Using Inquiry to Facilitate Higher Order Thinking

Bloom/Costa/Webb

Dr. John W. Hodgejhodge@ullcschools.com

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?

Using Inquiry to Facilitate Higher Order Thinking

Bloom/Costa/Webb

Dr. John W. Hodgejhodge@ullcschools.com