1. Click to Billboards Grab clicker with your name and push SEND. Click to Drive-in

2. Eight Elements of Thinking 1)generates purposes 2)raises questions 3)uses information 4)utilizes concepts 5)makes inferences 6)makes assumptions 7)generates implications 8)embodies a point of view

4. 1. Formulate methods for involving students in high quality discussions about abstract concepts. 2. Develop feedback strategies for grabbing HOTS verbal cues 3. Create HOTS lesson plans that provide for planned and unplanned use of HOTS.

6. How does clay feel when it is being sculpted? ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ How does gum feel when it is being chewed?

7. Would you rather be a hiccup or a burp? ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ As an occupation, would you rather be a painter on a suspension bridge or an engineer on a submarine?

8. What might oil ask water? ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ What might wisdom ask fear?

9. How many different homework excuses can you come up with? ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ List all the different words you can think of that have to do with the study of mathematics.

11. Buy Bloom’s Blooms! Meta Cognition’s Statues Daggett’s Dogs They’re rigorous and relevant! C o s t a ’s

13. Quotes Teachers: 80 questions per hour. +All students combined: 2 questions per hour (Dillon, 1988) A teacher asks about 1000 questions per week. (Kerry, 1982) Questions: 80% comprehension; 15% management; 5% higher level. (Redfield & Rousseau, 1981) Why the predominance of lower level questions? 1. The necessity for students to know facts before they progress to speculation or high levels of thought. 2. The curriculum is by nature fact-oriented rather than thought-oriented; and if teachers want their students to "learn the curriculum," they will naturally focus on factual questions. 3.Teachers who lack the necessary skills to formulate questions that require higher level thought. (Gall, 1970) Questions: 60% require factual recall; 20% require thinking; 20% are procedural. (Gall, 1984)

15. “Good answer” “Good thinking.” “Wonderful response.” “Interesting thinking.”

16. Bear Speak

20. Japan

22. http://www.pixelassembly.com/pLearn/assessmentForLearning.html#/?pg=37 http://www.pixelassembly.com/pLearn/assessmentForLearning.html#/?pg=18 Feedback

23. Oral Feedback Form

24. HOT Skills Questions Template

28. 1. Formulate methods for involving students in high quality discussions about abstract concepts. 2. Develop feedback strategies for grabbing HOTS verbal cues. 3. Create HOTS lesson plans that provide for planned and unplanned use of HOTS. Tour Ends….Objectives accomplished?

30. End

33. AVID Costa's Levels of Thinking and Questioning

34. Following slides not in yet:

36. Be Metacognitive Venn diagram of three circles: Practice Thinking: Model the thinking you want. Encourage students in the thinking you want. Hold students responsible for the thinking they do.

37. Using Cues and Questions to Enhance Higher Order Thinking Introduction Slide CALA-center for the Advancement of Learning and Assessment Florida State University State test scores were at the bottom in USA and now are among the highest according to article in The Economist. They teach reasoning skills and then assess reasoning skills on state tests. Slide Eight Elements of Thinking generates purposes raises questions uses information utilizes concepts makes inferences makes assumptions generates implications embodies a point of view Each of these influences the others. (Foundation for Critical Thinking) Slide: HOTS Higher Order Thinking Skills CreativeCriticalLogicalReflectiveMetacognative ( difficult to separate)(So important to include) Thinking + flavor = Reasoning