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1 Today, we will 1. Establish the need for Higher Order Thinking Questions 2. Relate Higher Order Thinking Questions to Differentiation and Rigor 3. Explore Higher Order Thinking Questions 4. See PARCC through the lens of Higher Order Thinking Questions 5. Create Higher Order Thinking Questions

2 August 11, 2013 Want a Job? Learn to do what a robot can t. Today, work that consists of following clearly specified directions is increasingly being carried out by computers and workers in lower-wage countries. The remaining jobs that pay enough to support families require a deeper level of knowledge and the skills to apply it.

3 21 st Century Job Growth In the 21 st Century Marketplace, only 30% of job growth now comes from algorithmic work. The remaining 70% comes from heuristic work. --Daniel Pink, DRiVE

4 Characteristics of H.O.T. Questions low consensus. engage all students. require that students understand the concepts and be able to apply them. emphasize critical and creative thinking. value all students unique backgrounds and contributions.

5 Bloom s Taxonomy Benjamin Bloom created the original Taxonomy in 1956 to express qualitatively different kinds of thinking. In the 1990 s, Lorin Anderson (a student of Bloom s) revisited the taxonomy with a team of cognitive psychologists. The goal was to examine its relevance for the 21 st century.

6 Bloom s Taxonomy Original Evaluation Synthesis Analysis Application Comprehension Knowledge New Creating Evaluating Analyzing Applying Understanding Remembering Active Verbs!

7 Revised Bloom s Changes in Structure Categories were ordered in terms of increased complexity. Create and Evaluate have been exchanged, because creating a story is more complex than evaluating an existing story.

8 BLOOM S REVISED TAXONOMY Creating Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing. Evaluating Justifying a decision or course of action Checking, hypothesizing, critiquing, experimenting, judging Analyzing Breaking information into parts to explore understandings and relationships Comparing, organizing, deconstructing, interrogating, finding Applying Using information in another familiar situation Implementing, carrying out, using, executing Understanding Explaining ideas or concepts Interpreting, summarizing, paraphrasing, classifying, explaining Remembering Recalling information Recognizing, listing, describing, retrieving, naming, finding

9 Universal Design for Learning

10 Provide Multiple Means of Representation (the what of learning) Learners differ in the ways that they perceive and comprehend information that is presented to them. For example, those with sensory disabilities (e.g., blindness or deafness); learning disabilities (e.g., dyslexia); language or cultural differences, and so forth may all require different ways of approaching content. Others may simply grasp information quicker or more efficiently through visual or auditory means rather than printed text. Also learning, and transfer of learning, occurs when multiple representations are used, because it allows students to make connections within, as well as between, concepts. In short, there is not one means of representation that will be optimal for all learners; providing options for representation is essential.

11 Provide Multiple Means of Action and Expression (the how of learning) Learners differ in the ways that they can navigate a learning environment and express what they know. For example, individuals with significant movement impairments (e.g., cerebral palsy), those who struggle with strategic and organizational abilities (executive function disorders), those who have language barriers, and so forth approach learning tasks very differently. Some may be able to express themselves well in written text but not speech, and vice versa. It should also be recognized that action and expression require a great deal of strategy, practice, and organization, and this is another area in which learners can differ. In reality, there is not one means of action and expression that will be optimal for all learners; providing options for action and expression is essential.

12 Provide Multiple Means of Engagement (the why of learning) Affect represents a crucial element to learning, and learners differ markedly in the ways in which they can be engaged or motivated to learn. There are a variety of sources that can influence individual variation in affect including neurology, culture, personal relevance, subjectivity, and background knowledge, along with a variety of other factors presented in these guidelines. Some learners are highly engaged by spontaneity and novelty while other are disengaged, even frightened, by those aspects, preferring strict routine. Some learners might like to work alone, while others prefer to work with their peers. In reality, there is not one means of engagement that will be optimal for all learners in all contexts; providing multiple options for engagement is essential.

13 RIGOR defined as deep, authentic command of mathematical concepts. To help students meet the standards, educators will need to pursue (1) conceptual understanding (2) procedural skills and fluency (3) application with equal intensity.

14 1 RIGOR The standards call for conceptual understanding of key concepts, such as place value and ratios. Students must be able to access concepts from a number of perspectives in order to see math as more than a set of mnemonics or discrete procedures.

15 2 RIGOR The standards call for speed and accuracy in procedural skills and fluency. Students must practice core functions, such as single-digit multiplication, for access to more complex concepts and procedures. Fluency must be addressed in the classroom or through supporting materials, as some students require more practice than others.

16 3 RIGOR The standards call for students to apply math in situations requiring mathematical knowledge. Correct application of mathematical knowledge depends on students having a solid conceptual understanding and procedural fluency.

17 Is it time for metric in the US?

18 Types of Questions Skinny vs. Fat Skinny: (yes/no) Do you know the sum of 3 + 7? Fat: (elaborate answer) What are some things you know about finding sums?

19 Types of Questions High Consensus vs. Low Consensus High Consensus: (one right answer) What is the sum of ? Low Consensus: (no single right answer) What are some ways to find the sum of ?

20 Types of Questions Review vs. True Review: (asker knows answer) How many ones do you need to regroup to make a ten? True: (asker doesn t know answer) What are some mental math tricks you use to compute sums?

21 PARCC is about applying skills within specific contexts. We have addressed deeply understanding the skills. What happens when they are applied within a context? Read problems around your grade level. What are some ways we can address the application issue of PARCC?

22 PARCC Grade 3 Tables C and D are combined to make a larger table. How would you find the area of the combined table top? Write equations and explain your thinking.

23 PARCC Grade 4 Julian makes and sells juice drinks. The juice drinks are sold in 6-packs and boxes. A six-pack has 6 drinks and costs $2. A box has 20 drinks and costs $7. An order was placed for 24 juice drinks packaged in 6- packs and 200 juice drinks packaged in boxes. Complete the order form below.

24 PARCC Grade 5 An egg farm packages 264 cartons of eggs monthly. The farm has 3 different carton sizes. 1/6 of the cartons are small. They hold 8 eggs. 2/3 of the cartons are medium. They hold 12 eggs. The rest of the cartons are large. They hold 18 eggs. How many of each size carton is needed each month? How many eggs are needed to fill 264 cartons?

25 PARCC Grade 6 Dre has a board that is 3/4 foot long. He wants to cut the board into 1/8-foot pieces. How many pieces can Dre cut from the board? Draw a number line and show how it can be used to find the answer. Explain your reasoning.

26 PARCC Grade 7 The number of parts produced by 3 different machines are shown. Only one machine produces parts at a constant rate. Write an equation for that machine. Explain your reasoning.

27 PARCC Grade 8 Janae planted a seedling in her garden and recorded its height each week. The equation shown can be used to estimate the height in inches, h, of the seedling by the end of each week, w, after it was planted. h = 3/4 w + 9/4 1. What does the slope of the graph of the equation represent? Explain your thinking. 2. When will the height of the seedling be 8.25 inches?

28 PARCC Algebra I A random sample of 200 teens participated in a taste test. They tried 4 choices of fruit drink, A, B, C, and D, and chose their favorite. The results: Are these true or false? Explain your reasoning. 40% of the teens were girls. 20/120 of the boys chose D.

29 PARCC Geometry How would you estimate the length of CD? the measure of CPD? Explain your thinking.

30 "Think left and think right and think low and think high. Oh, the thinks you can think up if only you try!" Theodore Seuss Geisel

31 Create a new coin. Tell is value and describe its size and design. How would you convince Congress that the coin is a necessary addition to our existing monetary system?

32 Some mobile phone plans sell a fixed number of minutes for a set price, and additional minutes at a rate per minute. What are some other real-life situations in which a fixed rate is combined with an undetermined variable rate?

33 You have $5 to spend on lunch at a fast food restaurant. How is selecting your meal and drink solving an inequality problem? What are some other inequality problems you solve in everyday life?

34 Television shows are paid for by their commercial sponsors. What kinds of data do you think sponsors collect about the show before making a decision to advertise on it?

35 How we define educational success will not be the quantity of information mastered, but the ability to deeply understand the information well enough to generate new ideas based on it.

36

37 Using Higher Order Thinking Questions For Differentiation, Rigor, and Assessment 03/02/15 Robyn Silbey

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