two:
Analyzing Comparing
Grouping Contrasting
Inferring Sequencing
Synthesizing
•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)
Level Three:
Evaluating Imagining
Hypothesizing Judging
Speculating Predicting
Applying a principle
•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
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
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
• What are some similarities and differences that you are noticing between Bloom’s Taxonomy and Costa’s Levels of Questioning?
Stir the Classroom
• What might be some questions you are having about either Bloom’s Taxonomy or Costa’s Levels of Questioning?
Stir the Classroom
• How might using either Bloom’s Taxonomy or Costa’s Levels of Questioning look in your class or content area?
•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
Give One, Get One
H.O.T ResourcesArt 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
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
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
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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