higher level thinking

7/27/2019 Higher Level Thinking

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A Whole New Mind

Daniel H. Pink, Opening Keynote

Contrary to the skill and drill emphasis inAmericas public schools, the future

belongs to a different kind of person with

a different kind of mind: designers,inventors, teachers and storytellers.


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Questions can

Excite interest or curiosity

Direct thinking in new and unexplored ways

Encourage reflection

Model thinking

Make connections


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Good questions are tools for learning

What other metaphors?

Good questions are like ??

A playground?


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Are students getting the kind of brainbuilding workouts with good questions

at school?

For all the good things that standards and standards

based bubble in testing have brought to the

educational community, it is hard to argue that we

are now experiencing a plethora of higher level

thinking supported by quality open ended questions.


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Educational LeadershipFebruary 2008

Any subjectbe it physics, art, or auto repaircan

promote critical thinking as long as teachers teach inintellectually challenging ways.

Batemans corollary:

Any activitybe it soccer, doing the laundry, or

grocery shoppingcan promote critical thought aslong as parents use the opportunity to ask the rightquestions.


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Original Terms New Terms Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Creating

Evaluating

Analyzing

Applying

Understanding

Remembering


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Thinking about Blooms

Lets consider the topic of flowers. What are some

questions at each level? Remembering

Understanding

Applying

Analyzing

Evaluating

Creating


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Difference between difficulty andcomplexity

Name the fifty states in order from least to

greatest based on the number of letters in thename of their capital.

What are the important elements a state mightconsider in selecting which city would be the

best capital?


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A student can put greateffort into a learning task

that is at the lowest level of

thinking. This is like working on a treadmill to increase

the muscle of your upper arms. You may get

some benefit and learn something aboutpersistence in learning, but it is not aimed at

the particular body part that you need to

exercise.


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Every student needs brain exercise, but

like an athlete, students of differentabilities and background need training

of different kinds


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The below average learner

Synthesis and evaluation

Application and analysis

Knowledge and comprehension


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The average learner





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The gifted learner





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Can creativity be developed?

Yes and good questions are the vehicle

How many ways can you think of to catch a

fish?

Please give at least 20 ways


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Questions that produce creativity, askfor:

FluencyHow many ways.

Flexibility -- What other.

OriginalityWhat is the most unique .

ElaborationWhat else.


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FluencyHow many ways can you catch afish?

Flexibility -- What other animals can you catch

with a fishing rod? OriginalityWhat is the most unique method

of using a fishing pole for survival?

ElaborationWhat else would I need to knowto survive in the wilderness with just a fishingpole?


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SCAMPER questions

Substitutewhat if the wolf were an octopus?

CombineWhat would a zeon (zebra and lion) look like? Whatwould be its advantages and disadvantages in the wild?

AdjustWhat if people were born with wheels instead of feet, whatadjustments would we need to make?

Modify, magnify or minifyWhat if worms could grow tofive feet long and a foot wide? What if flowers bloomed all year long andnever wilted?


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Put to other usesHow could you use only kitchen utensils tocreate a garden?

Eliminate - What if all people were born without legs, how would weget around?

Reverse or RearrangeWhat if Fourth of July happened duringthe winter?


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Instead of the traditional 5 Ws and an H

Ask questions about

possibilityWhat can

ProbabilityWhich would

PredictionWhy will

ImaginationHow might

What are some good examples of these kinds ofquestions???


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Out of the Questionby Sally Godinhoand Jeni Wilson suggests 3 Cs and 3

Ps

CritiqueWhat are the strengths and weaknesses of this approach?

CompareWhat are the similarities between ________ and_________?

ConnectWhat relationships do you see?


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GATE Thinking Tool icons as

prompts for questions


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Parts

Attributes

Factors

Variables

Example:

Identify and label the partsof the story.

Where did the story takeplace?


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When you think of the story, The Three

Little Pigs, what specializedvocabulary do we use?

What specialized words do weuse to talk about narratives?

Character

Plot

Setting

Problem Conflict

Solution

resolution

What specialized words did theauthor use to set this storyapart?

Ill huff and Ill puff and blow

your house down Not by the hair of my chinny,

chin, chin


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Repeats

Predictable

Example:Describe the repeating

elements of this story.


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Fairy Tales often have patterns of 3s.

What elements can you see in this story

that come in 3s?

What other patterns do you see?


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Multipleperspectives

Opposingviewpoints

Example:

Whos point of view is beingexpressed? Whose is notbeing expressed?


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What if this story was told from a

different point of view?The POV of the WOLF

The POV of the FIRST LITTLE PIG

The POV of the HOUSE OF BRICKS
http://rds.yahoo.com/_ylt=A0Je5xeQNHZEC24AO0aJzbkF;_ylu=X3oDMTBkcTR2NTQ2BHBvcwMzMQRzZWMDc3I-/SIG=1fuglgm2i/EXP=1148683792/**http%3a//images.search.yahoo.com/search/images/view%3fback=http%3A%2F%2Fimages.search.yahoo.com%2Fsearch%2Fimages%3Fei%3DUTF-8%26p%3Dthree%2Blittle%2Bpigs%26vm%3Dr%26fr%3DFP-tab-img-t%26b%3D21%26w=150%26h=121%26imgurl=www.malanenewman.com%2Fatcpl%2Fimg_flash_3pigs.jpg%26rurl=http%3A%2F%2Fwww.malanenewman.com%2Foffshore_development.html%26size=8.6kB%26name=img_flash_3pigs.jpg%26p=three%2blittle%2bpigs%26type=jpeg%26no=31%26tt=11,386%26ei=UTF-8


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Points of view

Different opinions

Judge with criteria

Example:What should happen to thewolf as a result of hisbehavior?


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Questions toconsider.

Is lying or stealing ever justified? Does bad behavior on one persons part justify bad

behavior back?

Is judgment about wrong behavior effected by the

status of the victim? Should it be? Does ones motive make a difference, or should one

only consider the results of the behavior whenmaking judgments?


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Changes between past,present and future

Change within a specifictime period

Example:

Whats likely to happenin the future?How would this bedifferent if it took placein the past?


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Discrepancies

Missing parts

Unclear ideas

Incomplete ideas

Example:

Use FAT questions.Consider red, green, oryellow light questions


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Questioning using the stop light model

On the lineright there questions. Questionswhose answers can be directly underlined in the

text. Between the linesquestions that require some

inference, but still use the information in thetext. Also called author and me questions

Beyond the linequestions prompted by thetext but that take the questioner into their own orimaginary experiences.


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Consider questions that.

Ask what if.

What is the pigs had been the evil characters and the wolf was the good

guy?

Ask you to create an analogy

What kind of dessert represents the best analogy for this story?

Ask you to evaluateWho was smarter, the first li ttle pig or the wolf?

Ask that you combine elements.

What if the wolf from this story met the wolf from Little Red Riding Hood,

what would they say to each other?


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When to ask questions

While riding in the car

While taking a walk

Around the dinner table

While waiting


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Some of My Favorites

If ____________ is the answer, what is the

question?

Would you rather be a ___________ or a

________________?

What would a _________ think of__________?


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More favorite questions

What would you fill in here:

_________________ is bad; ____________

Is worse.

What are the ten most important words to a

____________________?

What comes after a _______________?


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The question is more important thanthe answer

A radical idea?

Is it true?


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Neil Postman 1979Teaching as a Subversive Activity

Let us make the study of the art of questioning

asking one of the central disciplines in

language education.


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Eric Booth 1999The Everyday Work of Art

The value of questions is grossly overlooked inthe high demand, quick-fix nature of our lives

and our nation. We are answer oriented

everywhere, through schooling that is almostentirely right answer driven.


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Postman again

All our knowledge results from questions,

which is another way of saying question-asking is our most important intellectual tool.

SO


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Who asks most of the questions in aclassroom?

According to J. T. Dillon, teachers ask how

many questions per hour?80

As compared to how many asked by students?

2


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Developing your childs questioning skillsBegin an activity by formulating questions.

What questions do you have about our new garden?

Create spaces for questions while doing activities

What questions does this activi ty or task raise?Model questioning and an uncertainty that allows for authentic questions.

I wonder if the acidity of the soil wil l make a dif ference?

Keep track of questions on sticky notes or in a notebook.

Be prepared to return to questions. Good questions beget more questions

Celebrate really good questions without expecting to find an answer.

Are humans the only species who appreciate a garden for its beauty and

not its util ity?


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Important Dos for questioning

Give feedback on the question itself.

Thats a really interesting question.

Take a good question and make it better.

Allow TIME!


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SomeDonts

Ask a string of questions

Ask rhetorical questions Use questioning as a behavioral management toolDo you know what wil l happen i f you ___?

Expect an answer to every question

Give feedback on every answer


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What questions do you have?

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