lesson outline, incorporating higher level thinking€¦ · 04/05/2016 · note: questioning...

WORKSHOP OUTLINE: INCORPORATING HIGHER LEVEL THINKING AND QUESTIONING

INTO ALL AREAS OF INSTRUCTION

1. Workshop Summary: A. Time 2 Professional Development Hours B. Description/Purpose To help beginning teachers develop strategies to lead students

toward higher level thinking skills and questioning skills C. Illinois Professional Teaching

Standards (Number and title of at least two dominant standards)

Standard #2 - Content Area and Pedagogical Knowledge Standard #6 – Reading, Writing, and Oral Communication Standard #5 - Instructional Delivery

D. Target Group Mentors and Beginning Teachers E. Target Group Size 30

2. Participant Outcomes: Describe in detail the outcome(s) expected as a result of this workshop. Limit outcomes to no more than four. Participants will learn how to:

a. Teaches students to analyze, evaluate, synthesize, and summarize information. (Indicator 6O) b. Use multiple teaching and learning strategies to engage students in higher level thinking and

problem solving. (Indicator 5I) c. Engage students in the process of critical thinking and inquiry. (Indicator 2K)

Note: Questioning refers not only to students’ oral response but written response as well.

3. Course Materials and Preparation: List all materials that will be used to deliver the workshop, i.e. books, handouts, websites. Identify all work that needs to be done prior to the presentation. Disclaimer: The acquisition of written approval for copyrighted materials to be used by participants is the sole responsibility of the presenter.

Prior to workshop: Prepare handouts and materials for group activities. Download PowerPoint. Distribute Handout 1 (1 set per table). Copy and cut apart Handout 2 (1 set per table). Distribute Handouts 3 and 4 (1 set per table).

Basic materials Flip charts, markers, post-its, etc. Note cards Postcards

AV equipment: Laptop and projector

Reference materials: Bloom’s Taxonomy Quick Flip Chart (optional) Illinois Professional Teaching Standards ISBE Assessment Framework (multiple copies) ISBE Performance Descriptors (multiple copies)

Handouts: Participants’ PowerPoint slides Bloom’s Taxonomy Blank Charts Verb Cards Quick Flip Charts (optional) Bloom’s Taxonomy Description Sheets Reflection sheet

Copyright 2009 by ICE 21 Prepared by Judy Trumble for "Incorporating Higher Level Thinking in the Content Areas" of 30

4. Icebreaker: (How will you activate prior knowledge and pull the group into the content?)

Provide each table with charts each representing a level of Bloom’s Taxonomy. Also provide several cards with a different verb on each card. Ask each table to match each card to the appropriate Taxonomy level and place verb card on

appropriate chart. (Groups need to reach consensus first.) Discuss any other verbs that might belong in each category. Encourage groups to write additional

verbs on the appropriate taxonomy chart. The shortest person at the table may appoint someone from the group to share ideas in the report

out. (Handouts 1 and 2) (Slides 1-4)

5. Introduction: (Why are we here? What will we discover together?) Ask the group to respond to the question: “How do we determine what level we need to address in

our classroom instruction and learning tasks?” One person at each table should take notes. Allow time for individual table discussions. Share group ideas with large group. (Staff development provider should lead group toward

conclusion that learning objectives provided by assessment framework, performance descriptors, etc. determine the student expectations and thus the level of understanding needed for the lesson.)

Share with group that the level of understanding dictates both what kind of questions teachers need to ask and what type of learning activities and assessments need to take place. (Slides 5-6)

6. Modeling: (How can I demonstrate the need for the learning? What illustrates the point, i.e. video clip,

scenario, role play, comic strip, etc.) I DO, WE DO

Provide two or three samples of learning tasks to use with the whole group. Use one task to model how to develop two or three key questions to guide assessment and

instruction. Using additional learning tasks, have large group brainstorm some possible questions to match the

level of understanding. Note: Task refers to a learning objective found in the assessment framework or performance

descriptors. (Handout 3 ) (Slides 7-10)

7. Collaboration: (How will you have the group investigate the information?) YOU DO (with others)

Provide each group with two or three learning tasks. Have each group pose three to four questions that would be appropriate for the level of the task. Next, have each group design two or three student activities to use with each task. The team member with the most cousins will report out to the large group. Assign each group a “critical friend” group. Following the table group report out, the “critical

friend” group must reflect on the report out. This can consist of asking for clarification, posing a new question or adding additional information or suggesting another activity. (Handouts 4 and 5) (Slides 11-12)


8. Independent Expression: (How can you apply this information into your personal practices? What additional information do you need i.e.: I-charts or funnel: what I do, here’s what I’ve learned, what’s my new thinking? This may also include participants choosing resource materials/activities to review or use.)

YOU DO (on your own) Ask each participant to focus on one area of his/her curriculum, Have participant choose one or two learning tasks to work on i.e. , analyze the political events in the

colonies that led to the Revolutionary War or demonstrate the relationship between addition and subtraction. Use copies of Performance Descriptors or Assessment Framework if needed.

Using the learning tasks participants should: a) Develop key questions to demonstrate student understanding. b) Design one or two appropriate activities to accompany the lessons.

Allow table sharing and some whole group sharing. (Slide 13)

9. Culminating activity, question, comment or reflection: (How will you get the participants to commit to or take ownership for their new learning? Which component are you currently using, which one will you add to your repertoire i.e., exit slips, survey, journal writing or participant led conversations?)

Personal assessment (see handouts). Ask each participant to fill out a personal assessment sheet. Have each person write two statements on a self addressed postcard stating what he/she plans to add

to instructional practices in the classroom. Collect post cards and mail within two weeks. (Handout 6) (Slide 14)

10. Evaluations and Closure (What’s next, where do we go with this information?)

Complete evaluations and ask participants to write down any questions they still have or anything they need from the presenter. (Slide 15)

11. After the workshop: (What follow-up needs to be done?)

Mail postcards to participants three weeks after workshop.

12. Research References: (What were at least two relevant references on which you based the content of this workshop?) Bloom’s Taxonomy Internet references Dimensions of Learning, ASCD


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Handout 1

Directions for Opening Activity

1.On your table you have: charts

representing Bloom’s Taxonomy Levels and a set of cards with verbs on them.

2.With your table group you are to place each card on the appropriate Taxonomy Level.

3.Make sure you all agree which chart is the correct one before you place the card.

4.When finished use the rest of your time to add additional verbs to each chart.

You have 15 minutes to complete this activity.


Handout 1a

REMEMBER

(Exhibit memory of previously learned material by recalling facts, stems, basic concepts and answers.)


Handout 1b

UNDERSTAND

(Demonstrate understanding of facts and ideas by organizing, comparing, translating, interpreting, giving descriptions and stating

main ideas.)


Handout 1c

APPLY

(Solve problems to new situations by applying acquired knowledge, facts, techniques and rules in a different way.)


Handout 1d

ANALYZE

(Examine and break information into parts by identifying motives or causes. Make inferences and find evidence to support

generalizations.)


Handout 1e

CREATE

(Compile information together in a different way by combining elements in a new pattern or proposing alternative solutions.)


Handout 1f

EVALUATE

(Present and defend opinions by making judgments about information, validity of ideas or quality of work based on a set of

criteria.)


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Handout 2

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name

match

tell

explain

summarize

classify

label


Handout 2

iiilllllluuussstttrrraaattteee

demonstrate

develop

organize

select

construct

solve

simplify


Handout 2

cccooonnncccllluuudddeee

dissect

distinguish

contrast

develop

formulate

modify

solve


Handout 2

cccooommmpppooossseee

recommend

evaluate

assess

disprove

defend


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HANDOUT 3

1.8.23 Determine whether a set of technical, multiple-step instructions or procedures

are clear (e.g., if not clear, edit to clarify). 1.11.23 Use compare/contrast to identify how information in a passage has similar or different

characteristics.

7.4.03 Solve problems involving the perimeter of a polygon with given side lengths and the area

of a rectangle, square or irregular shape composed of rectangles using diagrams, models and grids or by measuring (may include sketching a figure from its description).


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HANDOUT 4

12.4.03 Identify the life cycle of familiar animals and

compare their various stages: birth, growth and development, reproduction, and death. Understand that metamorphosis occurs in some animals.

12.7.08 Understand the distinction between sexual and

asexual reproduction. Understand that the offspring of sexual reproduction inherits half its genes from each parent.

1.3.17 Identify explicit and implicit main ideas.


HANDOUT 4a

14.5.17 Identify Pearl Harbor as the event that

prompted the U.S. to enter World War II.

15.8.01 Compare different economic systems, including command, market, traditional and mixed.

3.6.19 Build and connect ideas to create depth in

persuasive writing.


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Handout 5

Knowledge – Remember

Recall or recognize information, ideas, and principles in the approximate form

in which they are learned.

The teacher should:

• Present information about the subject to the student.

• Ask questions that require the student to recall the information presented.

• Provide verbal or written tests about the subject that can be answered

by recalling the information the student has learned.


Handout 5a

Comprehension – Understand

Understand the main idea of material heard, viewed, or read. Interpret or summarize

the ideas in own words.

The teacher should:

• Ask questions that the student can answer in his/her own words by stating facts or by

identifying the main idea.

• Give tests based on classroom instruction.

The student may not completely understand the subject.


Handout 5b

Application – Apply

Apply an abstract idea in a concrete situation

to solve a problem or relate it to prior experience.

The teacher should:

• Provide opportunities for the student to use ideas, theories, or problem solving techniques and apply them to new situations.

• Review the student’s work to ensure that he/she is using problem solving techniques independently.

• Provide questions that require the student to define and solve problems.

Requires Knowledge and Comprehension


Handout 5c

Analysis – Analyze

Break down a concept or idea into parts and show relationships among the parts.

The teacher should:

• Allow time for students to examine concepts and ideas and to break them

down into basic parts.

• Require students to explain why they chose a certain problem solving strategy

and why the solution worked.

Requires Knowledge and Comprehension. Application is NOT required.


Handout 5d

Synthesis – Create

Bring together parts (elements, compounds) of knowledge to form a whole and build

relationships for new situations.

The teacher should:

• Provide opportunities for students to assemble parts of knowledge into a whole using creative thinking and problem solving.

• Require students to demonstrate that they can combine concepts to build new ideas

for new situations.

Requires Knowledge, Comprehension, Application, and Analysis.


Handout 5e

Evaluation – Evaluate

Make informed judgments about the value of ideas or materials.

Use standards and criteria to support opinions and views.

The teacher should:

• Provide opportunities for students to make

judgments based on appropriate criteria.

• Have students demonstrate that they can judge, critique, or interpret processes,

materials, methods, etc. using standards and criteria.

Requires Knowledge, Comprehension, Application, Analysis, and Synthesis.


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Personal Assessment Directions: Please reflect on each question below and write your thoughts in the space

provided. Take the assessment with you and use it as you implement the ideas from this

workshop into your classroom.

1. How are you already implementing some of these ideas into your classroom instruction?

____________________________________________________________________________________________ 2. What new information can you incorporate to

strengthen what you already do? ____________________________________________________________________________________________ ______________________________________________ 3.How have you changed your thinking/beliefs about higher level thinking and questioning? ____________________________________________________________________________________________ ______________________________________________ 4.What are the two or three most valuable things you learned today? _____________________________________________ _____________________________________________ _____________________________________________

HANDOUT 6


lesson outline, incorporating higher level thinking€¦ · 04/05/2016 · note: questioning...

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