Promote Higher Order Thinking

8/13/2019 Promote Higher Order Thinking

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How To Promote Higher-Order Thinking In The Classroom:

Reflecting And Writing, Not Reciting And Reacting

with Reflection !"estions#

Lynne A. Hammann, Ph.D.

Objectives:To elicit and support higher-order thinking in the classroom

21stCentury Thinking Demans: The society of the 21st Century is a rapidlychanging one, presenting individuals with deluge of data !alpern,1""#, p$ %&'($ )ducational practices are changing focus from the a*ilityto remem*er and repeat information$$$+to *eing a*le to find it and useit ransford, rown, . Cocking, 2''', p$ &($

!hat "s Higher#Orer Thinking$Higher-Order Thinking Skills!/T0( includecritical thinking, concept

identification, concept mapping, decision making, creativity, convergentthinking, divergent thinking, pro*lem solving, pro*lem-*ased learning,transfer, making connections, metacognitive awareness, finding andevaluating information, comparing and contrasting

%te&s t' Pr'm'ting Higher#Orer Thinking:

1. Determine thinking &r'cesses y'u (ant y'ur stuents t' be 'ing:n any classroom, the level of thinking that occurs is influenced *y thelevel of uestions asked$ 3e can use particular uestions to inducewhatever specific thinking processes we wish$$$$critical-thinking uestionsinduce high-level cognitive processes, such as analysis of ideas,comparison and contrast, inference, prediction, evaluation, and the like4ing, 1""&, pp$ 15-1%($

2. )rame *uesti'n 'r &r'm&t using the re+evant verbs:

a. Use a learning taxonomy:

loom6s Ta7onomy : 4nowledge, Comprehension, 8pplication,Analysis,

Synthesis, Evaluation

8 Ta7onomy for 9earning, Teaching, and 8ssessing : emem*er,;nderstand, 8pply,Analyze, Evaluate, reate italici


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0euence3hat happened> !ow do you do$$$$>

Cause?)ffect3hat were the events that$$$>

@ro*lem?0olution3hat should *e done a*out$$$$>

Compare-Contrast!ow are A and B alike> different>

Pr'm&t -am&+esCom$are and contrastthe cognitive theories of @iaget and ygotsky$

analysis($Constr"cta lesson plan that includes *oth @iaget6s and ygotsky6s theory

synthesis($Choose the three most im$ortant concepts from either @iaget6s or

ygotsky6s theories evaluation($Createa lesson plan for your learners6 age and content area that includes@iaget6s and ygotsky6s theories as well as meets appropriateprofessional standards( create($

. C'nstruct the +earning activity:formal paper, informal?in-class reflectionpaper, small group activity to report or create DvisualD and shareE think-pair-shareE large-group concept map, large-group chart$

Learning Activities)ach small group will construct a concept map paper to show the three most

important concepts from @iaget6s or ygotsky6s theories$ Concept maps

will *e constructed on large newprint sheets and taped on the *oard withsides slightly overlapping$ )ach small group will share the reflecting andreasons, e7plaining the maps$ Then students will volunteer *e called on(to identify and mark connections among the maps from at least twodifferent groups$

0tudents will complete a large chart on the *oard or on newsprint( with thefollowing headings:8ge of learners, content area, @iaget6s Theory Concept, ygotsky6sTheory Concept$

Learning Outc'mes

9earners will *e engaged in active learning e$g$,( knowledge-transforming, knowledge-construction, concept formation$

9earners will use prior knowledge and connect with information they arelearning to make new knowledge ereiter . 0cardamalia, 1"#F($

9earners will *ecome Dmore active *uilders of their own knowledge in alldomains ereiter . 0cardamalia, 1"#F, p$ 5G5($

"or #urther $uestions, %lease &onta&t


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9ynne 8$ !ammann, @h$=$=epartment of )ducation . 0pecial )ducation

2'5C etan Center, GG2-%&G1Hansfield ;niversity

lhammannImansfield$edu

eferences

8nderson, 9$ 3$ and 4rathwohl, =$ $ 2''1($A taxonomy #or learning, tea&hing, and assessing: Arevision o# 'loom(s Taxonomy o# Edu&ational O!)e&tives$ Jew Bork: 9ongman$

ereiter, C$, and 0cardamalia, H$ 1"#F($ The %sy&hology o# *ritten &om%osition$ !illsdale, JK:9awrence )rl*aum, @u*lishers$

ransford, K$, rown, 8$$ 9$, and Cocking, C$ $ )ds$($ 2''1($Ho* %eo%le learn:'rain, mind, ex%erien&e, and s&hool. 3ashington, =$C: Jational 8cademy @ress$

runing, $!, 0chraw, L$K, and onning, $$ 1""1($ognitive %sy&hology and instru&tion5rd ed$(.Colum*us, /!: @rentice-!all$

!alpern, =$M$ 1""#($ Teaching critical thinking for transfer across domains: =ispositions, skills,structure training, and metacognitive monitoring$8merican @sychologist, &5, %%"-%&&$

!ammann, 9$ 8$ 2''&($+e#le&ting and riting, ot +ea&ting and +e&iting: romoting Higher-Order Thinking in the lassroom. @resented at Thirth-Mifth 8nnual Conference of Thenternational 0ociety for )7ploring Teaching and 9earning, Cocoa each, M9, /cto*er,2''&$

4ing, 8$ 1""&($ nuiring minds really do want to know: ;sing uestioning to teach criticalthinking, Tea&hing o# sy&hology, //, 15-1F$

0antrock, K$ 3$ 2''1, 2''%($ Edu&ational sy&hology 0/nd ed.1$ Jew Bork: HcLraw-!ill$

)M9)CT/J N;)0T/J0

n any classroom, the level of thinking that occurs is influenced *y the level ofuestions asked$ 3e can use particular uestions to induce whatever specificthinking processes we wish$$$$Critical-thinking uestions activate criticalthinking in *oth the uestioner and the responder$ Hore specifically, critical-thinking uestions induce high-level cognitive processes, such as analysis ofideas, comparison and contrast, inference, prediction, evaluation, and the like4ing, 1""&, pp$ 15-1%($

1$ 3hat uestions( do you still have after reading this chapter> )7plain whythe answers( to this are important$

2$ 3rite a one-page summary of the chapter own words($ 8fter thesummary, e7plain how the information in this chapter fits into the *igpicture of educational psychology$ )7plain *riefly 1?2 page( how?whythis strategy can support learning$

5$ dentify and discuss one new thing you learned from this chapter$ )7plainwhy an accurate understanding of this is important$

%$ dentify and discuss or one misconception that you had$ )7plain why anaccurate understanding of this misconception is important$

&$ ank the three most important concepts in this chapter$ )7plain why, aswell as why you have chosen this ranking$
mailto:[email protected]:[email protected]


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G$ =iscuss a connection that you see *etween a concept in this chapter anda concept from a previous chapter, including implications for your futurepractice$

F$ 3hat did you find in this chapter that you could use and?or apply toyourself as a learner>

#$ 3hat is the most important finding or conclusion from research study?set

of studies in the chapter> )7plain why$"$ Choose one of the =anielson domains and e7plain why?how the concepts

in this chapter relate to it may *e used twice with two differentdomains?standards($

1'$ 3hat research?concept?points( in this chapter should *e reuiredreading for all teachers> )7plain why$

11$ 3hat research?concept?points( in this chapter should *e reuiredreading for all parents> )7plain why$

12$ 3hat research?concept?points( in this chapter should *e reuiredreading for all administrators> )7plain why$

15$ 3hat research?concept?points( in this chapter should *e reuired

reading for all learners> )7plain why$1%$ 3hat reflection uestion?critical thinking uestion is not on this list

that you would like to answer> 3rite the uestion and the answer,e7plaining why this uestion is important$


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Promote Higher Order Thinking