Teacher’s Desk

Reference®

Brought to you by: Brought to you by:

This session will address:• How to use the Teacher’s Desk How to use the Teacher’s Desk

ReferenceReference• High-Order Thinking strategiesHigh-Order Thinking strategies• How to write Higher Order thinking How to write Higher Order thinking

questionsquestions• How to develop lessons at a higher How to develop lessons at a higher

levellevel

• How to use the Teacher’s Desk How to use the Teacher’s Desk ReferenceReference

• High-Order Thinking strategiesHigh-Order Thinking strategies• How to write Higher Order thinking How to write Higher Order thinking

questionsquestions• How to develop lessons at a higher How to develop lessons at a higher

levellevel

How Can We Help Our How Can We Help Our

Students Develop These Students Develop These

High-Order Thinking High-Order Thinking

Skills?Skills?

The Teacher’s Desk Reference and Critical Thinking Guide was developed as a tool to assist teachers in

planning and implementing quality lessons based on critical thinking skills while simultaneously providing a checklist to ensure all Competency Goals and Objectives

are addressed.

Teacher’s Desk Reference & Teacher’s Desk Reference & Critical Thinking GuideCritical Thinking Guide

Bloom’s TaxonomyBloom’s TaxonomyThe first tabs are the six areas of Bloom’s

Taxonomy and Revised Bloom’s.

1. Remember (Knowledge)

2. Understand (Comprehension)

3. Apply (Application)

4. Analyze (Analysis)

5. Evaluating (Synthesis)

6. Creating (Evaluation)

• Each of the tabs contain Key Words and Each of the tabs contain Key Words and Questioning Prompts that teachers can use Questioning Prompts that teachers can use while planning their lessons and teaching while planning their lessons and teaching in the classroom.in the classroom.

““A Must For E

very Teacher”

A Must For E

very Teacher”

• The next tabs explain Webb’s 4 Levels of Depth of Knowledge for Reading, Writing, Math, Science and Social Studies.

1. Recall (Recite facts and simple skills)

2. Skill/Concept (mental processing- beyond recalling or reproducing a response)

3. Strategic Thinking (Deep knowledge becomes more of a focus)

4. Extended Thinking (Higher order thinking is central and knowledge is deep)

Webb’s Levels of Depth of Webb’s Levels of Depth of KnowledgeKnowledge

Webb’s Levels of Depth of Webb’s Levels of Depth of KnowledgeKnowledge

This section outlines Marzano’s

Dimensions of Thinking

State Specific Standards• The next tabs include Standard Course of

Study for the appropriate grade levels.

• Check boxes to the left of each objective help create a checklist to ensure all Competency Goals and Objectives are taught and mastered in the classroom.

Glossary Words & Dolch Word ListGlossary Words & Dolch Word List•The next tabs include all of

the glossary words associated with the grade level or

discipline.

•In the K-2 reference there is a Dolch word list including Dolch

Words and Most Frequently Used Words

• In the back of every Teacher’s Desk Reference, we have included Student Testing Strategies.

• Teachers can use these strategies to assist their students and ensure optimum performance on the exam.

Testing StrategiesTesting Strategies

• Testing Information

•Key Words

•Questioning Prompts

•Classroom Tips

•Standard Course of Study

•Critical Thinking Check List

•Glossary Words

•Testing Strategies

Teacher’s Desk Reference & Critical Teacher’s Desk Reference & Critical Thinking GuideThinking Guide

Benefits• Quick and Easy To Use

•Information Required For EOG and EOC Test Success All In One Location

•Helps Build Critical Thinking Skills

•Competency Goal and Objective Checklist

•Teacher Friendly Format

•Fits In Teacher Lesson Plan Book

•Glossary Words

•Testing Strategies

Teacher’s Desk Reference & Critical Teacher’s Desk Reference & Critical Thinking GuideThinking Guide

Teacher’s Desk Reference & Critical Teacher’s Desk Reference & Critical Thinking GuideThinking Guide

Available:Elementary by Grade:

K, 1, 2, 3, 4, 5

Middle School (6-8) by Discipline: Middle School (6-8) by Discipline: Language Arts, Math, Science & Social Language Arts, Math, Science & Social

StudiesStudies

High School (9-12) by Discipline: Language Arts, Math, Science & Social

Studies

What is Higher Order Thinking?What is Higher Order Thinking?What is Higher Order Thinking?What is Higher Order Thinking?• It essentially means thinking that takes place

in the higher levels of the hierarchy of cognitive processing. Bloom’s Taxonomy is the most widely accepted hierarchical arrangement of this sort in education. It can be viewed as a continuum of thinking skills starting with Knowledge-level thinking and moving eventually to Evaluation-level thinking.

The Goal: The Goal: Higher Higher Order Order

ThinkingThinking

Low

Middle

Knowledge

Application-Familiar

Analysis-Relationships

Evaluation-Judge

Synthesis-CreateHigh

Level II

Comprehension

Level I

Application-Unfamiliar

What are the higher level thinking skills?

What are the higher level thinking skills?

• Analysis (Analyze)

• Synthesis (Evaluating)

• Evaluation (Creating)

They are the basis of quality teaching and the key to learning.

Why are higher level thinking skills important?

Too many students see education as something that happens to them

Too many students see education as something that happens to them

• Externally they fail to see its relevance in their lives

• Internally they never understand how they learn nor develop the ability to monitor their own progress

Our goal is to connect students to their own learning in the context of

the world around them

Our goal is to connect students to their own learning in the context of

the world around them• What am I learning today?

• Why am I learning it?

• How can I use this knowledge and these skills to make a difference in my life?

• How can I work with teachers and peers to improve my learning?

Complex use of knowledgeComplex use of knowledge• Prepare and deliver a presentation

• Classify animals

• Balance a checkbook

• Name the continents

Recall of knowledgeRecall of knowledge

Complex use of knowledgeComplex use of knowledge

Recall of knowledgeRecall of knowledge

PresentationPresentation

ReportReportRole PlayingRole Playing

QuizQuizDemonstrationDemonstration

SeminarSeminar

Engage students with meaningful feedback

Engage students with meaningful feedback

• Frequent and on-going

• Compare performance to rubric

• Immediate and relevant to task

• Offer specific evidence-compare to anchors

Provide them with a well-designed program that builds skills and

strategies

Provide them with a well-designed program that builds skills and

strategies

• Create environment for them to succeed– Structure, motivation, timetable

• Reinforce the importance of higher level thinking

• Increase the rigor and relevance to their lives

Enable students to improve through self-assessment

Enable students to improve through self-assessment

• Foster a positive dynamic between teacher and student

• Help them reflect on their progress

• Give them increasing responsibility for their learning.

How do I foster higher order thinking in my classroom?

How do I foster higher order thinking in my classroom?

1. Set up a classroom environment which is conducive to high-level thinking.– Multi-level materials– Flexible grouping– Accept and celebrate diversity– Print-rich environment– High expectations– Teacher as co-learner– Nurture risk-taking

How do I foster higher order thinking in my classroom?

How do I foster higher order thinking in my classroom?

2. Engage students in activities which foster high-level thinking.

– Collaborative group activities in which students can communicate with others in a variety of ways

– Problem solving activities that require more than routine calculations.

– Open-ended activities with more than one “right” answer

– Activities which accommodate multiple intelligences

– Activities in which both genders participate freely

How do I foster higher order thinking in my classroom?

How do I foster higher order thinking in my classroom?

3. Construct questions that call for high-level thinking.

– Ask yourself, “Do I always know the answer to my questions?”

– Use a variety of assessment methods that match teaching strategies. For example, use a project for assessment instead of an end-of-unit test.

Blooming Up: Teaching The Art of Questioning

Blooming Up: Teaching The Art of Questioning

• Recall/specific detail: – What color is the apple? – What shape is the orange?

• Comprehension: – Which piece of fruit makes your fingers feel

sticky?– Which piece of fruit is packed with vitamin C?

• Application:– Can you think of a way to peel an orange without getting your

fingers sticky?

– What would you do if you were starving and found a worm in your apple?

• Analysis:– What are three differences/similarities between the apple and

orange?

• Synthesis: – If you were going to create a new piece of fruit that was a

combination of the apple and the orange, what would the fruit look and taste like?

• Evaluation:– Which fruit is better for you and why?

Step 1: Break up into groups of 4-5.Step 2: Using the fruit bar, design a question at each level of blooms taxonomy.Step 3: Each group needs to choose a presenter. Step 4: : Present group ideas.

We need to reflect on…..We need to reflect on…..• What I am teaching today?

• Why am I teaching it?

• How can I work with instrumental leaders and my peers to improve teaching and learning?

Thank you for Thank you for attending!attending!

www.ncedtools.comwww.ncedtools.com

Thank you for Thank you for attending!attending!

www.ncedtools.comwww.ncedtools.com