DEVELOPING HIGHER-ORDER THINKING SKILLS. ELA Professional development. NUMBERED HEADS TOGETHER. 1. Each member should “count off” from 1-3 – that is your number. 2. Think about your response to the following quote for 1 minute. Do you agree or disagree? What makes you think as you do?
Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.
ELA Professional development
1. Each member should “count off” from 1-3 – that is your number.
2. Think about your response to the following quote for 1 minute. Do you agree or disagree? What makes you think as you do?
QUOTE: “Although most teachers learned about Bloom's Taxonomy (Bloom, 1956) during their preparation courses, many seldom challenge students beyond the first two levels of cognition: knowledge and comprehension.”
Click on the picture to take you to the Common Core Principles page
Explore some of the resources listed on the page – save or bookmark those that you think will be helpful in developing an INQUIRY-BASED lesson
that works toward HIGHER-LEVEL THINKING SKILLS.
the Questions and their connection to higher-order thinking skills
nurturing and effective questions
Share HOW some of the questioning/inquiry approaches might work for
YOU – as a teacher
YOUR STUDENTS – as they learn to become INQUIRERS
Questions do not occur in a vacuum – so how can we structure ASSIGNMENTS
to connect to the STANDARDS
to connect to the QUESTIONS
to connect to BLOOM’S?
Share those with your group and how you would use wait time, require all students to participate and answer, and provide a safe environment (Use at least one of the resources on the Collaboration Page at Commoncoreprinciples.com or offer your own collaborative activity!)
What questions might we ask students as they write an explanation of their final product and how it connects to the standards?
Think about using a STATEMENT OF INTENT after creative assignments – they assure accountability and give the students a chance to then analyze and evaluate their own word and then create text to explain their ideas and methods.
An ACTIVE READING STRATEGY of your own –