MAKING INQUIRY H.O.T.Higher Order ThinkingLINE UPGroundingAcademic Vocabulary RevisitingWhat are some things you hope students will gain from a focus on academic vocabularyWhat are some strategies you are using to teach academic vocabulary!ince the last "#$ what are some of the challenges you%ve faced in teaching academic vocabularyOutcomes Objectives&ncreased awareness around in'uiry and higher order thinking skills to increase rigor in all content areas(uilding connections between (loom%s$ )ar*ano$ and +osta,ngage in using (loom%s-+osta%s strategies,ngage and e.perience writing higher order thinking skills 'uestions using (loom%s or +osta%s#efine what (loom%s-+osta looks like in the different content areasToday%s Outcomes and Ob/ectivesThe &n'uiry )ethod0The goal of the in'uiry method is to help students become more awareof the range of problem1solving and critical1thinking behaviors available to them and to improve their ability to apply these behaviors when they are confronted with a problem to which they have no ready answer23Art +ostaWhen students learn the ta.onomy of 'uestions this gives them a variety of ways to think about a problem in different ways2Wh Use I!"ui# $s $ Te$chi!% Metho&o'o%(Historically, state and national surveys indicate that approximately 80% of the questions K-12th grade students are exposed to are lower-level questionsn college this trend reverses, and students are as!ed to deal primarily "ith high-level critical questions!tandardi*ed tests have an increasing focus on analysis$ synthesis and evaluation2With high stakes testing$ in'uiry strategies become critical aspects of classroom instruction2)ar*ano Vocabulary Game&n your table groups$ work together to categori*e the different cognitive words into the different levels of (loom%s Ta.onomy on your poster paper2 The first team to categori*e all of their words correctly will win a pri*e4Creating(Evaluate)construct, create, design, Evaluating(Synthesis)defend, judge, valueAnalyzing(Analyze)compare, contrast, criticizeApplying(Application)interpret, illustrate, solveUnderstanding(Comprehension)describe, discuss, explainRemembering(Knowledge)define, duplicate, list(loom%s Ta.onomy(loom%s Ta.onomyEvaluateSynthesisAnalysisApplicationComprehensionKnowledgeCreatingEvaluatingAnalyzingApplyingnderstanding!emembering"loom#s $axonomy is a multi%tiered model of classifying thin&ing by six cognitive levels of complexity' (irst created in the )*+,#s, "loom#s $axonomy was revised in the )**,#s in an attempt to ma&e it more relevant for -)st century students and teachers' .ld /ersion !evised /ersion0ouns /erbs(loom%s Ta.onomyCreating1 Can the student create new product or point of view2 assemble, construct, create, design, develop, formulate, write Evaluating1 Can the student justify a stand or decision2 appraise, argue, defend, judge, select, support, value, evaluate Analyzing1 Can the student distinguish between the different parts2 appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, 3uestion, test Applying1 Can the student use the information in a new way2 choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, s&etch, solve, use, write Understanding: Can the student explain ideas or concepts2 classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase Remembering: Can the student recall or remember the information2 define, duplicate, list, memorize, recall, repeat, reproduce state +osta%s 5evels of 6uestioningLE)EL * + ,oo- O!'The answer can be found in the text (either directly or indirectly).Texts include books, lectures, or straight from the horses mouth.This type of question is very concrete and pertains only to the text; it asks for facts about what has been heard or read.Information is recalled in the exact manner/form it was heard.+osta%s 5evels of 6uestioningLE)EL . / ,oo- 0 ,#$i!The answer can be inferred from the text.

This type question, although more abstract than a level onequestion, still relies on the facts.With a level two question, thebrain has to use the facts.Answers combine information in a newway. Information can be broken down into parts; it involves examining in detail, analyzing motives or causes, making inferences, finding information to support generalizations or decision-making.+osta%s 5evels of 6uestioningLE)EL 1 / ,#$i! O!'The answer goes beyond the text.This type of question is abstract and does not pertain directly to the text.These questions ask that judgments be made from information.They also give opinions about issues, judge the validity of ideas or other products and justify opinions and ideas.+osta%s 5evels of 6uestioning4evel .ne15efiningScanning5escribing!eciting6dentifying.bserving4isting0aming78hat is the definition of 9lunar eclipse2: ;definition%+y