Higher Order Instruction & Assessment Sherry Crofut

Day 2 Learning Targets and Agenda Agenda 8:00 – Disequilibrium Discussion 12:00 – 1:00 pm Lunch 1:00 – 3:00 HOT and Socratic Seminar 3:00 – 3:30 – Wrap up and evaluation Learning Targets I understand and can use the Higher Order Thinking Skills to improve student thinking in my classroom. I am able to create Webb-leveled questions to reach higher order thinking skills. I have created higher order thinking assessments.

What do you notice? How could this represent learning something new?

 Jean Piaget, child psychologist, observed that in real learning, disequilibrium occurs.  “Real learning is disruptive.”  “This process of disequilibrium is involved in learning that moves us towards wisdom – as opposed to learning that merely consists of absorbing new data. Disequilibrium

I Do Instructional Strategy---Math Journals Watch the video, then: In your notes: List what you think is the #1 reason to use math journals in any classroom. Math Problem Solve-I DO

Math Problem Solve – I DO

 Motivational Mindset:  Get in pairs.  Take one 8 ½” x 11” piece of paper and make a circle without scissors.  One person takes notes on how they solved the problem. Math Problem Solve

I Do RECIPE: SOLVE  S elect the problem.  O pt for a strategy.  L ook for information.  V erify facts and data needed.  E xpress alternatives and select solutions. Math Problem Solve- I DO

I Do/We Do: (Journaling) The steps of SOLVE with the circle.  S --- making a circle out of paper that was not square.  O---strategy used   folded paper in half hamburger style  folded paper in half again, the opposite direction  folded paper back over itself diagonally to meet the solid fold  folder over the excess on the top side and tore it off  fold diagonally to meet the fold and tore off the excess again  L --- did I meet the goal of making this a circle? - visually, it’s a circle  V--- verify - round, folds show that its equal  E--- express - Ask others for how they did it. Hold up circles as a class. Other strategies/solutions that worked? Math Problem Solve- I DO/WE DO

We Do: (Journaling) Students will watch the video, “The Doorbell Rang”. Ask the students to record their thinking in their journals using SOLVE to help them through the story problem. Math - Problem Solve- WE DO

We Do: Get up and move! 1. Work with someone new. 2. The Steps of Solve with The Doorbell Rang. S --- O--- L --- V--- E---

We Do: (Journaling) The Steps of Solve with The Doorbell Rang.  S --- Begin the story then stop and ask – “What is our problem?”  O---Opt for a strategy used  Journaling – continue the video to allow students to use whatever strategies they choose to work through the problem in the story.  L --- Look – Did I meet the goal of the story?  V--- verify - Do my answers make sense?  E--- express – Compare your strategies to others as they share out. Math - Problem Solve-WE DO

We Do: By asking the students to solve a real world problem in which they need to determine what operation they should use and find a way to solve the problem, we are meeting and have moved to Webb Level 3: Math - Problem Solve-WE DO

You Do:  This is where independent practice for the students takes place  In order to do this you will need to:  Create or find a story problem for the particular grade/content that allow students to solve using the recipe SOLVE. Include a structure for journaling.  Look at the unit or lesson you brought – how could you create a story problem for your students to problem SOLVE? What format will you use for the journal? Math Problem Solve-YOU DO

 Assessment:  Your students have now completed journal work. How are you going to assess their level of understanding? How would we assess our work today – How many cookies are shared at each of the rings of the doorbell? Math Problem Solve - Assessment

Math - Problem Solve-Assessment

Where would the assessment fit on Webb Leveling? Determine the level and plug it into the determined assessment level cell. Write 2 questions/prompts for each Level of questions/prompts.

In what way does this rubric fit the thinking skill Solve? 4= Completely and clear - response gives clear evidence of reasoning throughout the problem solving process 2= Partially – response is accurate, but reasoning isn’t clear or is partial 0= No – response does not demonstrate reasonable conclusions Math - Problem Solve-Assessment

Looks LikeSounds Like Students webbing ideas“I did this because…” Students journaling about their thinking after a discussion “The most important ideas include…” Students annotating with a text “The clues I used were…” Students using decision making graphic organizers “The reason for doing it this way was…” Students discussing text“You will find the evidence on page…” Math - Understand Pg. 92

 Motivational Mindset:  Watch the video and think about what makes a seed grow into a plant. Math - Understand

 Motivational Mindset:  At your tables talk about what you saw in the video that led to the plant growing.  Write all those words in your notes, some words may appear more than once.  Now organize your sticky notes from the seed to the plant.  Let’s create a summary together Math - Understand

I DO Recipe: GIST  Get the big idea, main idea, or theme  Identify details to support the main idea  Say it in your own words  Test by creating a summary Math - Understand

I DO Instructional Strategy: (Recognizing Patterns) Big Ideas:  Logical patterns exist and are a regular occurrence in mathematics. They can be recognized, extended, and generalized with both words and symbols.  Patterns can be found in physical and geometric situations as well as in numbers.  Algebraic Thinking begins with patterns and regularity at Kindergarten and develop across the years.

We Do:  Watch the story – “The Greedy Triangle”  What is happening in the story?  On the handout, write the name of the shape and draw a picture. Math - Understand

We Do:  Let’s talk about those shapes - Have students create the shapes the Greedy Triangle became and discuss what you observe about each shape. Math - Understand

We Do:  In your journal, draw one of the shapes the Greedy Triangle turns into. Stand up and find someone with your shape. If no one has your shape, join another group or join someone without a partner.  Write a statement together that explains mathematically what is happening to Greedy Triangle’s shapes.  If this story had continued, what shape might the “The Greedy Triangle” become and why? Math - Understand

As a group, let’s complete GIST: G – The main idea – I – Identify Details – S – Say in your own words – T – Test by creating a summary –

We Do: (Recognizing Patterns)  G – the main idea – “What is the Greedy Triangle doing?”  I – identify details – Students are writing about the shapes and drawing pictures.  S – say in your own words – Pair/Share students write all the words to describe what is happening to the Greedy Triangle shapes.  T – Test by creating a summary – Pairs write a sentence to explain what is happening to the Greedy Triangle as he shifts shapes. What patterns do you see? Math – Understand – WE DO

You Do:  In order to do this you will need to:  Find a lesson or activity where students can recognize patterns. GIST  Get the big idea, main idea, or theme  Identify details to support the main idea  Say it in your own words  Test by creating a summary Helpful thoughts: -Recognizing patterns can occur with: - Numbers (odd/even, adding one more, adding two more, doubling, counting, etc.) -Algebraic thinking, geometry, measurement, and data -Modeling with manipulatives, human actions, and pictures are beneficial Math – Understand – YOU DO

 Assessment:  How are we going to assess students levels of understanding related to patterns?  Your students have completed a formative assessment for you as they worked through the “Greedy Triangle”. You can assess their drawings, naming of shapes, details about the shapes, the summary statement about what they observed in the patterns, and their hypothesis of what the shape might become if it continued this pattern. Math - Understand

 GIST Checklist for Assessment: Math - Understand Skills being AssessedDidn’t show proficiency (-) Showed Proficiency (+) G-Get the big idea, main idea, or theme I-Identify details to support the main idea S-Say it in your own words (without retelling the story) T-Test by creating a summary (K -1 level could draw a picture)

A Deeper Look at Assessment Assessment

Socratic Seminar Begin with questions that start the dialogue Good questioning: Arises from a genuine curiosity on the part of the leader and/or participants Has no single "right" answer Is framed to generate discussion leading to greater understanding of the ideas of the text Can best be answered by references (explicit or implicit) to the text Open-ended questions that resist a simple or single right answer Deliberately thought-provoking, counterintuitive, and/or controversial Lead to other questions posed by students

Socratic Seminar Stem Questions that Facilitate & Sustain Dialogue Stem questions are not only for the leader of the seminar but for participant use as well. Questions that are conversation starters: Questions that are conversation stoppers: Table talk – make a list of conversation starters and stoppers Share large group

Question Stems:  What clues show you…  Point to the evidence…  How does the author describe X in paragraph X? What are the exact words?  What reasons does the book give for X? Where are they?  Share a sentence that (tells you what the text is about/ describes X/ gives a different point of view) Socratic Seminars

 Inner/Outer Circle Socratic Seminar  “The Animal School: A Fable”  Question Starter – As you view, think about questions.  Afterwards, create 2 questions – one from level 3 and one from level 4.  Number off 1/2  Form an Inner/Outer Circle with chairs

Socratic Seminars Question Stems:  What clues show you…  Point to the evidence…  How does the author describe X in paragraph X? What are the exact words?  What reasons does the video give for X? Where are they?  Share a sentence that (tells you what the videois about/ describes X/ gives a different point of view)

Socratic Seminars

 Outer circle – passive – take notes and record thinking and questions to ask for your time in the inner circle  Inner circle – active – begin the seminar with one of the questions – Take a volunteer  Outer Circle move to inner and continue the discussion  One more switch back to inner to finish your thoughts

 Explore rubrics  Rubrics

 Highlights—cognitive points.  Insights—reflective connections. What are your “takeaways?”  Disequilibrium  Socratic Seminars  Rubrics Highlights! Insights!

 Evaluation Thank you!