Higher Order Thinking Questions. Lesson Plan Review. Purpose of the Review . To determine professional development needs for teachers in the area of lesson planning. To provide feedback, consistent across the District, on the lesson plans. To focus on higher order thinking skills questions. .
Lesson Plan Review
To determine professional development needs for teachers in the area of lesson planning.
To provide feedback, consistent across the District, on the lesson plans.
To focus on higher order thinking skills questions.
CAHSEE and CST questions are written primarily at the Apply, Analyze and Evaluate levels of Bloom’s Taxonomy.
Students must be able to think critically to be college and career ready in the 21st century.
The National Common Core Standards require students to think and perform at higher levels than ever before.
The six categories comprising the cognitive process dimension are comparable to the original six cognitive levels. The updated categories in order of increasing complexity are:
3. Procedural Knowledge – knowledge of “how to do something.” It includes knowledge of skills and algorithms, techniques and methods, as well as knowledge of the criteria used to determine and/or justify “when to do what” within specific domains and disciplines.
4. Metacognitive Knowledge – knowledge “about cognition in general as well as awareness of and knowledge about one’s own cognition.” It encompasses strategic knowledge; knowledge about cognitive tasks, including contextual and conditional knowledge; and self-knowledge.
Quality questions are the “muscles” of classroom instruction. As we build these muscles, we increase the power to lift our students’ learning and thinking to new heights. However, like powerful muscles, quality questions are seldom created by chance. Rather, we must craft them according to instructional purpose, content focus, desired cognitive level, learner needs and interests.
Source: Quality Questioning Research-Based Practice to Engage Every Learner –
Jackie Walsh and Beth Sattes