Using Cooperative Learning to Encourage Higher Order Thinking

Dunklin R-V School District

New Teacher OrientationAugust 15, 2007

Facilitated by: Kelly Nockerts, IC @ HHS

Table of Contents

• Graphic Organizer for Today’s Workshop……………..……1• What is Higher Order Thinking?

– Bloom’s Taxonomy………………………..……...……...2– Webb’s Depth of Knowledge (DOK) Levels…………..3

• Questions to Engage Students’ Thinking Skills……............4-5

• What is Cooperative Learning?....................................................6

• Using Question Cards: Strategy Summaries..………………..7– Rally Coach……………………………………...…..........8

• Rally Coach Template………..……………............9– Fan-N-Pick (Question Cards) …………...…..........10-11– Cubing Template.…...…………………………......…....12– Numbered Heads Together

• Journal Template……………………………........13• Question Starters Template……………….…….14

• Strategies to Extend Student Thinking………..........………15

• Organizing Students into Teams...............................................16– St. Louis City Partners…………………………………17

• References…………………………………………….……….18

Graphic Organizer for Today’s Workshop

1

Strategy Why use it? How can I use it in my classroom?

Rally Coach

Fan

N Pick

Cubing

Numbered Heads Together

Bloom’s Taxonomy

Knowledge

observation and recall of information knowledge of dates, events, places knowledge of major ideas mastery of subject matter Question Cues:

list, define, tell, describe, identify, show, label, collect, examine, tabulate, quote, name, who, when, where

Comprehension

understanding information grasp meaning translate knowledge into new context interpret facts, compare, contrast order, group, infer causes predict consequences Question Cues:

summarize, describe, interpret, contrast, predict, associate, distinguish, estimate, differentiate, discuss, extend

Application

use information use methods, concepts, theories in new situations solve problems using required skills or knowledge Questions Cues:

apply, demonstrate, calculate, complete, illustrate, show, solve, examine, modify, relate, change, classify, experiment, discover

Analysis

seeing patterns organization of parts recognition of hidden meanings identification of components Question Cues:

analyze, separate, order, explain, connect, classify, arrange, divide, compare, select, explain, infer

Synthesis

use old ideas to create new ones generalize from given facts relate knowledge from several areas predict, draw conclusions Question Cues:

combine, integrate, modify, rearrange, substitute, plan, create, design, invent, what if?, compose, formulate, prepare, generalize, rewrite

Evaluation

compare and discriminate between ideas assess value of theories, presentations make choices based on reasoned argument verify value of evidence recognize subjectivity Question Cues

assess, decide, rank, grade, test, measure, recommend, convince, select, judge, explain, discriminate, support, conclude, compare, summarize

2

Webb’s Depth of Knowledge

(DOK) Levels

3

Level 1 (recall) requires simple recall of such information as a fact, definition, term, or simple procedure.

Level 2 (skill/concept) involves some mental skills, concepts, or processing beyond a habitual response; students must make some decisions about how to approach a problem or activity. Keywords distinguishing a Level 2 item include classify, organize, estimate, collect data, and compare data.

Level 3 (strategic thinking) requires reasoning, planning, using evidence, and thinking at a higher level.

Level 4 (extended thinking) requires complex reasoning, planning, developing, and thinking, most likely over an extended time. Cognitive demands are high, and students are required to make connections both within and among subject domains.

Questions to Engage Thinking Skills

AnalyzingHow could you break down…?What components…?What qualities/characteristics…?ApplyingHow is____and example of…?What practical applications…?What examples…?How could you use…?How does this apply to…?In your life, how would you apply…?AssessingBy what criteria would you assess…?What grade would you give…?How could you improve…?Augmenting/ElaboratingWhat ideas might you add to…?What more can you say about…?Categorizing/Classifying/OrganizingHow might you classify…?If you were going to categorize…?Comparing/ContrastingHow are ____ and ____ alike?What similarities…?What are the differences between …?How is ___ different…?Connecting/AssociatingWhat do you already know about…?What connections can you make

between…?What things do you think of when you

think of…?Decision-MakingHow would you decide…?If you had to choose between…?

DefiningHow would you define…?In your own words, what is…?Describing/SummarizingHow could you describe/summarize …?If you were a reporter, how would you

describe…?Determining Cause & EffectWhat is the cause of…?How does ___effect ___?What impact might…?Drawing Conclusions/Inferring

ConsequencesWhat conclusions can you draw from…?What would happen if…?What would have happened if…?If you changed ___, what might happen?EliminatingWhat part of ___ might you eliminate?How could you get rid of…?EvaluatingWhat is your opinion about…?Do you prefer…?Would you rather…?What is your favorite…?Do you agree or disagree…?What are the positive and negative aspects

of…?What are the advantages/disadvantages

of…?If you were a judge…?On a scale of 1-10, how would you rate…?What is the most important…?Is it better or worse…?ExplainingHow can you explain…?What factors might explain…? 4

Questions to Engage Thinking Skills

ExperimentingHow could you test...?What experiment could you do to…?GeneralizingWhat general rule can…?What principle could you apply…?What can you say about all…?InterpretingWhy is ___ important?What is the significance of…?What role…?What is the moral of…?InventingWhat could you invent to…?What machine could…?InvestigatingHow could you find out more about…?If you wanted to know about…?Making AnalogiesHow is ___ like ___?What analogy can you invent for…”ObservingWhat observations did you make about…?What changes…?PatterningWhat patterns can you find…?How would you describe the organization

of…?PlanningWhat preparations would you…?Predicting/HypothesizingWhat would you predict…?What is your theory about…?If you were going to guess…?

PrioritizingWhat is more important…?How might you prioritize…?Problem-SolvingHow would you approach the problem?What are some possible solutions to…?Reducing/SimplifyingIn a word, how would you describe…?How can you simplify…?Reflecting/MetacognitionWhat would you think if…?How can you describe what you were

thinking when…?RelatingHow is ___ related to ___?What is the relationship between…?How does ___ depend on ___?Reversing/InversingWhat is the opposite of…?Role-Taking/EmpathizingIf you were (someone/something else)…?How would you feel if…?SequencingHow could you put… in order?What steps are involved in…? SubstitutingWhat could have been used instead of…?What else could you use for…?What might you substitute for…?What is another way…? SymbolizingHow could you draw…?What symbol best represents…? SynthesizingHow could you combine…? 5

What is Cooperative Learning?

• Key Concepts

– ____________

– _________

– _______________

– ________

– PIES

– ________________ ________________

– _____ _________________ __________

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P Positive __________________

IIndividual _____________________

EEqual _______________________

SSimultaneous __________________

Using Question CardsRally Coach

– Each partner pair gets a set of ________________ __________.

– Student __ ________ the question out loud to student B.– Student __ _______________ (you may want students to

record their answers.)– Student __ _______, ________________, & ___________ B’s

answer.– Partners ___________ _________ asking and answering

each question.– Variation: use white boards to work out answers.

Fan-N-Pick– Student One ________ cards– Student Two __________ a card & ____________ it aloud to the team.– Student Three gives an ____________ after _____ ___________ of think

time.– After another _____ ____________ of think time, student Four

__________________, ______________, or _________ to the answer given.

– Student ___________ roles.

Cubing– Players take turn ____________ the question cube.– The player who rolls the cube thinks for _____ _____________, then

___________ the “thinking question” (TQ) that is face up.– Other plays add to the discussion. While the TQ is discussed, the

person who rolled the dice acts as the _______________ & ___________________ the conversation before the next player rolls the cube.

• Variation: use Fan-n-Pick rules• Variation: Students create a mind map as they discuss.

Numbered Heads Together– Students _____________ _____ in their team (each team is numbered)– Teacher poses a _______________.– Students ____________ the question so that everyone is able to

answer.– Teacher calls a _____________ ___________ & a ______________

______________.– The student ____________ & ______________ what his or her team

discussed.

Follow-Up Writing Activity– Students __________ ___________ ____________ ________ and make a

journal entry or use the question as the prompt for an essay or creative writing assignment.

– Students ____________ their writing with a partner or in turn with teammates.

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Rally Coach

Name__________________

Date_____________

Name__________________

Date_____________

A grandfather had 3 grandchildren. He bought each grandchild a pair of mittens. How many mittens did he buy?

Write an equation for each question and solve it.

Write an equation for each question and solve it.

A girl saw 10 snowmen on her way home from school. Two had red hats, the others had green hats. How many snowmen had green hats?

Molly waited for her son at the bus stop. She saw eighteen eyes on the bus. How many people were on the bus?

There were five children sledding on the hill. How many legs did the children have all total?

There were 24 cookies in the container. The three Johnson children each wanted some. What is the most amount of cookies each child could have if they split them evenly?

Lauren had fifteen dolls. Her mother told her she could only keep ten dolls because they were taking up too much space. How many dolls did Lauren get rid of?

Write your own story problem here and solve it.

Write your own story problem here and solve it.

Write your own story problem here and solve it.

Write your own story problem here and solve it.

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Rally Coach

Name__________________

Date_____________

Name__________________

Date_____________

9

10

Historical CharacterQuestion Cards

If the character were alive now, what might he or she accomplish

today?

How is this character like or

unlike you?

This character has come back to visit the president of the U.S. What advice

might the character give him?

How might the world be different

today if this character never

lived?

One’s values are revealed by one’s

actions. What is the most important

value reflected by the actions of this

person?

Consider the

accomplishments of this character. If

you were this character, of what accomplishment

would you be most proud? Why?

If you could ask this person two questions, what would they be?

Why do you want to ask them?

This person has been granted three wishes to change

today’s world. What might they

be?

If there were one action of this

person you could change, what

would it be? Why?

1 2 3

4 5 6

7 8 9

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Historical CharacterQuestion Cards

Describe the physical

characteristics of this person. If you could change one, which one would

you change? Why?

If the character took a two-week vacation today,

where might he or she choose to go

and why?

You have been granted one day to go back in history

to become this person. What would you do differently?

Suppose this person were

transported to the middle of World War II. What role might he/she play?

This person sits at

home alone writing in a diary. He or

she starts to write, “The one thing that

bothers me the most…” Finish the idea and tell why.

You’ve been granted special

powers that make you invisible and

let you travel through time. What event in the life of

the character would you choose to

observe? Why?

You have opened a letter written to this character’s

best friend. It says, “My greatest regret

is…” Finish this sentence and tell

why.

16 17 18

13 14 15

10 11 12

Cubing Template

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13

Historical CharacterJournal Writing Question

Write your response to the question below. Be ready to share your response.

Question:__________________________________________

_____________________________________________

_____________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

____________________________________________________________

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_____________________________________________________

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___________________________________________________

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Historical CharacterQuestion Starters

Use the question starters below to create complete questions. Send your questions to a partner or to another

team to answer.1. At what point

_______________________________

_____________________________________________

2. What characteristics

__________________________

_____________________________________________

3. If you were this character

______________________

_____________________________________________

4. What is another way

__________________________

_____________________________________________

5. What influence

______________________________

_____________________________________________

6. How could you summarize

____________________

_____________________________________________

Strategies to Extend Student Thinking

• Call on students randomly (not just those who raise their hands.)

• Remember “wait time” (ten to twenty seconds following a “higher level” question.)

• Ask follow-ups (“Why?” “Do you agree?” “Can you elaborate?” “Can you give an example?”)

• Withhold judgment by responding to student answers in a non-evaluative fashion (“Thank you.” “Thanks for sharing.”)

• Ask for summary to promote active listening (“Could you please summarize Mike’s point?”)

• Survey the class (“How many people agree with the author’s point of view?”)

• Allow for student calling (“Ashley, will you please call on someone else to respond?”)

• Play devil’s advocate (require students to defend their reasoning against different points of view.)

• Ask students to “unpack their thinking” and describe how they arrived at an answer (Think-aloud.)

• Student questioning (let students develop their own questions.)

• Cue student responses (“There is not a single correct answer for this question, I want you to consider alternatives.”)

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Organizing Students into Cooperative Teams

• Wagon Wheel:

• St. Louis City Partners:

16

BillyTrisha

BradMelissa

Sam

Kim

Brittney

Aaron

Kelly

Mike T

.

Gary

Rachel

ShannonSharne

Am

andaC

had

EmilyKelsey

ZachEthan

Tim

Kayla

Joe

Ashley

Step

hSa

raC

hris

Cha

rlie

Em

ma

Lea

h

Jasm

ine

Mik

e A

.

Jay

Aisha

St. Louis City Partners

1. ____________________________The Arch

2. ____________________________Busch Stadium

3. ____________________________Soulard Market

4. ____________________________Forest Park

5. ____________________________Laclede’s Landing

6. ____________________________Botanical Gardens

7. ____________________________Fox Theater

8. ____________________________Powell Symphony Hall

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References

Bloom, Benjamin. Taxonomy of educational objectives: The classification of educational goals: Handbook I, cognitive domain. New York ; Toronto: Longmans, Green. 1956.

Kagan, Spencer. Cooperative Learning. San Clemente, CA: Kagan Publishing. 1994.

Kagan, Spencer. Thinking Questions for Primary Literature. San Clemente, CA: Kagan Publishing. 1994.

Kagan, Spencer. Thinking Questions for Social Studies. San Clemente, CA: Kagan Publishing. 1994.

Taylor, T. Roger. Strategies to Extend Student Thinking. www.dist102. k12.il.us/resources/staffresources/igapisat/think.htm

Webb, Norman. University of Wisconsin Center for Education Research. (Accessed via dese.missouri.gov/divimprove/sia/ msip/DOK_ Chart.pdf)

*For more information about cooperative learning,

and to access many of these strategies, templates,

and handouts, please visit NoxEduK8n.1faculty.com.

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