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Higher Level Thinking Workshop: What’s on Your Mind?

Higher Level Thinking Workshop: What’s on Your Mind?. Presented by: Mikey DaVanzo and Aaron Quku. Agenda. Introduction HLT – what is it? Constructing Support Synthesizing Break Inferencing Perspective & Evaluation Break Determining Importance Closure.

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Higher Level Thinking Workshop: What’s on Your Mind?

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  1. Higher Level Thinking Workshop: What’s on Your Mind? Presented by: MikeyDaVanzo and Aaron Quku

  2. Agenda • Introduction • HLT – what is it? • Constructing Support • Synthesizing • Break • Inferencing • Perspective & Evaluation • Break • Determining Importance • Closure

  3. Higher Level Thinking Skills Organizer • Please take out the HLT skills organizer to see how HLT is woven in throughout our day.

  4. What is Higher Level Thinking? (HLT) • Your task: in the groups you are sitting in… • Develop a working definition of HLT that a primary or elementary student would understand. • How do you currently see HLT incorporated into your day? • What struggles do you currently have with HLT? • Be prepared to share out

  5. What HLT means to us

  6. What HLT means to us

  7. HLT Activity • Directions: In your group, look at the picture/piece of art provided. Choose 1 person to be the note taker. Write down any thoughts the group has while looking at the picture.

  8. HLT vs. LLT • Looking at your “thoughts,” highlight any that you think would be considered examples of HLT • What do they have in common? • How are they different from the lower level observations? • How can we make the difference between HLT and LLT obvious to our students? • Be prepared to share

  9. Examples & Non-examples of Higher Level Thinking • http://www.youtube.com/watch?v=Rd0R_eJ6TjU&safe=active Your thoughts?

  10. How can you introduce HLT in your classroom? • Pictures / Artwork • Music • Text • Concrete Examples • Discussions • META-COGNITION OF HIGHER LEVEL THINKING • Your thoughts?

  11. Ruby Bridgeshttp://www.pophistorydig.com/?tag=ruby-bridges-norman-rockwell

  12. I hypothesize there is prejudice based on race because she is African America. (Prior knowledge based on Civil Rights movement) Higher Level Thinking (drawing conclusions, critiquing, analyzing) Text Based Interpretation (Thinking) I think she is going to school and something is wrong because people have thrown something at her. She is being escorted by police. Literal Observation/ Interpretation I see a girl walking.

  13. HLT Hexagon Visualizing Constructing Support Inferring Synthesis Evaluation/Critiquing/Analyzing Perspective Determining Importance

  14. Paradigm/Activity Timeline

  15. Constructing Support • It is important to start out with something concrete, something students can relate to or know about, and then expand. • For example, “Should students be given homework? Why or why not?”

  16. Constructing Support Organizer Central Idea Supporting Detail #1 Supporting Detail #2 Supporting Detail #3 Supporting Detail #4 Concluding Statement

  17. Constructing Support Activity • Independently, read the following article & complete your own table organizer • Feel free to highlight your support for your central idea • Share with a partner when you are finished

  18. Implementation • Math – extended responses – SHOW YOUR WORK • ELA – WAR, extended responses, short responses, LLI, benchmarking system, read alouds • Test preparation for both ELA and Math • Writing • Content Areas – social studies/science

  19. Student Examples of Constructing Support • In your folder, you will see examples of students’ work – please feel free to browse through them. • What do you notice? What do they have in common? • Where could you see this being used in your classroom?

  20. Synthesizing: The Backbone of HLT • Snowball analogy: As you start reading, you have some idea of what the text/topic is going to be about. As you continue reading, your thinking grows and changes.

  21. Video Example of Synthesis • http://adsoftheworld.com/media/tv/infiniti_winter_competitive

  22. Concrete Classroom Ideas for Synthesizing • Examples of organizers • Activity: On the synthesizing chart provided, write down everything you know about Whales. • Using the pages from Whales by Seymour Simon, write down any new learning in the right column. • Star any ideas from the left column that were confirmed & cross off anything that was found to be incorrect.

  23. BREAK • Please be back in 10 minutes

  24. Inferring • Activity: Take a look at the objects provided and infer what they could be used for. Construct support for your inference • The Force: http://www.youtube.com/watch?v=R55e-uHQna0&safe=active • Safety: http://www.youtube.com/watch?v=qGP7539ILPU&safe=active • Kraft: http://www.youtube.com/watch?v=jfHCyYH0JQ8&safe=active

  25. Concrete Classroom Ideas for Inferencing • Organizer • Cartoons • Charades • Magazine Ads • Read Alouds: Wordless picture books • Nonfiction Read Alouds – Author’s purpose (Teammates), Characterization (Bull Run), and Determining Importance (Titanic)

  26. Visualizing: Not just for Reading • Think Math! Read – Draw – Write (RDW) • Using your senses • Activity: In a small group, design a word problem using one or more operations, where visualizing would be helpful. • When finished, switch papers with another group, solve the problem using visualizing and come back to share. • What other examples of HLT were used in this process? (Inference, Synthesis, etc).

  27. Visualizing in Writing • Picture this…

  28. Perspective • Take a walk in the character’s shoes? The author’s shoes? • For example, read the story The True Story of the Three Little Pigs and compare to the original version - discuss

  29. Perspective/Evaluation • Pick a side – pig or wolf? Share with your group. Have the members of your group agree or disagree with point of view/theme and support their argument. • Extension: Take a look at the author, evaluate whether or not the author is qualified to write on this topic. Why or why not?

  30. Perspective Activity • Should kids be allowed to play video games? Complete the table from the assigned perspective: • Half of the table: Kid’s perspective • The other half of the table: Adult’s perspective • Share out – What did you notice about each person’s perspective?

  31. Perspective with Debates • Perspective can be used to debate all topics… • School Throughout the Year • School Uniforms • Women in the military • Girls playing on boys’ teams • Should there be an age limit on ___________? • Trick or treating • Driving • Smoking • Curfews • Other controversial topics • See handouts

  32. Perspective Using Editorials • Peruse through the provided editorials to see how they could be used to support your teaching of perspective within your classroom • See Handouts

  33. Break • Please be back in 10 minutes

  34. Determining Importance What is the most important part of the taco and why?

  35. What is the most important part of … A Scuba Diver? Why? A Fish Tank? Why?

  36. Concrete Classroom Ideas • Symbol of someone important or an object • Activity: We are going to take a trip to the beach. Looking at the materials we have provided, what would be the most important to bring and why? Discuss. • Be sure to think about perspective and who is coming with you.

  37. Concrete Classroom Ideas Continued… • Highlighting: What NOT to do • Science: What is the importance of each step in the scientific method? (Formulation of a Question, Hypothesize, Prediction, Testing, Analysis)

  38. Battery Positive (+) = important, relevant & examples Negative (-) = Unimportant, irrelevant & non-examples

  39. HLT Progression 2013-2014 • September – What is HLT? • October – Synthesis • November – Inferring • December – Visualizing • January – Constructing Support • February – Perspective/Evaluation • March – Determining Importance

  40. Higher Level Thinking Assessment: Pre-assessment, Dipsticks & Post-Assessment Example of Assessing Perspective/Evaluating: Written: Why would someone write this story? What have you experienced in your life to help you understand the book? Orally: What made this book easy to understand or difficult to understand? Why? Would you recommend this book to a friend? Why or why not? See Rubric for Score Response.

  41. HIGHER LEVEL THINKING SKILLSConstructing Support, Inferring, Synthesizing, Visualizing, Analyzing Perspective, Determining Importance, EvaluationExtending and RefiningP.E.T.S.Convergent Thinking, Deductive Thinking, Inventive Thinking, Creative Thinking, Analytical Thinking, Evaluative Thinking, Visual and Spatial ThinkingReading Like a DetectiveApplication of SkillsTalents UnlimitedProductive Thinking, Communication, Forecasting, Planning, Decision MakingHigher Level Thinking Skills • Take another look at the HLT Skills Table Organizer • How can you see yourself incorporating HLT into your classroom on a daily basis? • What are some questions or concerns you still have in regards to teaching HLT? • Please be sure to hand in your responses.

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