-->TIE observation form-->Dates:1. From now until March 8th, plan to

use higher-order questioning and reflect how it worked with students.

2. From now until the end of March, set up an observation with your TIE coach, for feedback on Webb leveling and higher-order thinking.

Learn today, plan for the future, practice, and reflect

Marzano Strategy: Higher Order

Thinking & Questioning

ACTIVATING STRATEGY--On a sheet of construction paper with your partner (5 minutes)

SIDE 1: Define Higher Order Thinking in your own words

SIDE 2: Complete the Simile: 1. Higher Order Thinking in a classroom is like __________2. Add an illustration

(Ex: ...is like waves in an ocean because……)

Let's Look @ some questions related

to my analogy:Higher-Order Thinking is like waves in

an ocean because like thinking, it comes in small bursts, large "ah ha's", and

pushes us to new areas.

What is a world crisis?

Compare these 2 world crises: famine vs. natural disaster.

What would you do if you were Governor of New Jersey after the notification that a Superstorm was going to hit in 2 hours?

Objective:

To Learn/Review how to teach HIGHER-ORDER THINKING and QUESTIONING

On your Ticket OUT, on the back of 2nd page, answer: Why does using a Similarity/Difference help students in the Activating part of a lesson?

I used a MODEL for the activity. How do models help students?

1. Re-engage thinking:* Critical Thinking Quiz using responders

2. Reflection ?'s on Ticket Out3. PPT notes on QUESTIONING and HIGHER-ORDER THINKING4. Handouts

Direct Instruction

CRITICAL THINKING QUIZ

6. Do they have a 4th of July in England? a. Yes b. No c. Maybe d. I don't know

7. How many birthdays does the average man have? a. 78 b. 65.5 c. one per year d. None

8. Why can't a man living in the USA be buried in Canada? a. The Canadian Government does not allow Americans to be buried in Canada. b. The man is not dead yet! c. It is a trick question and the man is a Canadian living in America. d. The man is living between the border.

9. If you have only one match and you walked into a room where there was an oil burner, a kerosene lamp, and a wood burning stove, what would you light first? a. ..the kerosene lamp because it is easier b. ..the oil burner... c. the wood burning stove... d. the thing in my hand

10. What was the president's name in 1950? a. Harry Truman b. John Kennedy c. President Eisenhower d. Bill Clinton

Using Responders to Engage Students

Critical Thinking Questions

Which question was the least interesting to answer? 1, 2, 3

On the ticket out, explain why it was the least interesting to answer.

Step Book Creation:

1.Take 2 sheets of 2 colors of paper and tear hot dog style.2. Take the 4 pieces of paper and hold them so that each piece of paper is about 1 inch lower than the one before. 3. Holding the papers together, turn them over so that the steps are towards you and on the bottom. Fold the top over.4. Title the top tab Webb Leveling--DOK

TABS

What is a taxonomy?

Bloom's

Webb Leveling

Learning Objective

Activity

Higher-Order Thinking

A taxonomy is a system to add rigor and complexity in teaching, learning, and assessing.

THE MAIN thing to remember is that moving through a taxonomy with students is about creating levels of rigor that are LEARNING OBJECTIVES vs. ACTIVITIES.

Students WILL BE ABLE TO...

Educational Taxonomy

2 Common Taxonomies:

BLOOM's Taxonomy

Webb Leveling--DOK (Depths of Knowledge)Benjamin Bloom

created this taxonomy for categorizing level of abstraction of questions that commonly occur in educational settings. The taxonomy provides a useful structure in which to categorize test questions...

Webb (1997) developed a process and criteria for systematically analyzing the alignment between standards and standardized assessments.

This body of work offers the Depth of Knowledge (DOK) model employed to analyze the cognitive expectation demanded by standards, curricular activities and assessment tasks (Webb, 1997).

Bloom's allows for a teacher and a learner to jump around with complexity of tasks.

Webb Leveling describes a process (DOK) that shows how to move a learner to achieve proficiency...one level at a time.

One Major Difference:

What is a world crisis?

Compare these 2 world crises: famine vs. natural disaster.

What would you do if you were Governor of New Jersey after the notification that a Superstorm was going to hit in 2 hours?

?

?

?

Learning Objective vs. Activity

A performance -based objective is a description of an observable behavior of what the studentwill do, after instruction. Objectives are measurable.

An activity is a learning experience which leads to achievement of the learning objective.

Level of Learning Student activities

Students will be able to use Facts in....

Self-check quizzes, trivia games, etc.

Students will be able to use Concepts in a chart

Have students show examples/non-examples, student generated flowchart, etc.

Students will be able to apply Rules/Principles to design...

Design projects and prototypes, simulations, etc.

Students will be able to Problem-solve as they read a case study and determine...

Case study, small group discussion, critical thinking, teamwork, etc.

•Higher order thinking essentially means thinking that takes place in the higher-levels of the hierarchy of cognitive processing.

What is a definition of Higher Order Thinking?

The Griney Grollers Thinking Skills Test

The griney grollers grangled in the granchy gak.

On your responders, type the answer to EACH of the following:

2) What kind of grollers were they?3) What did the grollers do?4) Where did they do it?5) In what kind of gak did they grangle?

2) What kind of grollers were they?3) What did the grollers do?4) Where did they do it?5) In what kind of gak did they grangle?

What kind of questions are these?

Find someone with the same colored SHOES as you.

* Determine the subject and two lines under the verb.

* In one sentence, explain why the grollers were grangling in the granchy gak. Be prepared to justify your answer with facts.

* If you had to grangle in a granchy gak, what one item would you choose to have with you and why?

How do these add critical thinking? Go through each one.The griney grollers grangled in the granchy gak.

• In addition to content (the what of student’s learning and achievement) we also need to be concerned with student’s thinking skills or mental processes( the how in learning).

• Thinking provides the software for the mind.

• Higher level thinking allows student’s memory to be used effectively.

Why Higher Order Thinking Skills are Important:

1. Why is there a Greater Need for Problem Solving Abilities?

2. How does a) read this and answer questions at the back of the chapter--or-- b) do problems 1-21, odd--or-- c) fill out this worksheet--or-- d) reading aloud to students and discussing it------not help kids gain problem solving capabilities?

Table Partner discussion--write answers down on the back of your paper from the beginning.

• Because the pace of societal change shows no signs of slackening, citizens of the 21st century must become adept problem solvers, able to wrestle with ill-defined problems and win.

• Problem-solving ability is the cognitive passport of the future --Martinez, 1998

Problem solving needs?

• Thinking analytically is a skill like carpentry or driving a car. It can be taught, it can be learned, and it can improve with practice.

• But like many other skills, such as riding a bike, it is not learned by sitting in a classroom and being told how to do it.

Six Levels of Bloom’s Taxonomy1.Knowledge2.Comprehension3.Application

4. Analysis5. Synthesis6. Evaluation

Look at the Webb Leveling Handouts

We are going to APPLY our knowledge by creating questions for our GRADE/CONTENT.

Choose a GRADE AND TOPIC.

• English 9 and Short Stories

• 5th grade and S.S./Egypt

1.Select a topic2.Using Webb Leveling, we are going to plan tasks for students moving them through each level. We will describe the concept(s) and create an assessment for each task.

Let's look at the chart and the examples:

Work on YOURS!

TIE folks will walk around and help. Peers can help eachother.

When done, fill out the TICKET OUT!

• Planning for Productive Thinking and Learning by Treffinger and Feldhusen, 1998, p.24

• Sandra Kaplan, National/State Leadership Training Institute

• Engine-Uity, Ltd.,P.O. Box 9610, Phoenix, Az 85068

• Martinez, M. E. (April, 1998) What is Problem Solving? Phi Delta Kappan. 605-609.

• http://www.lgc.peachnet.edu/academic/educatn/Blooms/critical_thinking.htm

• http://www.bena.com/ewinters/Bloom.html

• http://ets.tlt.psu.edu/learningdesign/objectives/activities

Bibliography (not in MLA or APA)