Warm up:1. Who is Dr. Robert J. Marzano?2. What are the 9 Marzano strategies?3. What does TIP stand for?4. What are the 4 categories of the TIP Chart?5. What is Higher Order Thinking (Blooms

Taxonomy)?6. What are the 6 Blooms Categories?

Answers:1. Robert J. Marzano, PhD, is cofounder and CEO of Marzano Research

Laboratory in Englewood, Colorado. Throughout his years in the field of education, he has become a speaker, trainer, and author of more than 30 books and 150 articles

2. Similarities and differences, Summarize and Notetaking, Reinforcing effort and providing recognition, Homework and Practice, Nonlinguistic presentations, Cooperative learning, Setting objectives and providing feedback, Generating and Testing Hypotheses, and Cues, Questions and Advanced Organizers

3. The Teaching Innovation Progression Chart helps provide teachers with a structure for self-reflection and growth to encourage 21st Century learning

4. Research and information, communication and collaboration, critical thinking and problem solving, creativity and innovation

5. Benjamin Bloom (1956) developed a classification of levels of intellectual behavior in learning. This taxonomy contained three overlapping domains: the cognitive, psychomotor, and affective.

6. Knowledge, comprehension, application, analysis, synthesis, and evaluation. 

Collaborative Quizzes using Higher Order Thinking

JoAna M. J. SmithNottoway Middle School

Student Thoughts…“Group quizzes challenge us. Because you have to use your own knowledge to explain and we have to work together.” –Ryann“They help shy people because they would rather talk in groups than to the whole class.”-Jacob“We are not just memorizing the material, we have to understand it because we have to make questions and explain to people in group.”-Delana“It helps the kids who do not understand because we can see what we got wrong and correct it to study for the next test.”-Timmy

Teacher Innovation Progression

TIP Chart

TIP Chart

Marzano Strategies

Generating and Testing Hypotheses

(Yields a 23 percentile gain)

Cues, Questions, and Advanced

Organizers(Yields a 22 percentile

gain)

Blooms TaxonomyHigher Order Thinking

Student DevelopedRubric

Level 6 questions=100Level 5 questions=90Level 4 questions=80Level 3 questions=70Level 2 questions=60Level 1 questions=50

Grading SystemIndividual quiz grade 1/3, Group quiz grade 1/3,

Group question and answer 1/3Example: Student gets an 80 on individual quiz,

100 on group quiz, and a 90 on group question and answer=recorded quiz is a 90 in the gradebook

Process1. Students take quiz individually and submit to teacher2. Students collaborate in groups to retake quiz the

identical quiz3. Groups develop questions and answers incorporating

assessment material using Blooms taxonomy levels4. Teacher reads aloud group questions and answers

while making corrections5. Whole class determines grades for group questions

and answers according to rubric and errors6. Teacher averages 3 grades together and records in

gradebook

Note for EducatorsWe retain 90% of what we teach othersTeachers CANNOT help students create questions and

answersNeed to model as a class before first trying

Students have never heard of BloomsHave not practiced creative freedom to design own questions

and answers and assess higher order thinkingComplexity of questions and answers have increased

throughout courseDifferentiate instruction (ESL and GT students)

Students of all levels are participating and demonstrating understanding while explaining to other group members

The process is more important than the productUsing Blooms gives deeper understanding because requires

an explanation vs. simple summative quiz/test score

Benefits for StudentsCollaboration skill

21st century skill for career and higher education

Fosters communicationDevelop leadershipCreate structureCreative thinking practiceSelf-assessmentMetacognition-level of higher thinking

(Blooms)

Higher Order Thinking Must Be Taught!Students did not have much

experience explaining how or why an answer was correctAccustomed to quickly guessing or

recall rather than explanationsEngaged in an evaluation processThink-aloud strategy implemented on

paperTechnology has allowed students to

use less face to face communication (or hand written)

Information or answers given without much of a filter or thought process

Keep in MindStudents test grades have improved based on collaborative

assessments because they are not only taught by teacher but by classmates

Even assessments can be an instructional toolMost difficult aspect for educators is giving up control to

studentsStep back and let them learn to use Blooms and develop

questions using higher order thinkingStudents better prepared for quizzes and tests

Know the standard/expectation of higher order thinking will be required

Does not replace review before assessments (Wong)Use warm up and play quizdom or other review games before

quizzes and testsAssess what was taught and how it was taught in classroom

Specification and difficulty should increase-conjugate verbs→ sentences TIP chart should increase in difficulty as year progresses

More Student Thoughts“Quizzes are educational and not just to see what we know.”-Shydecea“Since there is an activity to do with the quiz I learn more with each one.” -Hunter“Group quizzes let Hispanics get to know other students in the class because we can help explain it to them. It helps me learn to work with others.”-Brenda“They help with social skills with everybody, because you have to work together no matter if they’re friends or not.”-Sabrina

Rubric/Blooms List Used

IR Verb Quiz

Time Quiz

Saber vs Conocer Quiz

“Shoe Verbs” Quiz

Ser vs Estar Quiz

ER Verb Quiz

Thank you…questions?