“After all, children like your Tommy are our future. That’s why I’m moving to France.”

Higher Order Thinking: Bloom’s Revised Taxonomy Create produce original ideas or detailed plans Evaluate identifying problems, judging, comparison with reasoning Analyze breaking a task into parts; show how the parts relate to each other Apply following a procedure to complete a task Understand make connections to new learning, give examples, predict, find patterns Remember show how they retrieve from memory

Find another book with a friendly theme. Draw a flow chart of the digestive system. How are the characters in these 2 stories similar? What are the advantages & disadvantages of this game? Understand Make a connections, give examples, predict, find patterns Understand: determining the meaning of instructional messages 1. Interpreting, Exemplifying, Classifying, Summarizing, Inferring, Comparing, Explaining

Write 2 different dramatic skits about the term “buyer beware”. Design a cartoon character who saves water. Write a new ending to Little Red Riding Hood. Design unusual puppets for this story. Create Produce original ideas or detailed plans

Compare and contrast these toys. Find as many common links between these events as you can. What if Little Red Riding Hood carried a cell phone? What outcomes is this advertisement trying to achieve? Analyze Breaking a task into parts & show how the parts relate to the other

decision-making/118-student-higher-level-thinking What level of thinking are you engaging students in?

Is higher level thinking activities only for high level achievers? The findings show that by the end of each of the 4 programs, students with high academic achievements gained higher thinking scores than their peers with low academic achievements. However, students of both subgroups made considerable progress with respect to their initial score. In one of the 4 studies the net gain of low achievers was significantly higher than for high achievers. Our findings strongly suggest that teachers should encourage students of all academic levels to engage in tasks that involve higher order thinking skills.

Increasing Higher Order Thinking Skills RESEARCH SAYS….. Is it better to teach these skills directly or to create situations whereby students learn them inferentially through being placed in circumstances which call for them to apply these skills? How much classroom time is required in order for thinking skills instruction to be effective, i.e., for students to master higher-order skills and be able to transfer them to other learning contexts? Is successful thinking skills instruction partly a matter of establishing a certain classroom climate, one that is open and conducive to "thinking for oneself"? Research says thinking skills need to be taught directly before they are applied to the content areas It takes an extensive amount of time to produce results—at least 35 minutes a day, four days a week, for several months, for true thinking skills development to occur Students need to feel free to explore and express opinions, to examine alternative positions on controversial topics, and to justify beliefs about what is true and good, while participating in an orderly classroom discourse

How do you teach thinking? critical thinking = thinking skills (1) + thinking disposition (attitude) (2) + understanding (knowledge)

Reading Using questions is only one way to increase higher level thinking skills. Literature is a great springboard for expanding children's thinking. The following is a list of skills and concepts that help children develop their higher-level thinking. With each skill or concept is an activity suggestion you can use to expand and extend thinking. Expanded thinking enhances comprehension. READ AND HEAR STORY ON-LINE Evaluating 1.Read or tell the story of Goldilocks and the Three Bears (traditional). Ask children their opinion as to whether is was okay or not okay for Goldilocks to go into the house when no one was home. [This story is also available in SpanishGoldilocks and the Three Bears Spanish 2.Read The Little Red Hen (traditional). Ask children how they feel about the Little Red Hen not sharing her bread. Was it okay?The Little Red Hen

Writing Is another way to increase higher level thinking skills. Research suggests that writing improves thinking because it requires an individual to make his or her ideas explicit and to evaluate; writing may provide opportunity for students to think through arguments and use higher-order thinking skills to respond to complex problems In the upper grades, writing relies on higher-order thinking functions. Assignments often require students to generate original and creative ideas. Many writing assignments demand critical thinking skills such as evaluating opposing arguments and drawing conclusions.

H.O.T.STopicTaskWriting Product Compare & contrastHistorical eventsCompare to todayWrite a letter to a legislator with your conclusions & recommendations Classify & categorizeFood groups & nutritionCategorizeCreate an advertisement or brochure for a new grocery store – explain reasons for store displays and placements Constructing supportImmigration laws today Or controversy from novel Or communicable diseases & how they spread Take a positionWrite an newspaper editorial AbstractingFunction of a cell Or Banking process Or Division process Identify a patternDescribe cell functionusing another item that fits the pattern (is like..) Write a summary how a bank is like a school Write a section of a children’s textbook Analyzing perspectives“Voters rely too heavily on 30 second sound bites” researchWrite an argument/essay & include two perspectives What kind if writing activities demand critical thinking?

H.O.T.STopicTaskWriting Product Compare & contrast Classify & categorize Constructing support Abstracting Analyzing perspectives Choose a H.O.T.S, a topic of your own, and create a task/product

VARIOUS INSTRUCTIONAL APPROACHES ENHANCE THINKING SKILLS: REDIRECTION/PROBING/REINFORCEMENT. Known to increase students' content knowledge, these techniques also enhance the development of critical and creative thinking skills (Cotton 1988; Pearson 1982; Robinson 1987; Tenenbaum 1986). ASKING HIGHER-ORDER QUESTIONS (Baum 1990; Cotton 1988; Herrnstein, et al. 1986; Matthews 1989; Robinson 1987; Sternberg and Bhana 1986). LENGTHENING WAIT-TIME, i.e., the amount of time the teacher is willing to wait for a student to respond after posing a question (Cotton 1988; Hudgins and Edelman 1986; Pogrow 1988).

Probing questions : Clarification When they are vague or have not given enough information, seek to further understand them by asking for clarification. What exactly did you mean by 'XXX'? What, specifically, will you do next week? Could you tell me more about YY? Purpose Sometimes they say things where the purpose of why they said it is not clear. Ask them to justify their statement or dig for underlying causes. Why did you say that? What were you thinking about when you said XX? s.htm