Sherry Crofut TIE, Learning Specialist. Understand key components/vocabulary Understand Socratic...

HIGHER ORDER INSTRUCTION &

ASSESSMENT

Sherry CrofutTIE, Learning Specialist

LEARNING GOALS Understand key components/vocabulary Understand Socratic Seminar Understand the gradual release for

teaching higher order thinking skills: I Do, We Do, You Do

Understand Webb’s Higher Order Thinking

PROCESSGradual Release of Responsibility: I do We do You do -

Collaboratively You do -

Independently

FASCINATING BRAIN FACTS Learning two languages before the age

of five alters the brain structure. While awake, your brain generates

between 10 and 23 watts of power–or enough energy to power a light bulb.

A study of one million students in New York showed that students who ate lunches that did not include artificial flavors, preservatives, and dyes did 14% better on IQ tests than students who ate lunches with these additives.

FASCINATING BRAIN FACTS Every time you recall a memory or have

a new thought, you are creating a new connection in your brain.

The average number of thoughts that humans are believed to experience each day is 70,000.

A living brain is so soft you could cut it with a table knife.

There are about 100,000 miles of blood vessels in the brain.

FASCINATING BRAIN FACTS Our brain often

fools us. It often perceives things differently from the reality. Look at the picture on the right.

Squares A and B are actually the same shade of gray

HOT SKILLS INTRODUCTION

AB Pyramid

AB PYRAMID Decide Partner A/B Get chairs in position

A – face front of room B – face back of room

A – Describes the words on the next slide without saying the word or any form of the word

B – Guesses what the word is A – Moves to next word Continue until all words are guessed

Stand up and cheer!

AB

ROUND #1 A = DESCRIBES / B = GUESSES

ExplainDefine

DemonstrateStandards

ROUND #2 A = GUESSES / B = DESCRIBES

LearningClarify

RelationshipsInterpret

ROUND #3A = DESCRIBES / B = GUESSES

ResearchSynthesize

RigorCompare

ROUND #4 A = GUESSES / B = DESCRIBES

Analyze Develop

Understand Depth of Knowledge

Dan MeyersTed.com

http://youtu.be/BlvKWEvKSi8

DAN MEYERS VIDEO

WEBB LEVELING

SOCRATIC SEMINAR INTRODUCTION

DEFINITIONS

Dropbox ranking article

1

2

1. Critical Thinking2. Transfer Thinking3. Problem-solving Thinking

• Highlight/circle important information

• Rank in order of importance• Rank #1 is the most important

thinking

EXPLAIN

Motivational Mindset

SOCRATIC SEMINAR – INTRODUCTION

1. Keep your Thinking Skill article handout

2. Take your chair and make a large circle around the room

3. Share out… Thinking with most tallies? Rated #1-2-3 – raise your hand. Why did you choose…as the #1

thinking?

REFLECTIONA key component of Socratic Seminar is to include the reflection in the seminar.

How could you use ranking to spark or engage students in a discussion?

How could this conversation and structure be transferred into the classroom?

SOCRATIC SEMINAR – INTRO What you just experienced was an

introduction to a Socratic Seminar.

We started to develop the communication skills and trust in our groups needed for a Socratic Seminar.

GRADUAL RELEASE OF RESPONSIBILITY

How might the model, "I do it, We do it, You do it together, You do it alone," change the way you plan

your lessons?

I DO…WE DO…YOU DO

EXPLAIN

Student Proficiency Collaborative Thinking

Motivational Mindset – Cartoon 1st Amendment

HOT Skill – Explain

Recipe – T-E-L-L

Instructional Strategy – Window Pane

WHAT IS DEPTH OF KNOWLEDGE (DOK)? A scale of cognitive demand

(thinking) to align standards with assessments

Based on the research of Norman Webb, University of Wisconsin Center for Education Research and the National Institute for Science Education

EXPLAIN – WEBB LEVELS Why is the question a level 1-2-3 or 4?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 the spider’s web in relation to the life cycle.Level 4: Explain what would happen if spiders were eliminated.

LEVEL 1 – RECALL POSSIBLE PRODUCTS Definition Worksheet/Workbook Label List Reproduction Vocabulary Quiz Outline Recitation Show and Tell

LEVEL 1 – RECALLROLES Teacher

DirectsShows QuestionsDemonstratesCompares/

ContrastsExaminesTellsEvaluates

StudentRespondsRemembersMemorizesExplainsRestates InterpretsAbsorbsRecognizesDemonstrates

LEVEL 1 – RECALLSPOTENTIAL ACTIVITIES Develop a concept map showing a

process or describing a topic. Make a timeline. Write a list of keywords you know

about… Write in your own words… Report or present to the class. Make a cartoon strip showing the

sequence of an event, process, or story. Write a summary report of the event. Outline the main points.

LEVEL 1 – RECALLSPOTENTIAL ACTIVITIES Using basic calculation tasks involving

only one step (i.e. addition, subtraction, etc.) complete the following…

Straight-forward recognition tasks, related to identifying features, objects

Basic measurement tasks that involve one step (i.e. using a ruler to measure length.)

Locating information in maps, charts, tables, graphs, and drawings.

LEVEL 2 – SKILLS & CONCEPTSPOSSIBLE PRODUCTS Photograph Illustration Simulation Sculpture Demonstration Presentation Reverse-Engineering Validating Performance Journal

LEVEL 2 – SKILLS & CONCEPTSROLES Teacher

ShowsObservesOrganizesFacilitatesEvaluatesQuestions

StudentSolves problemsCalculatesCompletesConstructsDemonstrates use

of knowledgeCompiles Illistrates

LEVEL 2 – SKILLS & CONCEPTSPOTENTIAL ACTIVITIES Classify a series of steps Construct a model to demonstrate how it

looks or works Practices a play and perform in class Make a diorama to illustrate an event Write a diary/blog entry Make a scrapbook about the area of study Make a topographic map Make up puzzle or game about the topic Stating relationships among a number of

concepts or principles

LEVEL 2 – SKILLS & CONCEPTSPOTENTIAL ACTIVITIES More complex recognition tasks that

involve recognizing concepts and process that may vary in how they “appear.”

More complex calculation tasks (i.e. multi-step calculations such as standard deviation.)

Research projects and writing activities that involve locating, collecting, organizing, and displaying (i.e. writing a report with the purpose to inform; meeting all steps of the writing process.)

LEVEL 3 – STRATEGIC THINKINGPOSSIBLE PRODUCTS Graph Spreadsheet Conclusion Chart Survey Database Abstract Evaluating Debate Animation/Film/Video cast

LEVEL 3 – STRATEGIC THINKINGROLES Teacher

ProbesActs as a resourceClarifiesGuidesEvaluatesQuestionsDissects

StudentDiscussesDebatesExamines JudgesAssesses JustifiesUncoversThinks deeplyDisputesDecides

LEVEL 3 – STRATEGIC THINKINGPOTENTIAL ACTIVITIES Use a Venn Diagram that shows how two

topics are the same and different Design a questionnaire to gather information Survey classmates/industry members to find

out what they think about a particular topic. Make a flow chart to show the critical stages. Classify the actions of the characters in a

book. Conduct an investigation to produce

information to support a point of view. Write a letter to the editor after evaluating a

product.

LEVEL 3 – STRATEGIC THINKINGPOTENTIAL ACTIVITIES Form a panel to discuss viewpoints on… Prepare a case to present your view

about… Explaining and/or working with abstract

terms and concepts. Complex calculation problems presented

that draw upon multiple processes. Writing and/or explaining tasks that

require altering a message to “fit” an audience.

Identify a research question and/or designing investigations to answer a question.

LEVEL 4 – EXTENDED THINKINGPOSSIBLE PRODUCTS Film Story Project Plan New Game Song Newspaper Media Project

LEVEL 4 – EXTENDED THINKING ROLES Teacher

FacilitatesReflectsEvaluatesExtendsAnalyses

StudentDesignsTakes risksProposesFormulatesModifies

LEVEL 4 – EXTENDED THINKINGPOTENTIAL ACTIVITIES Applying information to solve ill-defined

problems in novel situations. Tasks that require a number of cognitive

and physical skills in order to complete. Writing and/or research tasks that

involve formulating and testing hypotheses over time.

Task that require perspective taking and collaboration with a group of individuals.

Writing tasks that have a strong emphasis on persuasion.

SMARTERBALANCED ASSESSMENTS

SBAC ASSESSMENT ITEM SAMPLES

WEBB LEVELS

Answer

Answer

Answer

Answer

4TH GRADE LANGUAGE ARTSREADING COMPREHENSION QUESTIONS

1. How might the story have ended differently if Elisa had not put her wool coat on the ice? Explain why. ________________________________________________________________________________________________________________________________________________

2. The main problem Cory faced wasA) convincing Elisa to keep her coat onB) finding a good hiding place from MinnieC) getting across the ice with Elisa before darkD) pulling Minnie out of the icy waters

ANSWERS AND EXPLANATIONS FOR 4TH GRADE LANGUAGE ARTS QUESTION LEVELS

1. Level 3. This item requires comprehending the text, reasoning, and supporting thinking.

2. Level 2. This item requires comprehension of the text in order to identify a main point.

4TH GRADE LANGUAGE ARTSREADING COMPREHENSION QUESTIONS

3. In paragraph 3, Cory hoped that Minnie had not…A) fallen in the riverB) gotten lost in the forestC) gone off to chase a deerD) returned to the house

4. Which of the following statements would the author be most likely to agree with?E) He who fears something gives it power over him.F) Two minds are better than one.G) Older means wiser.H) Great minds think alike.

ANSWERS AND EXPLANATIONS FOR 4TH GRADE LANGUAGE ARTS QUESTION LEVELS

3. Level 1. This item asks students to refer to a particular detail in the text.

4. Level 3. Students must connect ideas and make an inference about the author’s position.

4TH GRADE LANGUAGE ARTSREADING COMPREHENSION QUESTIONS

5. In paragraph 19, Cory became upset at the thought thatA) Minnie had run awayB) his parents would be upset with him for

not going straight homeC) Elisa was in dangerD) Minnie could drown

ANSWERS AND EXPLANATIONS FOR 4TH GRADE LANGUAGE ARTS QUESTION LEVELS5) Level 1. This item asks the reader to recall a

detail from a specific paragraph.

A Deeper Look at Assessment

Day 3 – Assessment

SOCRATIC SEMINARSInner/Outer Circle Socratic Seminar

“The Animal School: A Fable” Question Starter

As you view, think about some questions. Afterwards, create 2 questions

One from Level 3 and one from Level 4

Form an Inner/Outer Circle with chairs

REFLECTION Give your partner feedback on their participation in the Socratic Seminar.

Bring discussion of the video to a close.

CLOSURE Understand key components/vocabulary

Understand Socratic Seminar Understand the gradual release for teaching higher order thinking skills: I Do, We Do, You Do

Understand Webb’s Higher Order Thinking