Page 1 Higher Order Thinking Skills to Improve Student Achievement Marcia Torgrude

Page 2 Learning Targets I am familiar with the 7 key student proficiencies of the new common core standards. I will use a variety of strategies to help my students explicitly learn the HOT skills. I understand and can use the Higher Order Thinking Skills to improve student thinking in my classroom.

Page 3 Our Resource How to Teach Thinking Skills Within the Common Core –James A. Bellanca, Robin J. Fogarty and Brian M. Pete –7 Key Student Proficiencies of the New National Standards –21 Thinking Skills with the Thinking Proficiencies –Instructional Strategies to explicitly teach the thinking skills

Page 4 Brian Pete “How do teachers embed these thinking skills into curricular content so that student achievement rises and all students have an equitable opportunity to develop the quality of their thinking and problem solving, not just for tests, but for a lifetime of learning?”

Page 5 Instructional Strategies What are they?

Page 6

Page 7 Webb Leveling

Page 8 Structure for Teaching Higher Order Thinking Skills Watch video for: HIGHLIGHTSINSIGHTS

Page 9 Gradual Release of Responsibility roving-teacher-practicehttps:// roving-teacher-practice Sarah Brown Wessling 2010 Teacher of the Year

Page 10 Skills

Page 11 7 Proficiencies and 21 Skills

Page 12 Explain Proficiency: Collaborative Thinking –Skill: Explain

Page 13 Explain Looks LikeSounds Like Students talking using hand gestures. “I am wondering why… Students talking to partner.“Let me show you.” Student using a story as an example. “First…Second….Third…” Students pointing to a time line and talking. “That explains it for me.” Students using a manipulative to show…. “Your explanation is not clear to me.”

Page 14 Explain Level 1: Explain what a spider is. Level 2: Explain the evidence you found about how a spider makes a web. Level 3: Explain the function of spider’s web in relation to the life cycle. Level 4: Explain what would happen if spiders were eliminated.

Page 15 Explain First Amendment of the US Constitution Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances. Motivational Mindset

Page 16 Explain Motivational Mindset

Page 17 Explain A. Explain what is happening in the cartoon. B. Elbow partner--add to what has been said and/or ask a question. A. What are you wondering about? B. Listen and respond to the question. Motivational Mindset

Page 18 Explain – I DO RECIPE: TELL TELL – Recipe for explaining Tell the big idea Express supporting statements Look for more details Listen for questions and respond

Page 19 Explain - I DO Instructional Strategy – Window Pane

Page 20 Explain – I DO/WE DO The steps of TELL with the cartoon T –The main idea is that students are literal creatures and often misinterpret abstract concepts. E –One example is “the right to bear arms”; students are shown to think that it means the right to SHOW their arms. L –Another example is when students make connections to pop culture like thinking the First Amendment is a popular singing group or a new name for a breath mint. L –By listening to my peers, I learned that the comic is also mocking students showing not only their naiveté, but also their stupidity at times.

Page 21 Explain -- WE DO Learning Targets: (Student Friendly Language) I can ask and answer questions about details in a text. I can tell the main idea(central message) and moral of the story. I can respectfully listen to others and join their conversations. I can ask questions to the speaker to find out more information.

Page 22 Explain -- WE DO

Page 23 1.Fill out 1 st 3 panes. 2.Turn to a neighbor. 3.Explain using the window pane, switch and share. 4.After both have shared, fill in fourth pane. Explain -- WE DO

Page 24 K-12 Explain -- WE DO TELLTELL

Page 25 This is where independent practice for the students takes place In order to do this you will need to: –Create or find a piece of text for the particular grade/content that allow students to Explain using the recipe TELL. Include a structure similar to the Window Pane. K-12 Explain – YOU DO

Page 26 K-12 Explain – HOT

Page 27 K-12 Explain -HOT Where would the formative assessment fit on Webb Leveling? Write 2 questions/prompts for each Level of questions/prompts.

Page 28 K-12 Explain – Assessment Turning a process, the RECIPE, into a checklist assessment tool: TELL – Recipe for explaining ___Tell the big idea—student has written the main idea into a complete sentence. ___Express supporting statements—student has written one example that supports the main idea in a complete sentence. ___Look for more details—student has written one more example that supports the main idea, in a complete sentence. ___Listen for questions and respond—student has written what they learned from at least one other peer, in a complete sentence.

Page 29 Metacognition Thinking about our thinking KNOWING HOW TO LEARN, and knowing which strategies work best, are valuable skills that differentiate expert learners from novice learners. Metacognition, or awareness of the process of learning, is a critical ingredient to successful learning.

Page 30 Paradigm Shift 1.Use Multimedia 2.Encourage student intuition 3.Ask the shortest question you can 4.Let students build the problem 5.Be less helpful

Page 31 7 Proficiencies and 21 Skills

Page 32 Where do I start? Training is available – contact Or – try one skill at a time from within each proficiency. You can cook up your own menu of HOT strategies.