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M A K I N G I N Q U I R Y H . O . T .

Higher Order Thinking

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LINE UP

Grounding

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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

youve faced in teaching academic vocabulary?

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Outcomes Objectives

Increased awareness

around inquiry andhigher order thinkingskills to increase rigorin all content areas

Building connectionsbetween Blooms,Marzano, and Costa

Engage in using

Blooms/Costasstrategies

Engage and experiencewriting higher orderthinking skills questionsusing Blooms or Costas

Define whatBlooms/Costa looks likein the different content

areas

Todays Outcomes and Objectives

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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 abilityto 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.

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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 studentsare 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.

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Marzano Vocabulary Game

In your table groups, work together to categorize the

different cognitive words into the different levels of

Blooms Taxonomy on your poster paper.

The first team to categorize all of their words

correctly will win a prize!

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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

Blooms Taxonomy

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Blooms Taxonomy

Evaluate

Synthesis

Analysis

Application

Comprehension

Knowledge

Creating

Evaluating

Analyzing

Applying

Understanding

Remembering

Blooms Taxonomy is a multi-tiered model of classifying thinking by

six cognitive levels of complexity. First created in the 1950s, Blooms

Taxonomy was revised in the 1990s in an attempt to make it more

relevant for 21st century students and teachers.

Old Version Revised Version

Nouns Verbs

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Blooms Taxonomy

Creating: Can the student create

new product or point of view?

assemble, construct, create, design,

develop, formulate, writeEvaluating: Can the student justify a

stand or decision?appraise, argue, defend, judge,

select, support, value, evaluateAnalyzing: Can the student

distinguish between the differentparts?

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, paraphraseRemembering: Can the student

recall or remember the information?

define, duplicate, list, memorize,

recall, repeat, reproduce state

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Costas 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 horses 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.

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Costas Levels of Questioning

LEVEL 2 - Book & BrainThe answer can be inferred from the text.

This type question, although more abstract than a level one

question, still relies on the facts. With a level two question, the

brain has to use the facts. Answers combine information in a new

way.

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.

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Costas Levels of Questioning

LEVEL 3 - Brain OnlyThe answer goes beyond the text.

This type of question is abstract and does not pertaindirectly 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.

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Costas 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 ContrastingInferring 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)

LevelThree

:

Evaluating Imagining

Hypothesizing Judging

Speculating Predicting

Applying a principle

Using the principle of commutative property, how canwe 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)

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Write Around

E a c h i n d i v i d u a l i n y o u r g r o u p o f f i v e w i l l h a v e a p i c t u r e

T h e w r i t e a r o u n d p r o c e s s b e g i n s w i t h e a c h p e r s o n w r i t i n g

a h i g h e r o r d e r t h i n k i n g ( h . o . t . ) q u e s t i o n o n t h e i r p a p e r

A f t e r a c o u p l e m i n u t e s , t h e f a c i l i t a t o r w i l l a s k y o u t o p a s s

y o u r p a p e r t o t h e p e r s o n s i t t i n g o n y o u r r i g h t

Y o u w i l l t h e n a d d a n o t h e r h . o . t q u e s t i o n t o t h e p a p e rp a s s e d t o y o u

R e p e a t t h i s p r o c e s s u n t i l y o u r e c e i v e y o u r o w n p a p e r b a c k

a n d h a v e a d i a l o g u e a r o u n d t h e t y p e s o f q u e s t i o n s y o u s e e

a d d e d t o y o u r p a p e r

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http://en.wikipedia.org/wiki/Image:Soweto_Riots.jpghttp://en.wikipedia.org/wiki/Image:BAHA-apartheid-signage.jpg

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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 groups thinking.

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Stir the Classroom

What are somesimilarities anddifferences that youare noticing betweenBlooms Taxonomyand Costas Levels

of Questioning?

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Stir the Classroom

What might be somequestions you arehaving about eitherBlooms Taxonomyor Costas Levels ofQuestioning?

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Stir the Classroom

How might usingeither BloomsTaxonomy or CostasLevels ofQuestioning look inyour class or content

area?

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N o w t h a t y o u v e h a d a n o p p o r t u n i t y t o e x p e r i e n c e a n d r e f l e c t

w i t h y o u r c o l l e a g u e s a r o u n d H i g h e r O r d e r T h i n k i n g S k i l l s a n d

B l o o m s a n d C o s t a s , f i n d a c o l l e a g u e i n y o u r s a m e d e p a r t m e n t

a n d s h a r e o n e s t r a t e g y o r w a y i n w h i c h y o u p l a n t o i n c o r p o r a t e

t h e s e s k i l l s i n t o y o u r c l a s s .

O n c e y o u v e g a v e o n e a n d g o t o n e f r o m t h a t f i r s t c o l l e a g u e , f i n d

a n o t h e r c o l l e a g u e i n y o u r d e p a r t m e n t a n d r e p e a t t h e p r o c e s s .

C o n t i n u e u n t i l y o u s e e t h e t i m e o u t h a n d s i g n a l t o c o m e b a c k

t o g e t h e r

Give One, Get One

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H.O.TResources

Art Costas website forHabits of Mind

http://www.habits-of-mind.net/

Emerging Perspectiveson Learning, Teaching,and Technology

Find more aboutBlooms Taxonomy andother inquiry based

learning

http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

Find Power Point presentations posted onlineatwww.slideshare.net like this one onquestioning practiceshttp://www.slideshare.net/rmakely/questioning-practices-and-strategies

eBest ICT Cluster Although based in NewZealand, this website offers many teachingand learning resources around inquirylearning, including Blooms and differentlevels ofquestioning.http://centre4.interact.ac.nz/spaces/space.php?space_key=13303

Concept to Classroom - Website of onlineworkshops for teachers around various topicsincluding inquiry based learning and usingWebQuest with studentshttp://www.thirteen.org/edonline/concept2class/index.html

http://www.habits-of-mind.net/http://www.habits-of-mind.net/http://projects.coe.uga.edu/epltt/index.php?title=Main_Pagehttp://projects.coe.uga.edu/epltt/index.php?title=Main_Pagehttp://projects.coe.uga.edu/epltt/index.php?title=Main_Pagehttp://www.slideshare.net/http://www.slideshare.net/rmakely/questioning-practices-and-strategieshttp://www.slideshare.net/rmakely/questioning-practices-and-strategieshttp://centre4.interact.ac.nz/spaces/space.php?space_key=13303http://centre4.interact.ac.nz/spaces/space.php?space_key=13303http://www.thirteen.org/edonline/concept2class/index.htmlhttp://www.thirteen.org/edonline/concept2class/index.htmlhttp://www.thirteen.org/edonline/concept2class/index.htmlhttp://www.thirteen.org/edonline/concept2class/index.htmlhttp://centre4.interact.ac.nz/spaces/space.php?space_key=13303http://centre4.interact.ac.nz/spaces/space.php?space_key=13303http://www.slideshare.net/rmakely/questioning-practices-and-strategieshttp://www.slideshare.net/rmakely/questioning-practices-and-strategieshttp://www.slideshare.net/rmakely/questioning-practices-and-strategieshttp://www.slideshare.net/rmakely/questioning-practices-and-strategieshttp://www.slideshare.net/rmakely/questioning-practices-and-strategieshttp://www.slideshare.net/rmakely/questioning-practices-and-strategieshttp://www.slideshare.net/rmakely/questioning-practices-and-strategieshttp://www.slideshare.net/rmakely/questioning-practices-and-strategieshttp://www.slideshare.net/http://projects.coe.uga.edu/epltt/index.php?title=Main_Pagehttp://projects.coe.uga.edu/epltt/index.php?title=Main_Pagehttp://projects.coe.uga.edu/epltt/index.php?title=Main_Pagehttp://www.habits-of-mind.net/http://www.habits-of-mind.net/http://www.habits-of-mind.net/http://www.habits-of-mind.net/http://www.habits-of-mind.net/

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Next Steps

On Tuesday, March 31st departments will meet forCommon Planning Time

Depending on your departments schedule, you

might want to discuss the strategies presented todayand student work related to higher order thinkingskills and levels of questioning

On Tuesday, April 14th, we will have a PD around

connecting academic vocabulary and higher orderthinking skills

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Pluses and WishesFeedback 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 nexttime

Professional Development Survey Go to the Stevenson MS website (www.rlstevenson.net) and

click on PD Evaluation Form under the Links section

http://www.rlstevenson.net/http://www.rlstevenson.net/