Higher Order Thinking Questions

1. Higher Order Thinking Questions Lesson Plan Review

2. Purpose of the Review To determine professional development needs for teachers in the area of lesson planning. To provide feedback, consistent across the District, on the lesson plans. To focus on higher order thinking skills questions.

3. Why Does it Matter? CAHSEE and CST questions are written primarily at the Apply, Analyze and Evaluate levels of Bloom’s Taxonomy. Students must be able to think critically to be college and career ready in the 21st century. The National Common Core Standards require students to think and perform at higher levels than ever before.

4. What’s New Costa’s Level 3 Level 2 Level 1

5. Differences? Similarities?

6. Qualities of a Good Question • Makes you think • Can have more than one answer • Makes you reread, rethink, or check to make sure • Can be asked in different ways • Can’t be answered just in the book • Makes you want to know more • Makes you smarter • Is not simple or quick • Requires more than a one-word answer • Provokes other questions • Promotes discussion and explanation • Is tied to the learning objective

7. The Taxonomy Table

8. The Cognitive Process Dimension The six categories comprising the cognitive process dimension are comparable to the original six cognitive levels. The updated categories in order of increasing complexity are: • Remember (Knowledge) • Understand (Comprehension) • Apply (Application) • Analyze (Analysis) • Evaluate (Evaluation) • Create (Synthesis)

9. Six Cognitive Dimensions…Nineteen Cognitive Processes

10. The Knowledge Dimension • Factual Knowledge – knowledge of discrete, isolated content elements, “bits of information.” It includes knowledge of terminology and knowledge of specific details and elements. • Conceptual Knowledge – knowledge of “more complex, organized knowledge forms.” It includes knowledge of classifications and categories, principles and generalizations, theories, models and structures

11. The Knowledge Dimension 3. Procedural Knowledge – knowledge of “how to do something.” It includes knowledge of skills and algorithms, techniques and methods, as well as knowledge of the criteria used to determine and/or justify “when to do what” within specific domains and disciplines. 4. Metacognitive Knowledge – knowledge “about cognition in general as well as awareness of and knowledge about one’s own cognition.” It encompasses strategic knowledge; knowledge about cognitive tasks, including contextual and conditional knowledge; and self-knowledge.

12. How do you use the tools to classify a question? • Locate the verb within the question • Locate the noun within the question • Classify the verb by reference to the cognitive process dimension • Classify the noun by reference to the knowledge dimension • The question is placed at the intersection of the two dimensions

14. Quality Questions are Seldom Asked by Chance! Quality questions are the “muscles” of classroom instruction. As we build these muscles, we increase the power to lift our students’ learning and thinking to new heights. However, like powerful muscles, quality questions are seldom created by chance. Rather, we must craft them according to instructional purpose, content focus, desired cognitive level, learner needs and interests. Source: Quality Questioning Research-Based Practice to Engage Every Learner – Jackie Walsh and Beth Sattes