Transcript HOT Questions

“HOT” Questions
Higher Order Thinking
How do we use questions to guide
instruction and challenge our students?
Bloom's Taxonomy
New Version
Old Version
In 1956, Benjamin Bloom headed a group of educational
psychologists who developed a classification of levels of intellectual
behavior important in learning. During the 1990's a new group of
cognitive psychologists, lead by Lorin Anderson (a former student
of Bloom), updated the taxonomy to reflect relevance to 21st
century work. The two graphics show the revised and original
Taxonomy. Note the change from nouns to verbs associated with
each level.
Note that the top two levels are essentially exchanged from the
traditional to the new version.
The NEW Bloom’s Taxonomy
Creating: can the student create new product
or point of view?
Evaluating: can the student justify a
stand or decision?
assemble, construct, create, design,
develop, formulate, write.
appraise, argue, defend, judge, select,
support, value, evaluate
Analyzing: can the student distinguish between
the different parts?
Applying: can the student use the
information in a new way?
Understanding: can the student explain
ideas or concepts?
Remembering: can the student recall or
remember the information?
appraise, compare, contrast,
criticize, differentiate, discriminate,
distinguish, examine, experiment,
question, test.
choose, demonstrate, dramatize,
employ, illustrate, interpret, operate,
schedule, sketch, solve, use, write.
classify, describe, discuss, explain,
identify, locate, recognize, report, select,
translate, paraphrase
define, duplicate, list, memorize,
recall, repeat, reproduce state
Types of Questions
The Essential Question
-vsHigher Order
Thinking Questions
What is an Essential Question?
Concepts or skills in the form of a question
(replaces the objective).
Organizes and sets the focus of the lesson.
A tool to help teachers gather evidence of
learning.
Higher Order Thinking Questions…
Questions that are embedded into the lesson
at certain points during instruction.
Provide opportunities for students to be
challenged.
May be use to determine direction of
instruction.
Creating HOT Q’s
Equation:
Question stem
+ What you want them to do (power verb)
= High Order Thinking Question
Example:
How would you improve
+Your muscular endurance to become a
better football player?
= How would you improve your muscular
endurance to become a better football
player? (creating)
_______________________________________________________________________________________________________________________________________________________________________
What’s HOT!
-vsWhat’s NOT!
What’s HOT!
 How can you evaluate the impact the signing of
Emancipation Proclamation had on the estates of
southern slave owners?
 What is the most important part of the
circulatory system? Why? Give evidence to
support.
 Why do you think this composer may have
chosen to use whole notes at the end of each bar
in this song? Elaborate your reason.
What’s NOT!
What is the Emancipation Proclamation?
Can you identify the irrational number in this
equation?
What are the parts of the circulatory system
and what is it’s function?
How many whole notes are in each bar?
Exit Slip
Write a HOT question from this stem.
STEM:
How can you evaluate:
(Higher Order Thinking)
Question