Transcript Presentation - Rock Hil Schools PLC Conference

Using Inquiry to Facilitate Higher
Order Thinking
Bloom/Costa/Webb
Dr. John W. Hodge
[email protected]
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 of
Unpacking?
Facts
Concepts
Generalizations
Rules, Laws,
Principles
How It
Fits
Skills
Procedures
Processes
SKILLS
(procedural)
KNOWLEDGE
(declarative)
Assessment
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 Standard
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 Standard
Step #2: Circle verbs
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.
Bloom’s Taxonomy
Knowledge Comprehension/Application Analysis/Synthesis Evaluation
Revised Bloom
Remembering Understanding / Analyzing Applying / Evaluating Creating
Graphic Organizer!
Standard
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.
Verbs (How
students will
show what is
required)
Compare
Contrast
Evaluate
Nouns (What
students are
required to know)
Forms of Government:
Monarchy
Democracy
Republic
Dictatorship
Order
Security
Common goals
Sample Content Standard
Step #2: Circle verbs
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.
Are these questions sufficient?
•
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•
•
•
•
•
List four forms of government.
What is a republic?
What is a dictatorship?
What is a democracy?
Etc.
Etc.
Etc.
PACT
BSAP TEST
60% of ____ = 375
a. 225
b. 250
c. 625
d. 937
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.
Explain your answer.
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?
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 II
Brain
Basics
• 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 Subgroups
One 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)
Time
For
Serious
Questions
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 standardsbased assessments, test-score growth was 10%
lower in reading and 17% lower in math when
teachers emphasized basic skills over higherorder thinking.
U.S. Department of Education
Part III
Tools
Teachers
Can
Use
Costa and Old Bloom
Knowledge/Comprehension Application/Analysis/Synthesis
Evaluation
Revised Bloom’s
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Costa’s Questions &
Directions
Knowledge/Comprehension Analysis/Synthesis
Level 1
Level 2
Application/Evaluation
Level 3
Costa Questions & Directions
Remembering/
Understanding
Applying/
Analyzing
Evaluating/Creating/
Applying II
Level 1
Predictable Context
Level 2
Predictable Context
Level 3
Unpredictable Context
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
Costa’s Level 1
1. What is the definition of
“lunar eclipse?”
2. What is the associative property?
3. Which of the states seceded from the
Union to form the Confederacy?
4. How does The Road Not Taken
begin? (Author-Robert Frost)
Define
Observe
Describe
Identify
Name
List
Recite
Scan
Costa’s Level 2
1. In Native Son, how does Bigger
Thomas’s violence against his gang
members reveal a deeply-rooted
insecurity and fear of people?
Synthesize
Compare
2. In The Bet, how do the lawyer and the
banker differ in their attitudes toward
capital punishment?
Contrast
3. If the moon is full August 17, July 18,
and June 19, when will it be full in
April? (inference)
Infer
Sequence
Group
Analyze
Costa’s Level 3
1. 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)
3. In The Catcher in the Rye, how might
Phoebe, years later, describe Holden
to her children? (speculation)
• Speculate
• Apply a
principle
• Form a
hypothesis
• Evaluate
• Imagine
• Judge
• Predict
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 II 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
Level 1
Level 2
Level 3
Level 4
35
%
27
6
2
0
77.14%
17.14%
5.71%
0%
Rock Hill Sample: Spring
Total
Questions
Counted
Level 1
Level 2
Level 3
Level 4
33
%
16
10
5
2
48.48%
30.30%
15.15%
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 the
Verb
Trap!!!!
The DOK is often Task Dependent not Verb Dependent:
What does the item require students to do?
Recall and
Reproduction
Skills and
Concepts/Basic
Reasoning
DOK 1
DOK 2
Strategic
Thinking/
Complex
Reasoning
DOK 3
Students will
identify
information.
Students will
identify key
information in a
passage that is
supported by
facts.
Students will
identify the
appropriateness of
an argument using
supporting
evidence.
(Identify)
(Analysis)
(Judgment)
Extended
Thinking/Reasoning
DOK 4
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
Questions
Level/
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
R.I.4.10
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.
Read Chapter __________ and explain the reasons for the
Boston Tea Party.
4
2
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
85%
15%
5-10%
Modeling
85%
18%
5-10%
Practice and
Low Risk
Feedback
85%
80%
10-15%
Coaching: Peer
Visits
Study Teams/PLCs
90%
90%
25-30
visits/team
based
80-90%
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?
Using Inquiry to Facilitate Higher
Order Thinking
Bloom/Costa/Webb
Dr. John W. Hodge
[email protected]