Creating Dynamic Thinkers

Engaging Students Through Higher-Order Thinking Activities

Victoria ScherereSolutions Specialistesolutions@flvs.net

Creating Dynamic ThinkersAGENDA

When students are involved in higher-order thinking activities . . .

ANALYTICAL

PRACTICAL

CREATIVE

Compare and contrastEvaluateAnalyzeCritique

Show how to use something Demonstrate how in the real world

UtilizeApply

Implement

InventImagineDesign

Show howWhat would happen if

http://www.readingrockets.org/article/how-increase-higher-order-thinking

Robert J. Sternberg

Tell me more about

that.

What do you think that we

will discover in the next module?

What about the reading made you

think that . . . ?In what other context does that idea play

out? What would you say to

someone who thought . . . ?

How would you handle a situation like . . . ?

So, this leads you to what conclusions?

How is your answer

different or the same from

others?

What did you

discover?

How to Help Students Develop

Higher-Order Questions

• Build a culture of inquiry by cultivating relationships through questions

• Model curiosity

• Provide rich stimulus to inspire rich questions

• Praise student effort

• (At the same time) Push students to give you more

• Document and celebrate big questions

• Project-based learning or Genius Hour

CONNECTION CORNERWhich buzz words in the evaluation tool indicate a need for higher-order thinking activities?

Semantic Analysis of Questioning/Discussion Strategies

Strategy Students Initiate Higher-

order questions

Questioning to Deepen Student

Understanding

Students Extend and

Enrich Discussion

Students Invite Questions & Comments from Peers

Penny for Your Thoughts X X

Emoticon Markers for Peer Response X X X

Even the Odds X X X

Stump & Trump the Teacher X X X X

Tic-Tac-Toe X X

Genius Hours X X X

It’s YOUR lucky day! Throughout this lesson you will have money to spend in order to enhance your knowledge!

What do you think this metaphor means?

Overview: In this strategy, we use the emoticons provided in Blackboard to mark the text or lesson content to foster discussion and questioning. The key part of this strategy is to prompt students to elaborate on their rationale for their usage of the emoticons.Steps for Implementation:1. Show students how to use the emoticon

markers in Blackboard.2. Model the process.3. Allow students to do the same. Ask them

to elaborate and explain their thinking!

In what other context does that idea play

out?

Higher Order

ThinkingSuccessful Intelligence

Culture of Inquiry

Follow Up Questions

Overview: • Promotes student accountability and a sense of

community/team• Provides flexibility for the teacher to tailor the strategy

throughout the lesson

Steps for Implementation:1. Ask students to raise their hands at the beginning of the

lesson and keep their hands raised. This will be their assigned numbers.

2. Include questioning or comment cues throughout the lesson.3. At the different points throughout the lesson have even

numbers answer the question(s) and odd numbers comment on student answers. Change even and odd roles throughout the lesson.

Directions: We all have to do our part in this lesson! Raise your hand. Are you an even number or an odd number?In participating in our team discussion, what are some common rules to remember when solving all algebraic

equations? type your response in the space provided below:

Team Discussion: Common Rules for Solving Algebraic Expressions

How would you handle a problem like . . . ?

Tic-Tac-ToeWhat did you

discover?

How are these terms different or the same?

Overview: Students will explore a topic they are curious and passionate about. Create something to show their understanding of that topic.Be able to present what they learned to the world around them.

Steps for Implementation (1 hour per week):• Months 1-3: Generate and narrow topic.• Months 3-4: Start exploring topic and curating resources from the web.• Months 4-5: Pitch topic and ideas to the classroom community & begin project.• Month 6: Create a Thought Bubble and map out display with these thoughts• Month 7: Construct display & use checklist to fine-tune. Practice presentation.• Month 8: Fine tune and finish display/presentation. Present project to community.

What are you doing for Genius

Hour?

How will it affect the

community?

The Theory of Successful Intelligence by Robert J. Sternberghttp://www.psicorip.org/Resumos/PerP/RIP/RIP036a0/RIP03921.pdf

How to Increase Higher Order Thinkinghttp://www.readingrockets.org/article/how-increase-higher-order-thinking

Welcome to the Genius Hourhttp://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/445/Welcome-to-the-Genius-Hour.aspx

50 Questions to Promote Critical Thinkinghttp://www.teachthought.com/critical-thinking/questioning/metacognition-50-questions-help-students-think-think/