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Learn today, plan for the future, practice, and reflect

Learn today, plan for the future, practice, and reflect. -->TIE observation form -->Dates: 1. From now until March 8th, plan to use higher-order questioning and reflect how it worked with students.

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Learn today, plan for the future, practice, and reflect

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  1. Learn today, plan for the future, practice, and reflect -->TIE observation form -->Dates: 1. From now until March 8th, plan to use higher-order questioning and reflect how it worked with students. 2. From now until the end of March, set up an observation with your TIE coach, for feedback on Webb leveling and higher-order thinking.

  2. Marzano Strategy: Higher Order Thinking & Questioning

  3. ACTIVATING STRATEGY--On a sheet of construction paper with your partner (5 minutes) SIDE 1:Define Higher Order Thinking in your own words SIDE 2: Complete the Simile: 1. Higher Order Thinking in a classroom is like __________ 2. Add an illustration (Ex: ...is like waves in an ocean because……)

  4. Let's Look @ some questions related to my analogy: Higher-Order Thinking is like waves in an ocean because like thinking, it comes in small bursts, large "ah ha's", and pushes us to new areas.

  5. What would you do if you were Governor of New Jersey after the notification that a Superstorm was going to hit in 2 hours? What is a world crisis? Compare these 2 world crises: famine vs. natural disaster.

  6. Objective: To Learn/Review how to teach HIGHER-ORDER THINKING and QUESTIONING On your Ticket OUT, on the back of 2nd page, answer: Why does using a Similarity/Difference help students in the Activating part of a lesson? I used a MODEL for the activity. How do models help students?

  7. Direct Instruction 1. Re-engage thinking: * Critical Thinking Quiz using responders 2. Reflection ?'s on Ticket Out 3. PPT notes on QUESTIONING and HIGHER-ORDER THINKING 4. Handouts

  8. CRITICAL THINKING QUIZ

  9. 6. Do they have a 4th of July in England? a. Yes b. No c. Maybe d. I don't know

  10. 7. How many birthdays does the average man have? a. 78 b. 65.5 c. one per year d. None

  11. 8. Why can't a man living in the USA be buried in Canada? a. The Canadian Government does not allow Americans to be buried in Canada. b. The man is not dead yet! c. It is a trick question and the man is a Canadian living in America. d. The man is living between the border.

  12. 9. If you have only one match and you walked into a room where there was an oil burner, a kerosene lamp, and a wood burning stove, what would you light first? a. ..the kerosene lamp because it is easier b. ..the oil burner... c. the wood burning stove... d. the thing in my hand

  13. 10. What was the president's name in 1950? a. Harry Truman b. John Kennedy c. President Eisenhower d. Bill Clinton

  14. Critical Thinking Questions Using Responders to Engage Students Which question was the least interesting to answer? 1, 2, 3 On the ticket out, explain why it was the least interesting to answer.

  15. Step Book Creation: 1.Take 2 sheets of 2 colors of paper and tear hot dog style. 2. Take the 4 pieces of paper and hold them 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. 4. Title the top tab Webb Leveling--DOK

  16. TABS What is a taxonomy? Bloom's Webb Leveling Learning Objective Activity Higher-Order Thinking

  17. Educational Taxonomy A taxonomy is a system to add rigor and complexity in teaching, learning, and assessing. THE MAIN thing to remember is that moving through a taxonomy with students is about creating levels of rigor that are LEARNING OBJECTIVES vs. ACTIVITIES. Students WILL BE ABLE TO...

  18. 2 Common Taxonomies: BLOOM's Taxonomy Webb Leveling--DOK (Depths of Knowledge) Benjamin Bloom created this taxonomy for categorizing level of abstraction of questions that commonly occur in educational settings. The taxonomy provides a useful structure in which to categorize test questions... Webb (1997) developed a process and criteria for systematically analyzing the alignment between standards and standardized assessments. This body of work offers the Depth of Knowledge (DOK) model employed to analyze the cognitive expectation demanded by standards, curricular activities and assessment tasks(Webb, 1997).

  19. One Major Difference: Bloom's allows for a teacher and a learner to jump around with complexity of tasks. Webb Leveling describes a process (DOK) that shows how to move a learner to achieve proficiency...one level at a time.

  20. What would you do if you were Governor of New Jersey after the notification that a Superstorm was going to hit in 2 hours? ? ? What is a world crisis? ? Compare these 2 world crises: famine vs. natural disaster.

  21. Learning Objective vs. Activity A performance -based objective is a description of an observable behavior of what the studentwill do, after instruction. Objectives are measurable. An activity is a learning experience which leads to achievement of the learning objective.

  22. What is a definition of Higher Order Thinking? •Higher order thinking essentially means thinking that takes place in the higher-levels of the hierarchy of cognitive processing.

  23. The Griney Grollers Thinking Skills Test

  24. The griney grollers grangled in the granchy gak. On your responders, type the answer to EACH of the following: 2) What kind of grollers were they? 3) What did the grollers do? 4) Where did they do it? 5) In what kind of gak did they grangle?

  25. What kind of questions are these? 2) What kind of grollers were they? 3) What did the grollers do? 4) Where did they do it? 5) In what kind of gak did they grangle?

  26. Find someone with the same colored SHOES as you.

  27. How do these add critical thinking? Go through each one. The griney grollers grangled in the granchy gak. * Determine the subject and two lines under the verb. * In one sentence, explain why the grollers were grangling in the granchy gak. Be prepared to justify your answer with facts. * If you had to grangle in a granchy gak, what one item would you choose to have with you and why?

  28. Why Higher Order Thinking Skills are Important: • In addition to content (the what of student’s learning and achievement) we also need to be concerned with student’s thinking skills or mental processes( the how in learning). • Thinking provides the software for the mind. • Higher level thinking allows student’s memory to be used effectively.

  29. 1. Why is there a Greater Need for Problem Solving Abilities? 2. How does a) read this and answer questions at the back of the chapter--or-- b) do problems 1-21, odd--or-- c) fill out this worksheet--or-- d) reading aloud to students and discussing it ------not help kids gain problem solving capabilities? Table Partner discussion--write answers down on the back of your paper from the beginning.

  30. Because the pace of societal change shows no signs of slackening, citizens of the 21st century must become adept problem solvers, able to wrestle with ill-defined problems and win. • Problem-solving ability is the cognitive passport of the future --Martinez, 1998

  31. Problem solving needs? • Thinking analytically is a skill like carpentry or driving a car. It can be taught, it can be learned, and it can improve with practice. • But like many other skills, such as riding a bike, it is not learned by sitting in a classroom and being told how to do it.

  32. Six Levels of Bloom’s Taxonomy 1.Knowledge 2.Comprehension 3.Application 4. Analysis 5. Synthesis 6. Evaluation

  33. Look at the Webb Leveling Handouts We are going to APPLY our knowledge by creating questions for our GRADE/CONTENT. Choose a GRADE AND TOPIC. English 9 and Short Stories 5th grade and S.S./Egypt

  34. Let's look at the chart and the examples: 1.Select a topic 2.Using Webb Leveling, we are going to plan tasks for students moving them through each level. We will describe the concept(s) and create an assessment for each task.

  35. Work on YOURS! TIE folks will walk around and help. Peers can help eachother. When done, fill out the TICKET OUT!

  36. Bibliography (not in MLA or APA) • Planning for Productive Thinking and Learning by Treffinger and Feldhusen, 1998, p.24 • Sandra Kaplan, National/State Leadership Training Institute • Engine-Uity, Ltd.,P.O. Box 9610, Phoenix, Az 85068 • Martinez, M. E. (April, 1998) What is Problem Solving? Phi Delta Kappan. 605-609. • http://www.lgc.peachnet.edu/academic/educatn/Blooms/critical_thinking.htm • http://www.bena.com/ewinters/Bloom.html • http://ets.tlt.psu.edu/learningdesign/objectives/activities

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