using inquiry to facilitate higher order thinking bloom/costa/webb dr. john w. hodge...
TRANSCRIPT
Part I
What’s the Point?
Major Shifts in the Job Market
Video
Tools You Can Use
Today’s information will assist you in two areas:
How will we know what they know?How will we respond if they already know it?
Key Question for Grade Levels/Departments
If our students already understand basic concepts, are they being challenged at rigorous cognitive levels?
What’s the Point ofUnpacking?
FactsConcepts
GeneralizationsRules, Laws,
Principles
KNOWLEDGE(declarative)
Skills
Procedures
Processes
SKILLS(procedural)
Assessment
How It Fits
Unpacking your standard:
4 Simple Steps• Step #1: Select a content standard
• Step #2: Circle verbs
• Step #3: Determine cognitive level for instruction and assessment
• Step #4: Underline nouns
Sample Content Sample Content StandardStandard
Students will compare and contrast (purposes, sources of power) various forms of government in the world (e.g., monarchy, democracy, republic, dictatorship) and evaluate how effective they have been in establishing order, providing security and accomplishing common goals.
Sample Content Sample Content StandardStandard
Students will compare and contrast (purposes, sources of power) various forms of government in the world (e.g., monarchy, democracy, republic, dictatorship) and evaluate how effective they have been in establishing order, providing security and accomplishing common goals.
Step #2: Circle verbs
Bloom’s TaxonomyKnowledge Comprehension/Application Analysis/Synthesis
Evaluation
Revised BloomRemembering Understanding / Analyzing Applying / Evaluating Creating
Graphic Organizer!Graphic Organizer!Standard Verbs (How
students will show what is required)
Nouns (What students are required to know)
Students will compare and contrast (purposes, sources of power) various forms of government in the world (e.g., monarchy, democracy, republic, dictatorship) and evaluate how effective they have been in establishing order, providing security and accomplishing common goals.
CompareContrastEvaluate
Forms of Government:MonarchyDemocracyRepublicDictatorshipOrderSecurityCommon goals
Sample Content Sample Content StandardStandard
Students will compare and contrast (purposes, sources of power) various forms of government in the world (e.g., monarchy, democracy, republic, dictatorship) and evaluate how effective they have been in establishing order, providing security and accomplishing common goals.
Step #2: Circle verbs
Are these questions sufficient?
• List four forms of government.• What is a republic?• What is a dictatorship?• What is a democracy?• Etc.• Etc.• Etc.
60% of ____ = 375
At a clearance sale, the price of a VCR was discounted 60%. The original cost was $375. What was the discounted price?
Explain how you solved this problem.
BSAP TEST
a. 225
d. 937
b. 250
c. 625
PACT
The picture below shows the same amount of sugar in two different forms.
When sugar dissolves in water, what kind of change is taking place?
Explain your answer.
Design an experiment to determine which form of sugar would dissolve in water faster. Be sure to list all of the materials you will use and the steps of your procedure.
Part IIBrainBasics
• Your brain works on electrochemical energy and weighs about 3 pounds
• There are over 100 billion brain cells called neurons
• Connections are more important than numbers
The Brain and NCLB SubgroupsOne of the biggest destroyers of memory is stress. When a child is stressed, the brain releases high levels of cortisol into the bloodstream. This destroys glucose and slows brain function.
Megan R. Gunnar,Institute of Child Development
The Brain is Like Muscle
We have evidence that a brain loses capacity and “tone” without rigorous use, in much the same way that muscles do.
(Clark, 1992)
TimeFor
SeriousQuestions
Can You Count?
Why Inquiry?
Connections to Brain-based Research
Inquiry stimulates learning. Electrochemical activities take place in the brain during the learning process. This mental stimulation can:
• facilitate the growth of new brain cells• increase the number of synaptic connections• enhance communication between neurons• improve learning and memory
Eric Jenson, 2000
Further Evidence
In a study of a cohort of students in 71 Title I schools that tracked achievement on standards-based assessments, test-score growth was 10% lower in reading and 17% lower in math when teachers emphasized basic skills over higher-order thinking.
U.S. Department of Education
Part III
ToolsTeachers
Can Use
Knowledge/Comprehension
Application/Analysis/Synthesis
Evaluation
Costa and Old Bloom
Revised Bloom’s
Remembering Understanding Applying Analyzing Evaluating Creating
Knowledge/Comprehension
Level 1
Analysis/Synthesis
Level 2
Application/Evaluation
Level 3
Costa’s Questions & Directions
Remembering/Understanding
Level 1Predictable Context
Applying/Analyzing
Level 2Predictable
Context
Evaluating/Creating/Applying II
Level 3Unpredictable
Context
Costa Questions & Directions
Bloom, Costa, Daggett
A good teacher makes you think even when you don’t want to.
(Fisher, 1998, Teaching Thinking)
Lower and Higher Order Questions• Lower level questions are those at the remembering,
understanding and lower level application levels of the taxonomy.
• Usually questions at the lower levels are appropriate for:
• Evaluating students’ preparation and comprehension
• Diagnosing students’ strengths and weaknesses• Reviewing and/or summarizing content
www.oir.uiuc.edu/Did/docs/QUESTION/quest1.htm
Lower and Higher Order Questions• Higher level questions are those requiring complex
application, analysis, evaluation or creation skills.• Questions at higher levels of the taxonomy are usually
most appropriate for:• Encouraging students to think more deeply and
critically• Problem solving• Encouraging discussions• Stimulating students to seek information on their own
www.oir.uiuc.edu/Did/docs/QUESTION/quest1.htm
2. What is the associative property?
1. What is the definition of “lunar eclipse?”
3. Which of the states seceded from the Union to form the Confederacy?
Define
4. How does The Road Not Taken begin? (Author-Robert Frost)
Identify
List
Name
Recite
Scan
Observe
Describe
Costa’s Level 1
1. In Native Son, how does Bigger Thomas’s violence against his gang members reveal a deeply-rooted insecurity and fear of people?
2. In The Bet, how do the lawyer and the banker differ in their attitudes toward capital punishment?
Synthesize
3. If the moon is full August 17, July 18, and June 19, when will it be full in April? (inference)
GroupAnalyze
InferSequence
Compare
Contrast
Costa’s Level 2
Costa’s Level 31. How can you demonstrate the
associative property without the use of numbers or variables? (hypothesis)
2. Which of the characters in Great Expectations suffered most? (judgment)
• Apply a principle
3. In The Catcher in the Rye, how might Phoebe, years later, describe Holden to her children? (speculation)
• Form a hypothesis
• Evaluate
• Imagine
• Predict
• Judge
• Speculate
The Road Not Taken Robert Frost
Two roads diverged1 in a yellow wood, And sorry I could not travel both And be one traveler, long I stood
And looked down one as far as I could To where it bent in the undergrowth;
Then took the other, as just as fair
And having perhaps the better claim, Because it was grassy and wanted wear;
Though as for that, the passing there Had worn them really about the same,
And both that morning equally lay
In leaves no step had trodden black. Oh, I kept the first for another day!
Yet knowing how way leads on to way, I doubted if I should ever come back.
I shall be telling this with a sigh
Somewhere ages and ages hence: Two roads diverged in a wood, and I-
I took the one less traveled by, And that has made all the difference.
1.diverged: went in different directions
Rock Hill Sample: Fall
Total Questions Counted
35 %
Level 1 27 77.14%Level 2 6 17.14%Level 3 2 5.71%Level 4 0 0%
Rock Hill Sample: Spring
Total Questions Counted
33 %
Level 1 16 48.48%Level 2 10 30.30%Level 3 5 15.15%Level 4 2 6.06%
DOK Wheel
DOK 1: Math
• DOK Level 1 (Recall and Reproduction) • Find the area of a rectangle • Convert scientific notation to decimal form • Do basic mathematical calculations, routine procedures • Identify a diagonal in a geometric figure • Do basic computations, multiply two numbers • Measure an angle• Recall of a fact, information, procedure, definition, term • Perform a simple algorithm • Follow a set procedure
DOK 2: Math• Basic application of a skill or concept• Classify quadrilaterals• Determine a strategy to estimate• Solve routine multiple-step problems• Identify patterns in events or behavior• Formulate a routine problem given data and conditions• Make observations• Collect, organize, classify, display, represent, compare data• Explain purpose and use of experimental procedures
DOK 3: Math• Write a mathematical rule for a non-routine pattern
• Determine the equations and solve and interpret a system
• Provide a mathematical justification
• Interpret information from a series of data displays
• Support ideas with details and examples
• Apply a concept in other contexts
DOK 4: Math• Project-based assessment
• Collect data over time taking into consideration a number of variables and analyze the results
• Develop a rule for a complex pattern and find a phenomenon that exhibits that behavior• Conduct a project that requires specifying a problem, designing and conducting an experiment, analyzing its data, and reporting results/solutions
• Apply mathematical models to a problem or situation
• Design a mathematical model to inform and solve a practical or abstract situation
Creating
The learner creates new ideas and information using what has been previously learned.– Designing– Constructing– Planning– Producing– Inventing– Devising– Making
Can you generate new products, ideas, or ways of viewing things?
Level 4 Checklist
Item is aligned with standards ______
Item includes 2 or more steps ______
Item includes at least 1 DOK level 2 and/or 3 (tasks) ______
Item ends with a NEW Product/Process ______
DOK Wheel
Why did John use the term likely?
Don’t Fall for theVerb
Trap!!!!
The DOK is often Task Dependent not Verb Dependent:What does the item require students to do?
Recall and Reproduction
DOK 1
Skills and Concepts/Basic
Reasoning
DOK 2
Strategic Thinking/ Complex
Reasoning DOK 3
Extended Thinking/Reasoning
DOK 4
Students will identify
information.
(Identify)
Students will identify key
information in a passage that is supported by
facts.
(Analysis)
Students will identify the
appropriateness of an argument using
supporting evidence.
(Judgment)
Students will identify interrelationships
(themes, ideas, concepts) developed in more than one literary
work and create a collage highlighting
similarities.(Multiple Steps)
Samples from Northside
Standard QuestionsLevel/DOK
R.I.K.1 Tell me about what you learned from the book. 2
R.I.K.2 What is the main idea? Tell me two things you learned.
3
R.I.K.3 Discuss how ideas/events/individuals are alike. 2
R.I.K.4 What does _______________ mean? (Unfamiliar Word)
2
R.I.K.5 Show me the front cover/back cover/title page. 1
Samples from Northside R.I.4.6
Compare and contrast Lewis and Clark’s journal and your textbook as it relates to their journey west.
2
R.I.4.7
Interpret the data on the graph and explain what type of clothing you would wear on Monday.
2
R.I.4.8
Using the following article, give reasons the author thinks that washing hands prevents disease.
2
R.I.4.9
Using two sources, integrate information from both sources and prepare a two minute talk on ___________. Write an essay with the main points of your talk.
4
R.I.4.10
Read Chapter __________ and explain the reasons for the Boston Tea Party.
2
80-90%
Impact of Professional Development: PLC Implications?
Levels of Impact
Training Components
Awareness Level Plus
Understanding
Skill Attainment
Application/
Problem Solving (Active
Repertoire)
Presentation of Theory
Modeling
Practice and Low Risk Feedback
Coaching: Peer Visits
Study Teams/PLCs
85% 15% 5-10%
85%
85%
18% 5-10%
80% 10-15%
90% 90%25-30
visits/team based
Sample Pre-Post
Tools You Can Use
Today’s information will assist you in two areas:
How will we know what they know?How will we respond if they already know it?
