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

1. Module 5 & 6 Day 2:Higher Order Instruction & Assessment Michele Davis mldavis@tie.net

2. 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.

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

5. 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

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

7. What do you notice? How could this represent learning something new?

8. 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

9. 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

10. HOT Skill Explicit Teaching Everyday Pg. 7 Gradual Release of Responsibility

11. 7 Student Thinking Proficiencies

12. Thinking Proficiencies Step 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.

13. Student Thinking Proficiencies Critical Thinking Creative Thinking Complex Thinking Comprehensive Thinking Collaborative Thinking Communicative Thinking Cognitive Transfer 4. Title the top tab Thinking Proficiencies and label the other 7 tabs with the proficiencies.

14. 7 Thinking Proficiencies • Collaborative Chart Creation • Groups based on assigned Thinking proficiency • Create a poster containing the following: • Title – Student Thinking Proficiency • Definition in your own words of the thinking proficiency (10 words or less) • Slogan to remember the thinking proficiency • Logo to represent the proficiency

15. Thinking Proficiencies Group Presentations • Gallery Walk to each presentation • Group Presents • Listeners take notes in your Step Book – definition, slogan, and logo.

16. 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?

17. 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).

18. Examples