MAKING INQUIRY H.O.T.

Higher Order Thinking

LINE UP

Grounding

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 you’ve faced in teaching academic

vocabulary?

OutcomesOutcomes ObjectivesObjectives

Increased awareness around inquiry and higher order thinking skills to increase rigor in all content areas

Building connections between Bloom’s, Marzano, and Costa

Engage in using Bloom’s/Costa’s strategies

Engage and experience writing higher order thinking skills questions using Bloom’s or Costa’s

Define what Bloom’s/Costa looks like in the different content areas

Today’s Outcomes and Objectives

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 ability to 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.

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 students

are 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.

Marzano Vocabulary Game

In your table groups, work together to

categorize the different cognitive words into

the different levels of Bloom’s Taxonomy on

your poster paper.

The first team to categorize all of their words

correctly will win a prize!

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

Bloom’s Taxonomy

Bloom’s Taxonomy

Evaluate

Synthesis

Analysis

Application

Comprehension

Knowledge

Creating

Evaluating

Analyzing

Applying

Understanding

Remembering

Bloom’s Taxonomy is a multi-tiered model of classifying thinking by

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

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

relevant for 21st century students and teachers.

Old Version Revised Version

Nouns Verbs

Bloom’s Taxonomy

Creating: Can the student create new product or point of view?

assemble, construct, create, design,

develop, formulate, write Evaluating: Can the student justify a

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

select, support, value, evaluate Analyzing: Can the student distinguish between the different

parts?

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, paraphrase Remembering: Can the student

recall or remember the information? define, duplicate, list, memorize, recall, repeat, reproduce state

Costa’s 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 horse’s 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.

Costa’s Levels of Questioning

LEVEL 2 - Book & BrainThe answer can be inferred from the text. This type question, although more abstract than a level onequestion, still relies on the facts. With a level two question, thebrain has to use the facts. Answers combine information in a newway.

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.

Costa’s Levels of Questioning

LEVEL 3 - Brain OnlyThe answer goes beyond the text.

This type of question is abstract and does not pertain

directly 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.

Costa’s 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 Contrasting

Inferring 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)

Level Three:

Evaluating Imagining

Hypothesizing Judging

Speculating Predicting

Applying a principle

•Using the principle of commutative property, how can we 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)

Write Around

Each individual in your group of five will have a picture

The write around process begins with each person writing a higher

order thinking (h.o.t.) question on their paper

After a couple minutes, the facilitator will ask you to pass your

paper to the person sitting on your right

You will then add another h.o.t question to the paper passed to you

Repeat this process until you receive your own paper back and have

a dialogue around the types of questions you see added to your paper

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 group’s thinking.

Stir the Classroom

• What are some similarities and differences that you are noticing between Bloom’s Taxonomy and Costa’s Levels of Questioning?

Stir the Classroom

• What might be some questions you are having about either Bloom’s Taxonomy or Costa’s Levels of Questioning?

Stir the Classroom

• How might using either Bloom’s Taxonomy or Costa’s Levels of Questioning look in your class or content area?

•Now that you’ve had an opportunity to experience and reflect with your

colleagues around Higher Order Thinking Skills and Bloom’s and

Costa’s, find a colleague in your same department and share one

strategy or way in which you plan to incorporate these skills into your

class.

•Once you’ve gave one and got one from that first colleague, find

another colleague in your department and repeat the process.

•Continue until you see the time out hand signal to come back together

Give One, Get One

H.O.T ResourcesArt Costa’s website for Habits of Mind

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

Emerging Perspectives on Learning, Teaching, and Technology

Find more about Bloom’s Taxonomy and other inquiry based learning

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

 

Find Power Point presentations posted online at www.slideshare.net like this one on questioning practices http://www.slideshare.net/rmakely/questioning-practices-and-strategies

eBest ICT Cluster – Although based in New Zealand, this website offers many teaching and learning resources around inquiry learning, including Bloom’s and different levels of questioning.http://centre4.interact.ac.nz/spaces/space.php?space_key=13303

Concept to Classroom - Website of online workshops for teachers around various topics including inquiry based learning and using WebQuest with students http://www.thirteen.org/edonline/concept2class/index.html

Next Steps

On Tuesday, March 31st departments will meet for Common Planning Time

Depending on your department’s schedule, you might want to discuss the strategies presented today and student work related to higher order thinking skills and levels of questioning

On Tuesday, April 14th, we will have a PD around connecting academic vocabulary and higher order thinking skills

Pluses and Wishes Feedback 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 next time

Professional Development Survey Go to the Stevenson MS website

(www.rlstevenson.net) and click on “PD Evaluation Form” under the “Links” section