Module 5 & 6 Day 2:Higher Order Instruction & Assessment

Michele Davismldavis@tie.net

Purpose

• Module 5 – How to IMPLEMENT higher order thinking into Common Core Instruction.

• Module 6 – How to ASSESS higher order thinking into Common Core Instruction.

I Choose C

• Why we need to teach higher-order thinking:• http://allthingscommoncore.com/media/148

Day 2 Learning Goals

• Continue to learn about Higher Order Thinking Proficiencies and Skills

• Continue to learn about instructional strategies and assessment strategies

• Continue to create Webb Level Questions• Continue to create higher-order thinking

assessments• Deepen understanding of Socratic Seminars to

assist with HOT Skills

Key Understandings Today

• Gradual Release of Responsibility• Thinking Proficiencies (7)• HOT Skill (Solve/Analyze)• Socratic Seminar• Instructional Strategies• Assessment Strategies

What do you notice?

How could this represent learning something new?

Disequilibrium• Jean Piaget, child psychologist, observed that in real

learning, disequilibrium occurs.

• “Real learning is disruptive.”

• “This process of disequilibrium is involved in learning that moves us towards wisdom – as opposed to learning that merely consists of absorbing new data.”

• Comfort Level Disequilibrium New Equilibrium - where shift happens

Disequilibrium

• How does this fit with your experience of learning something new…in your personal life…with observations of students?

• Examples?

• The whole process for these 3 days might create disequilibrium

HOT Skill Explicit Teaching

Gradual Release of Responsibility

EverydayPg. 7

7 Student Thinking Proficiencies

Thinking ProficienciesStep Book Creation:

1.Take 4 sheets of paper (2 of each color). Alternate colors

2. Hold the sheets 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 so that you now have steps.

Critical ThinkingCreative ThinkingComplex Thinking

Comprehensive ThinkingCollaborative Thinking

Communicative ThinkingCognitive Transfer

Student Thinking Proficiencies

4. Title the top tab Thinking Proficiencies and label the other 7 tabs with the proficiencies.

7 Thinking Proficiencies• Collaborative Chart Creation– Groups based on assigned Thinking proficiency

• Create a poster containing the following:

Title – Student Thinking ProficiencyDefinition in your own words of the thinking proficiency (10 words or less)Slogan to remember the thinking proficiencyLogo to represent the proficiency

Thinking ProficienciesGroup Presentations• Gallery Walk to each presentation• Group Presents• Listeners take notes in your Step Book –

definition, slogan, and logo.

Thinking Proficiencies

Day 1 - Review:

Our work with the thinking skill Explain

• Thinking Proficiency?

• Recipe – TELL–what does this mean?

• Instructional Strategies

– Window Pane / Socratic Seminar

– What strategy did Brian Pete use?

Thinking Proficiencies• Why are we doing this?– “Learners acquire and store knowledge in two

primary ways: linguistic (by reading or hearing lectures), and nonlinguistic (through visual imagery, kinesthetic or whole-body modes, and so forth).”

– “The more students use both systems of representing knowledge, the better they are able to think about and recall what they have learned” (Marzano, Pickering, & Pollock, 2001).

– “Visual representations help students recognize how related topics connect” (NCTM, 2000).

Examples