Keansburg Public Schools

Teaching in the Cognitive Domain

Presented by: Christopher H. Tienken, EdDGo Teach Consultants, LLC

&Seton Hall University

FocusTeaching in the cognitive domain....

Just a fancy way to say “We are going to explore practical ways to get children to think more...

and you to work less”

So.....

Focus...we want to continually think and use examples from our current work (lessons, assessments,

etc.) as we go through the day

The content we cover today is not intended to be an ADD-ON. It should be viewed as INSTEAD

OF.

We already have too much stuff.

Too Much Stuff?

ThinkWhat can we edit in order to infuse more

effective practices?

Ready?

1. Tell yourself something you know or have heard

about (1) Anticipatory Set, (2) learning objective, and (3) Closure

2. Then in pairs write any basic characteristics or things you might KNOW or have HEARD about

each element [e.g. characteristics of an effective anticipatory set,

objective, and closure….]

3. Be ready to share when called upon

Take Five (5) minutes and be ready to share-

Anticipatory Set

Objective

Objective: Today I will create original examples of the following components of effective instruction to use in upcoming lessons: Anticipatory Set, Learning Objective, and Closure

Anticipatory SetWhat is it?

Look fors – Accesses student prior knowledge: has student revisit topic (think to yourself, tell your neighbor, write/post….)

All students involved

Hook to grab interest and focus students

Provides for transfer from prior knowledge to the new learning

Review Our Set Accesses student prior knowledge: has student revisit topic (think to yourself, tell your neighbor, write/post….) HOW?All students involved HOW?Hook to focus interest HOW?Leads from prior knowledge to the learning objective Yes/NO?Timed/Structured HOW?

Tell you neighbor the answers and be ready to share when called upon -

Sample Anticipatory Set (Basic)

Objective: Students will identify climax in a short narrative and analyze how climax impacts the protagonist

Anticipatory set (basic version):– Think back to Tuesday when discussed climax. Write

a short explanation of what climax is and then be ready to share. Hold up your answer so I know your done.

– 3 minutes

– This would then be followed by a review of the ll students

know what they need to be able to do by the end of the

PrimaryVideo Sets to Build Prior Knowledge or Review

Upper Elementary: Interactive

SETSSets can review previous material or present new material.

They can be used to BUILD prior knowledge on the spot. Good for children who do not come with a lot of life experiences

Let’s Revisit Our Objective

Objective: Today I will create original examples of the following components of effective instruction to use in upcoming lessons: Anticipatory Set, Learning Objective, and Closure

Tell your neighbor the characteristics

Learning ObjectivePresents “What are students supposed to learn?”

 ● Tied to a standard or skill needed to accomplish the

standard 

● Follows the curriculum 

● t person

 ●

(remember: “Understand” is a longer term goal and not measurable – )

   

ObjectivesWeak objective More specific objective

Students will use knowledge of literary terms to understand text

Students will identify climax in a short narrative and analyze how climax impacts the protagonist

Students will take notes and complete a worksheet on context clues

Students will use structural clues (type of context clue) to determine the meaning of unfamiliar words

Students will use stylistic devices to engage readers

Students will vary sentence length through the use of compound sentences and appositives

Students will learn how Edgar Allan Poe’s writing differed from Mark Twain’s

Students will analyze narrative texts to determine the author’s tone, attitude, or purpose

Is Your Objective Evident to Students??

Evident Objective

The objective is evident to students when a student can tell you exactly what it is he/she is to know and/or be able to do at the end of a lesson.

Evident to StudentsYou can introduce your objective before or after your anticipatory set –

Have the students read it and tell a neighbor what it is they are expected to know and/or do by the end of the lesson.

Then do a whip-around and call on several students. Knowing the objective could be part of participation points or some other management tool.

Sets and Evident Objectives Anticipatory Sets and Evident Objectives help to increase student participation/engagement and overall long-term understanding

DESIGN TIMETake a look at some upcoming lessons - tweak your existing plans to incorporate an Anticipatory Set and clear objective

Think - do I need a set that builds prior knowledge, or reviews something I just taught? (if extension or follow up lesson, then do a review SET, if a new idea, build prior knowledge)

Take 20 minutes - revise two or three - get some videos, etc.

Comprehensive Closure

ClosureTell yourself the characteristics of an effective anticipatory set and objective as we discussed them todayWrite the characteristics that you can remember of eachChoose either an anticipatory set or objective and tell a neighbor the characteristics that you rememberedBe ready to share a characteristic with us

Why Do Lesson Closure?

It works

Research during the last 20 years demonstrated that students remember more the next day if the previous lesson had closure

19 studies demonstrated statistically

Why Closure?

Big instructional bang

Does not take a lot of time

Makes instructional sense

Engaging end to a lesson

So, What is Closure?Closure is for students-

The last chance for students to internalize the most important aspect/s of the lesson objective (as determined by the teacher)

What Closure is NOT

Teacher telling students what they learned

Teacher summarizing the lesson

What did you learn today?(you’d be surprised what some kids learned today…)

Closure Components

Directly related to the lesson objectiveInvolves ALL studentsStudents DOAddresses various learning modalitiesProvides feedback

Let’s Look At Our Closure AgainObjective: Today I will create original examples of the following components of effective instruction to use in upcoming lessons: Anticipatory Set, Learning Objective, and Closure

Tell yourself the characteristics of an effective anticipatory set and objective as we discussed them todayWrite the characteristics that you can remember of eachChoose either an anticipatory set or objective and tell a neighbor the characteristics that you rememberedBe ready to share a characteristic with us

Take 3 minutes

Our Closure

Directly related to the lesson objective

One more chance for STUDENTS to internalize their learning

Our ClosureThink, write, te�/explain/teach, and share: hits the three modalities in the room and works up and down the memory pyramid

Our ClosureEveryone involved and produces something in writing

Can be used as formative feedback – have the students give you what they write. Then you can make two piles : got it, did not get it

Make decisions about what to review as a class and who to meet with personally

Getting Real about ClosureClosure is one of the least observed components

Why?

Getting Real about Closure

Number 1 response: “I have no time.”

Actually, there is a lot of time…

Getting Real about Closure

-

Getting Real about ClosureInefficient transitions between parts of the lessonTime wasted as students come in due to lack of planningLining students up when there are still 1-2 minutes left in the periodTaking too much time to review homeworkAllowing students to do HW in classInefficient pacing of the lessonToo much “teacher talk”

Getting Real about Closure

The “three-minute exit ticket”: Simple closure problem- not too complex

Tell yourself…. Then,Write or solve, etc….Tell a neighbor what you foundTeacher call -seven students as a whip-around. Those with an answer get participation pointsHand me your ticket on your way out the door. (you check them)

DESIGN TIMEDesign some comprehensive closure activities for the lessons that we started to revise.

Remember to include: Tell yourself, tell/teach a neighbor, write, and be ready to share....

Must related directly to lesson objective

25 minutes including a break

Purposeful Instruction

Now we have a purposeful beginning with an anticipatory set and objective, followed by a purposeful end with the closure.

What do you want to put in the middle to create the consistent stream of purposeful instruction?

Purposeful InstructionGuided Practice

Independent Practice

Guided Practice

Modeling by the teacher

Directions and examples

Clarity

Related directly to the lesson objective

Scaffolding and support

Prepare students for independent success

Independent Practice

Clarity of expectations

Related directly to lesson objective and guided practice

Purposeful Instruction

Now we have a basic model

Anticipatory Set

Lesson Objective

Guided Practice

Independent Practice

Closure

So What?DESIGN TIME

Synthesis

Put it all together. Build the guided practice and e

lessons we revised

20 minutes

PART II

Cognitive Domain ThroughEnhanced

Questioning:Higher Level Thinking

The Cognitive Domain

The Cognitive Domain

Anticipatory Set: What do you

Anticipatory SetTell a neighbor the difference between a “low cognitive level” question and a “high cognitive level” question.

Be ready to share –

5 mins

Cognitive Domain

Source: http://www.odu.edu/educ/�schult/blooms_taxonomy.htm

ObjectiveI will create effective high level questions / activities for my subject area

We will review Bloom’s - There will be a test....

Refresher on Bloom’s

I. Knowledge Questions:� Student recognizes or reca�s data or information.

Key Words commonly found in knowledge questions: �

reca�s, recognizes, reproduces, remembers, selects, states, who, what, where, when

Examples: Who wrote The Great Gatsby? Recall the name of the 16th President of the US. Recite the rules of the classroom.

Refresher on Bloom’s TaxonomyII. Comprehension Questions:� Student translates, comprehends, or interprets information based

on prior learning.

Key Words commonly found in comprehension questions: � comprehends, compares, converts, defends, distinguishes, estimates, explains,

extends, generalizes, gives examples, infers, interprets, paraphrases, rewrites, summarizes, translates

Examples: Describe what we saw on our visit to the museum. Compare the climates of the tundra and the desert. Explain, in your own words, how WWI began. Convert the �action into a decimal.

Refresher on Bloom’s Taxonomy

III. Application Questions:� Student selects, transfers, and uses data and principles to complete a problem

or task with a minimum of direction.�

Key Words commonly found in application questions: � applies, changes, computes, constructs, demonstrates, discovers, employs,

solves, uses, writes an example

Examples: What examples Using what you have learned, how would you solve this equation? Can you apply the method used to an experience of your own? � Can you construct a model to demonstrate how it wi� work?

Refresher on Bloom’s TaxonomyIV. Analysis Questions:�

evidence, or structure of statements or questions.�

Key Words commonly found in analysis questions: � analyzes, breaks down, compares, contrasts, diagrams, deconstructs,

diff �ustrates, infers, investigates, relates, supports

Examples: Why does the stock market go “up” and “down”? Identify the underlying theme of the story. Draw a conclusion about other possible outcomes. � Can you investigate to see if it supports the view?

Refresher on Bloom’s TaxonomyV. Evaluating Questions:�

criteria.�

Key Words commonly found in evaluation questions: � argues, appraises, compares, concludes, contrasts, criticizes, critiques, defends,

Examples: Which poem do you prefer? Why? Explain and justify a new budget. Judge the value of money. � Prepare a case to present your view on capital punishment.

Refresher on Bloom’s Taxonomy

VI.Creating / Synthesis Questions:� Student originates, integrates, and combines ideas into a

product, plan or proposal that is new to him or her.�

Key Words commonly found in synthesis questions: �

plans, rearranges, reconstructs, revises, rewrites

Examples: Predict how this country might be different if Martin Luther King had not been assassinated. Create a new name for this story. Can you write a new recipe for a tasty dish? � Compose a rhythm or put new words to a known melody.

Bloom’s Test

Why Care About Questioning?Research has consistently shown that low level types of questions (recall) make up over 80% of all questions asked in the classroom ( only 12-15% higher level )

Relying on one category of questioning limits student thought process and cognitive growth

Think about your daily lessons. What % of questions do you ask at: Knowledge level?Comprehension level?Application level?Analysis level?Synthesis level?Evaluation level?

Review some of your upcoming lessons ...Can you recast some questions or activities to be a bit

higher level?

Personal Feedback Form- 5 minutes to complete, 5 minutes to discuss self-observations

Effective QuestioningUsing higher order questioning can…

Help you know if students rea�y understand what is being taught.Change questioning �om assessment to instruction.

It’s okay to script questions in advance!!!

QuestioningHigher level questions also apply to the questions on the activities that you have students do

Scripted Questioning Strategy: Variation

DESIGN TIME

Questions: Create a 4-Square Questioning Strategy for one of the lessons we revised already or other upcoming lesson. Share with a partner

20 minutes

Inductive QuestioningSpecific observations to general rule or conclusion (drawing conclusions)

EXAMPLE – Math 2 x -2 = - 4

-3 x 4 = - 12

-5 x 6 = - 30

8 x -4 = - 32

RULE for multiplying a positive number by a negative number?

Inductive Questioning

2 x 3 = 3 + 3

4 x 5 = 5 + 5+ 5+ 5+ 5

3 x 4 = 4 + 4+ 4

What can we say about the relationship between addition and multiplication?

Inductive QuestioningMake observations and gather specific facts to make a general rule or conclusion (drawing conclusions)

EXAMPLE – Science

– Think of conducting an experiment:

Make observations

Collect data

Look for patterns or clues in the data

Draw a conclusion based on the patterns

Inductive Questioning

“ We examined the geographic characteristics for some our largest cities: New York City, Chicago, and Boston.

– In general, what conclusions could we draw about the impact of geography on the growth and development of large cities? “

DESIGN TIMEDesign an inductive activity/ies for some of the lessons we have been working on today... Be ready to share.

30 minutes

ReviewTHINK – PAIR- SHARE

Tell yourself the answers to the following and then share your answers with your neighbor. How can 4-Square questioning be combined with Bloom’s to ensure that high level questions / activities occur during each lesson?

Write a TIP for a new teacher that explains you to do it

Share with your neighbor

Be ready to share with all

I just used an Active Participation Strategy called Think – Pair – Share with you.

What were the characteristics of that strategy? What did I ask you to do and how was that different than posing a question to the class and calling on one or two students and moving on?

Think-Pair-Share

So…THINK – PAIR – SHARE

All students involved

ll t

Share thoughts with someone else

Individual accountability through the sharing aloud process

Quick

THINK-PAIR-SHARE is an ACTIVE PARTICIPATION STRATEGY

Can be overt or covert or a combination of both...like THINK-PAIR-SHARE

Active Participation

Active Participation

Characteristics

Ways to get all students engaged in questions and classwork

Quick

Can be covert and overt

Covert – A response which cannot be observed or measured, but is a quick engagement of the learners’ minds.

Overt – A response which ca n be observed and measured, but may be time consuming.

TWO TYPES OF ACTIVE PARTICIPATION

Passive, Internal

Information

Not visible to teacher or observer …

but understanding or lack of may be evident through Body Language and Facial

Expressions

Active

Examples:

Think/Pair/Share

Signaled Response

Writing

Responding to a ?

Choosing an option

COVERT VS. OVERT

The teacher provides the opportunity for overt behavior when students:

Raise your hand when… Thumbs up if…

Repeat a�er me… Model for us what…

Share your drawing with… Smile if you agree…

Go to the board and… Explain to your group…

The teacher provides the opportunity for covert behavior when we ask

students to:

Speculate whether… Listen carefu�y…

Put yourself in the place of… Rationalize why…

Journey to a time where… Close your eyes and picture… Summarize the main points…

Why Use Them?

Cognitive ReviewSo far:

Lesson design with Anticipatory Sets, Objectives, Guided Practice, Independent Practice, Closure

Questioning: 4-Square & Inductive

Active Participation

Wait Time

What is it?

How might it impact teaching and learning?

WAIT TIMEThe period of silence

after asking a question.What do you notice?

– About students– About yourself

Refer to feedback form-5 minutes for group discussion

Think about your daily lessons?

What percentage of questions do you use at least 3-5 seconds of wait-time ?

Strategies to Increase

Count student hands

Count in your head

Clap hands silently

Other ideas?

DESIGN TIMEPut it all together

Lesson design with Anticipatory Sets, Objectives, Guided Practice, Independent Practice, Closure

Questioning: 4-Square & Inductive

Active Participation

Thank You