Higher order thinking or the process for critical thinking is always a key strategy to any classroom that is building an environment for academic growth. As a previous teacher, I would always look for ways to promote and push critical thinking in my class. An example of pushing an activity from low-level to higher level would be to have a scholar answer a math computation problem, demonstrate how they came to their answer, justify and support their answer with reasoning, apply that strategy to answering a different math problem and lastly, have the scholar create their own math problem using those processes. These activities will not only showcase the scholars true understanding of the math problem itself, these activities will also push and challenge the scholars thinking as well.
The traits that you look for in a scholar who is thinking at a higher level is reflective thinking. Scholars who are thinking on a higher level often reflect out loud the strategies they are using to solve a problem or analyze a reading passage. Another trait is clear and concise communication. Scholar who think highly will be able to clearly communicate the steps in which they took in order to solve the problem they were given and provide reasoning behind that as well.
That is so true. I would add that when scholars are explaining or writing down the processes to solve a problem would be evidenced by the use of appropriate academic language and terminology when answering either verbally or in written form. They could further show higher-level thinking by creating their own real-world problem that utilizes the skill or concept that is being taught.
wait time is one type of evidence that they are thinking at higher level. critiquing themselves and classmates in a positive and thoughtful manner. students enjoy open ended assignments and questions and feel free to share and express ideas and feelings.
I love that creativity is discussed so much in this chapter. Choir and Fine Arts are all about creativity and have long been a place for students to feel, express, explore, produce and create when other classes didn't. Exciting to see that we are placing a strong emphasize on this. Also want to give students more choice and time to dig deeper into a song or subject.
Some of the traits I will look for to determine that our scholars are working and thinking at higher levels will be the ability to reflect on their processes and learning to determine if changes need to be made. Also, spending time grappling with a task that has more than one solution. The take away I have from this chapter is the break down of the cognitive processes. The information given has provided me with such a deeper understanding already and we are only in chapter 2. I look forward to reading more.
The traits that I will be looking for this fall is from my scholars are Differentiating, organizing, and checking. Students show higher level thinking skills if they are able to find a different or multiple possible ways to solve a problem.
I will also be looking at my scholars' organizational skills. Can they put information together so that it is meaningful and understandable to not only them, but their teacher and peers and well. A higher-level thinking scholar should be able to evaluate their work and see if it is logical and makes sense and if not, be able to analyze their work to find their mistake.
One takeaway that I got from reading this chapter is that I should make sure that the students have a good grasp of lower level thinking skills while modeling higher level thinking skills at the same time. I know that due to the last year and a half of remote learning that I must have high, but realistic expectations and exhibit patience and flexibility to meet my scholars where they are at both educationally and emotionally.
Frederick E. Pittman 4th/5th Grade Math & Science Higher Institute of Arts & Technology
One of my favorite things to do is have my scholars explain to me how they solved a problem. If they are able to explain it to me, they have a better unederstanding of the process. We don't all think the same way. Having them show different ways of coming up with a solution is amazing, espeially for first graders. They must feel safe to explain themselves. I demonstrate, not always on purpose, how I make mistakes and that it is ok. Jenelle Miller PLAS@103
I love how you mentioned, "They must feel safe to explain themselves. I demonstrate, not always on purpose, how I make mistakes and that it is ok." That's why your scholars do so well in the art room... they are not afraid to try something new & make mistakes... I love to hear them remind each other, "...if you make a mistake, it means you are learning & growing!" Janine Shafer PLA @103
I agree with you, as a TA I will follow the process and then establish small group instruction. I evaluate each student in the 1st grade level in order to reach a high level abilities. Without getting to know each student I am able to identify how I am going to ask questions.
I love having my scholars tell me how they solved a problem. Especially when they explain it in a way that I didn't teach. It shows they are using critical thinking skills to come up with a solution on their own. It is then exciting to have them share with the class so everyone has a chance to add that skill to their tool box.
I agree with you as well, scholars need to feel safe to explain/express themselves. I totally agree that everyone learns different and allowing them to explain and give answers without being afraid especially in the younger grades.
Scholars who think at higher leverls often need more time to respond to questions. I must give them time to be reflective as they prepare to answer questions. Therefore, I must ask that one question that allows scholars to use their depth of knowledge in responding.
My takeaway from this chapter is the importance of teaching to every learning style in the classroom, which would allow each scholar to reach his/her own depth of knowledge in responding to questions.
Dr. Deborah Godwin-Starks 5th Grade Teacher Timothy L Johnson Academy
Great Point! Having scholars practice processing their thoughts,giving reflection time, wait time to respond, ask/ answer questions is very important when promoting scholars to think at a higher level. This will help engage scholars in the process of applying old/ new knowledge, making connections between facts, and with manipulating new information to make sense of learning.
I totally agreed that we must give scholars more time to answer the questions. This is one thing that I have taken away that I'm allowing enough time for them to answer.
Traits I will look for in my scholars are creatively thinking and exploring different ways to think about the topics we are learning about in class. I also agree that reflection is important. One takeaway from this chapter I had was having students use rubrics on their own work to show reflection and see how they could do things differently next time to grow.
One of the things I want to do next year is at the end of the day ask my scholars questions that will allow them to reflect on what they learned that day, what surprised them, what they already know....
Kaylee, I agree with the use of rubrics. When scholars know the expectation of the assignment ahead of time, they tend to be more effective in completing their work. It's also good for teachers to provide samples of high quality work.
I noticed when scholars review and discuss the rubric and have them practice using the rubric with example products prior to creating their projects that they're more invested in the project and are more likely to create exemplar pieces. Front loading the expectations allows them to think about the process and production of a project.
I currently use a Rubric when my scholars are writing. This has really helped my scholars improve, they know what the expectation are have the opportunity to self correct. Which enable them to turn in higher quality work.
I think creating a classroom where students feel safe and is very important. Once, that is established I think I need to give me students more time to think before they respond. I am always looking for ways to challenge my students to think more deeply about a concept. I like to have students explain to other scholars how they solved a problem or strategies they use to solve the problem. The three that I like to focus on are inferring, summarizing and classifying. Inferring requires them to use their background knowledge and using the evidence that they are given to make a conclusion. I like my scholars to make predictions on what they think is happening or will happen based on the text. Summarizing I like for students to write a summary with only the key points. This helps them to decide which is not important information and which is important to write. Last, classifying is great with vocabulary and math. With vocabulary to classify the words by form of speech, antonyms, synonyms, and other ways that they are similar. Math is great to classify greater then, less than, odd, even, using addition or subtraction.
When we are supporting our scholars with disabilities in our schools, it is important to remember that often times they may have been subject to low expectations.
In order to have scholars engage in higher levels lessons we have to believe in their abilities first.
My takeaway from the chapter 2 of the book is that blooms taxonomy is a framework in which teachers should build differentiated instruction to then ensure all scholars progress is maximized.
I agree, which is one of the reasons why I support inclusion when at all possible. Not only does inclusion benefit the regular ed. scholars, but it also allows scholars with disabilities to be exposed to the skills we expect regular ed scholars to learn. Scholars with disabilities constantly surprise me with their insights that everyone else has missed. When given the opportunity these students are just as capable - just in a different way. Teaching in an inclusion classroom as the reg. ed. teacher has been the biggest blessing of my career!
I don't think "low order thinking questions" are all bad. I view them as stepping stones to get to the high order thinking question - where I want them thinking, pausing, collaborating with their peers and coming up with different questions. I tell my scholars that they don't have to guess in Math they can always find the answer - I love Math for that reason. But, when I follow up their answer with 'How do you know that?' or 'How did you get that answer?' I've now made it a more cognitively demanding exercise. I also get a window into why they may be making mistakes and exactly how I can help them. I like the emphasis on H.O.T.S. These skills aren't just the newest trend in education to me. They are a way to ensure that my students have the skills needed to succeed in a world I can only imagine. Why else would I do what I do?
I love that you said "low order thinking questions is not all bad and that is a stepping stone to higher order thinking." I feel that "low order thinking questions" is not bad at all honestly especially after the pandemic. You have to start somewhere and it definitely is a stepping stone into the right direction which is getting the scholars to think more.
Evidence that scholars are working & thinking at a higher level: After scholars see an example of a technique in a work from a famous artist/author or another scholar, they practice that technique, while watching me by “Applying” what they “Remember & Understand”. Next, they decide/“Analyze” how they will use that technique to better communicate to the viewer. As they use their rubric/directions they will “Evaluate”/discuss/reflect/critiquing as they “Create/produce” their original/unique works using the skills/techniques practiced.
Takeaway from this chapter: The quote by Chinmayananda Saraswati at the beginning of this chapter says it all, “Children are not vessels to be filled, but lamps to be lit.” That is the most joyous time during my teaching day… when I see scholars' lamps being lit and their light/inspiration is shared with others. Janine Shafer PLA@103
Music education was particularly tough this last year. First, for the obvious, pandemic related, reasons. However, some of the main feeder elementary schools to our middle/high school do not have music education. This means that most of the scholars do not have a background in music basics...which means that many of the higher level thinking skills were difficult for scholars.
One such example that I hope to remedy in this next year was simply asking scholar to critic their own favorite musicians. When asked what they liked about "insert artist's name here", scholars could not articulate anything other just "their are good/the best". The most common response was just that they were "real/relatable". While this is a good reason, it was all the scholars could say about the performer. They simply lacked the knowledge and vocabulary to say more. I hope this can change over the next year, allowing for a higher level critic of not only their favorite musicians, but the ability to articulate quality of other musicians and their music...good or bad.
My big takeaway from the chapter was the idea of "creating". In a music performance based classroom (like band and choir) it would seem that the performance is creating...however, in these classrooms, especially at the early stages our music program is in, the 'performances' are usually just trying to play, verbatim, what is on the page in front of them. I will want to try and find a way to make sure they are learning the basics of performance, through the more low level performance, but also see what I can do to try and encourage true creative performances.
I am a firm believer that society needs to adapt to our current age. Evaluating a model from 1950 and making updates to it makes sense to me. Education has proven over many years to make too many changes. Anderson and Krathwhol (2001) gets this one right. My takeaway from this chapter was the one sentence..."teachers must improve lesson planning of curriculum and the delivery of their instruction". I say this at every staff meeting. We provided PD this past year relating to higher level thinking. Teachers have to plan ahead of time in order to get the most bang for their buck.
Planning ahead is definitely important. Yes, sometimes great higher order thinking questions can pop up at random, but we have a better opportunity to harness that higher level instruction and thinking if we've planned ahead. Reflecting on our teaching is a good way to better prepare the next time.
Wow!!! A lot of good information in this chapter. I liked the Blooms revised. Some of the examples they gave at each level reassured me that most teachers are right where they need to be.
I like how the Blooms revised goes along with Higher Order Thinks Skills(HOTS). As a math person, I always use the example of you must know how to add before you can subtract. You must know how to multiply before you can divide. Starting with the remembering level, scholars gather the information they need to get them to the next level and so on.
I also enjoyed some of the suggestions they recommended at each level, some of which I used when I was I was classroom teacher, so many years ago.
I think good teachers are teaching at all levels, yet they might not know it. This is a good refresher for teachers to remind them of what level each assignment is and to spend time assessing their own assessments to get scholars to the next level. They also need to remember that it takes time and a good base of information to get to the higher levels.
Alec Mayer, Assistant Principal, PLA93, Indianapolis, IN
Wow!!! A lot of good information in this chapter. I liked the Blooms revised. Some of the examples they gave at each level reassured me that most teachers are right where they need to be.
I like how the Blooms revised goes along with Higher Order Thinks Skills(HOTS). As a math person, I always use the example of you must know how to add before you can subtract. You must know how to multiply before you can divide. Starting with the remembering level, scholars gather the information they need to get them to the next level and so on.
I also enjoyed some of the suggestions they recommended at each level, some of which I used when I was I was classroom teacher, so many years ago.
I think good teachers are teaching at all levels, yet they might not know it. This is a good refresher for teachers to remind them of what level each assignment is and to spend time assessing their own assessments to get scholars to the next level. They also need to remember that it takes time and a good base of information to get to the higher levels.
Alec Mayer, Assistant Principal, PLA93, Indianapolis, IN
One way I can work on moving scholars beyond memorizing facts or knowledge, to a higher order/ level of thinking, is by asking scholars questions at the beginning of a reading unit or topic. Scholars can use words they already know from a created chart. Then I could have provide scholars with readings to explore and dive deeper. Scholars could find facts or make connections using what they already know, and apply the new information learned to create new ways of finding/ solving problems.
Amanda Rouse, PLA@103 While memorizing math facts and sight words IS important and can greatly help scholars in other areas, these skills on their own aren't indicative of higher order thinking or teaching. In my scholars, I look for (and model) building on previous ideas, clarity of guidelines, consistent feedback and learning from it, practice, errors, learning from our mistakes, and applying our learning to realistic and/or real problems (the realistic vs real problems was interesting in this chapter.) I feel that our scholars (and many of us as adults) are in need of learning that mistakes help us learn and grow, mistakes aren't bad or to be ashamed of. I really liked the "Seeing the Big Picture" section on page 19. "Notice that as students work at the higher levels...the associated tasks typically require more of students and will take longer for them to complete...So, if you ask a question and hands immediately go up in your classroom to answer the question, your question was probably a low-level one."
I enjoyed the revision of Bloom's Taxonomy that was in this chapter, especially within the highest levels of thinking. One goal now have for myself is to get deeper into Create level of thinking and apply more real knowledge.
In my classroom there are a few signs I look for for higher level thinking. One if processing or thinking time. Asking higher order questions and tasks require more time to think and plan. Like the book says when students' hands go up immediately then it is probably not a high order question. Something else I look for is a productive struggle. I think it shows evidence of applying knowledge when students use their previous knowledge to find a solution to a problem. I also have students provide evidence as to how they got their answer and I have their classmates check with them to see if they used the same method or a different one.
Something I took away from this chapter was using more of the three steps in the create process of generating, planning, and producing.
Some of the traits that I look for in scholars to indicate that they are thinking at higher levels is: their need for an increase in wait time, original/out of the box thoughts and responses, courage to make mistakes, and willingness to share their ideas with others.
My takeaway from Chapter 2 is Stobaugh's quote "...creativity involves having students organize information in a new way to design a product." (p.17) As a special area teacher that sees my scholars once a week, the Create level can be a little more challenging, since it inherently requires longer periods of time over multiple class periods. On p. 18, the author notes that one of Reeves' eight dimensions of creative thought is products and lists the example of blogs. This reminded me of when I used Padlet as a classroom teacher. Next year, I would like to use Padlet for scholars to respond to our text for the week. They are able to comment on each other's posts, but it also allows the moderator to approve posts prior to actually posting.
There are several areas in which I want to see improvement in my scholars in relation to this chapter.
Summarizing has long been an issue in my classroom. Scholars struggle to share the quick details of a story, instead, they want to share every detail. We talk about the difference in summarizing and retelling on a weekly basis.
I think interpreting is another big one for my class. They often struggle to find the meaning of what the text is saying. When we take our Edulastic tests and they are asked to write short answers to questions, we have a really hard time doing so even while using the R.A.C.E (restate, answer, cite, and explain) method.
One huge area of improvement for me as a teacher is to make my reading lessons more engaging in order to illicit the HOT questions and higher level thinking within my classroom.
Oh my goodness. You are so right. My 4th graders want to say everything. We talk about how not everything is amain idea but they are just details to make a story sound better.
I think them writing their own piece might help. When they write,they miss how to add the details but when they read they see all details as major. I think this might help to push them to see that they wanted us to know X but they told us about Y and Z at the same time.
I like that you pointed our summarizing vs retelling! My students always want to retell every detail, even if I’m only asking for something specific. Brittany Connett PLA@93
I was thinking as I was reading this chapter about a Science Fair project. We start the year off learning the basics of science and scientists. The we turn all that basic info into a large create type skill in the Science Fair project. We haven't done these at my school since I've been there in 3 years. So, with another teacher's help, we are not only going to push our students into the higher level of thinking, but they will mentor other lower grades in their basic thinking. Which the will push our students into higher levels too.
I will look for wait time, and questioning what they have learned or what I have taught. I don't take their questions offensively, but use it to push their thinking.
I will know my students are thinking on a higher level by the time that it takes them to complete a task. If they are able to quickly answer a question, or complete a task, then chances are, it was probably a low-level task. However, if they are having to really stop and think about a task they are completing, collaborate with others, ask questions, etc.; this probably means they are working on a higher level.
My takeaway from this chapter is that I need to look over some of my lower level tasks, to see how I can incorporate more student choice and more opportunity for higher level thinking instead.
Traits that I look for students to show that they are thinking at higher levels are reflecting and explaining their work. Thinking in terms of math word problems allowing students to grapple with their own methods for solving a problem then coming back to allow them to explain to others how they solved it and why they did it that particular way. And in turn allowing other students to critique and compare the way other students have solved the problem.
My takeaway from this chapter is that I need to work on taking my lower level tasks and turning them into higher level thinking tasks, especially in reading.
I love listening and watching the little ones explain and learn using their way of learning. If they can explain their answer or teach other scholars and different ways is always the best.
I think the big takeaway from the chapter is the understanding level. I really enjoyed reading all the different examples it gave me for things scholars can do to help with each level. There were so many and reading through them helps me understand the whole thinking and learning process of all scholars. I can't wait to try some of the activities that were listed. I also think having scholars explain their ways of how they solved problems or questions really helps them understand the assignment or task.
I agree with you! I believe the understand level can really help excel students in the ways they can absorb and learn new information. I was also excited to try these activities they listed to help students understand and get excited to learn new information.
Teresa Jones, 1st grade teacher at TLJA in Fort Wayne
Traits that show my scholars are thinking at higher levels are thinking outside the box, trying to find real world application, possibly disagreeing with another scholars thinking, questions that at first glance may seem off-task or silly, insisting on doing it "their way", being upset by when they do a problem twice and get different answers, trying to teach other scholars, and revisiting one of their ideas after they learn more about a subject.
My takeaway from this chapter is that I need to make sure my scholars have the time they need to do the higher-level thinking. Time is something I always feel short on as a teacher. There is always so much material to cover. However, I need to really value the time that it takes to have higher-level discussions.
I agree with you. It seems that teachers have to try to get so much information covered that assignments end up being short quick assignments. This chapter states that time is important for higher level work, therefore we will have to slow down and give the students higher level assignments that may take time.
Taylor Pritchard- PLA 103 One trait to look for is, is the task promoting constructive conversation? If it is not promoting that constructive conversation it probably did not take much thought to answer, if it is you can walk around and listen to turn and talks or whatever discussion tactic you're using and hear students engaged in the conversations.
One big takeaway for me was also time! As teachers I feel as though we are always on a time crunch, when talking of higher level tasks the book states it could/even should take days to complete these activities and that is something I can now use to gauge the usefulness of the activities I come up with. If the activity only takes 10-15 minutes, is it really that beneficial to scholars?
When teaching the little ones like first grade, the lower levels of thinking are used a lot when teaching the early basic skills. I like to differentiate ways to learning those skills so you can reach all the learners in your classroom. Finding different and exciting ways to learn the basic skills so its not just memorizing the skill but applying the skill they are learning. By not just memorizing information but implementing that skills is more challenging and gives the scholars variety and choices in learning.
The takeaway from this chapter I would like to implement more opportunity for my scholars to produce and implement a product on something they are learning. This will give the scholars a chance to demonstrate their way of learning and shows others scholars a different point of view.
I truly believe that the younger scholars, when nurtured, can be the most creative problem solvers. They may not have a vast amount of background knowledge, but they tend to look at the world with an eye that has not yet been limited by "conventional wisdom". They are willing to think outside the box without reservation, and are proud of what they accomplish. For a courageous teacher, this is an opportunity that is brimming with possibilities.
I will look for time as something to let me know if my students are thinking at a higher level. As this chapter stated, if students are answering quickly then I know it is lower level work. If my students have to sit and think about, or ask and discuss with peers about it then they are working at a higher level. I plan to add some things to a few projects to insure they are higher level projects.
The take away for me from this chapter was revisiting Bloom’s Taxonomy Revised table. It was good to just go back and read the breakdown of the Cognitive Processes. It helps to see what you have been doing and what you need to do.
Traits that show evidence that my scholars are thinking and working at higher level thinking would be their wait time when answering a question. I make sure that the questions I ask them involve them to use what they have learned and their own opinions to formulate an answer. Secondly, I like to have my students open up a dialogue about a question or questions. I want my students to hear others perspectives on they answered this question or on how they got to their answer. Lastly, I think that my students taking what they have learned and being able to use that information in a real world scenario. Whether this being them learning about simple machines and then creating a Rube Goldberg machine or explaining the process of paying taxes.
One takeaway from this chapter was the examples and charts that explained how Bloom's Taxonomy has been revised. It was nice to have each process broken down and then had examples of activities provided.
Jennifer Janusaitis- Thea Bowman Leadership Academy
After reading this chapter, I think the phrase of "several hands going up after a question" is going to stick with me. For me, I see that as an indicator of high engagement. However, I think it is a challenge for me to allow wait time and to challenge my scholars to think at a higher level. This can show engagement too, it just may take more time for scholars to be able to show their solution and thinking.
In my small groups with the fourth grade level, I also enjoy implementing questions that cause cognitive process of knowledge. We recognize the categories from Anderson and Krathwohl. Asking questions and getting involved with "Remember, Understand, Apply, Analyze, Evaluate, and Create".
I think it is very important to really foster that feeling of emotional safety, as mentioned in Chapter 1, so students feel confident enough to be risk-takers and volunteer their imaginative ideas and thoughts on a topic. That is the the trait I see the most in my kindergarteners to show me that they are thinking at a higher level - when they can share with the class how they got an answer, how they thought about something and aren't afraid to share it no matter how "silly" or different it may be from others who have shared. That all-important "wait time" is key.
A mistake tolerant culture is so important. Adults are not perfect. Recognizing my mistakes and modeling self acceptance of my mistakes is something I incorporate when I model creativity. It is so important to model learning from mistakes and creating something different due to the mistake. I call them learning bumps.
A mistake tolerant culture is so important. Adults are not perfect. Recognizing my mistakes and modeling self acceptance of my mistakes is something I incorporate when I model creativity. It is so important to model learning from mistakes and creating something different due to the mistake. I call them learning bumps
The one takeaway from this chapter is that everyone has to be willing to invest the time into providing activities that require higher order thinking. Higher order activities require research, brainstorming, collaboration, revising, and presentation. Ill-defined problems take time to solve, and scholars have got to be convinced that there is not one correct answer, especially if the problem is relatable to them. School #103 is located on the Far Eastside of Indy, an area that is full of problems to be solved. Imagine the engagement level of scholars coming together to identify an important issue, then using creative abilities to work together to come up with a viable solution they can be proud to present to an audience.
I will be looking for a lot of voice and choice – scholars selecting the ways in which they wish to demonstrate mastery of the learning objective(s). I’ll be looking for scholars engaging in conversations with one another and their teacher in which they are the ones asking questions and sharing ideas. I’ll also be looking for scholars approaching challenges with a problem-solving attitude who feel encouraged to “think outside the box” as they try different ways to work through said challenges.
My biggest takeaway from this chapter is a reinforcement of the benefits of a project-based learning approach. As a project-based learning school, our scholars are already familiar with “living in” the highest thinking levels; they have experience executing the higher-level cognitive processes. This chapter offers tangible examples for teachers to easily apply and embed throughout their lessons which will deepen our scholars’ understanding of concepts, build their experiences, and increase their engagement.
I will welcome conversations that seem off task that allow scholars to travel to far away places, allowing them to think beyond the beyond. I will also welcome novel ideas on products to showcase their learning. I will welcome the ideology of open ended projects. This gives room for students to take their learning in new directions where all students produce different outcomes. This extends learning for everyone because of the discussions scholars have with each other along with presentations or gallery walks to showcase their final product.
My biggest takeaway from this chapter is that collaboration does not begin with student conversations, it begins with individual brainstorming. Brainstorming in solitary situations through free writing, free speaking, word association, and drawing a mind map. Brainstorming in groups is enhanced and scholars can then select the best ideas.
Amy, I think it's great that you mentioned "welcoming conversations that seem off task" in order to allow scholars to [travel and think] "beyond the beyond." What a great way to think about encouraging students to explore outside of the box.
Brittany Connett- PLA@93 - Kindergerten Two of the traits I look for are wait time and classroom culture where students aren't afraid to make mistakes. Students need that assurance and nurturing to know that everyone makes mistakes, especially when learning something new. One thing I will takeaway from this chapter is really looking at the questions I ask my students. For example, when reading a story I want to ask more specific yet open ended questions about the test. I often ask the questions where all the students will raise their hand to answer, and I want to go beyond that.
Hi Brittany! I agree with you on thinking about the questions we ask our scholars. I also teach kindergarten! I think that it is challenging to move past the basics of kindergarten to promote a higher level of thinking for young scholars. This chapter will stick with me and will make me more conscious of the questions that I am asking and how I plan. Jacqulyn Ison Kindergarten PLA@103
I was very surprise to learn that I was using a lot of these strategies in my classroom already. However I need to ensure that I'm allowing the scholars enough time to answer the questions and also allow them to share and collaborate. I plan to implement more ways to allow scholars to make connections to the content
This chapter was a great reminder in revisiting the cognitive process. One trait that I look for in my classroom is wait time. This allows students to have time to provide a more detailed answer and time to recall information, events, and creations. I often like to challenge students and ask "why" or "how did you get that answer". This allows student to explain their answer with reasoning. I also try to create a classroom that is a safe place for all scholars to feel welcomed and nurtured in their learning environment so that they can jump into the learning process feeling brave. Moving forward, I would like to be more intentional on providing activities and centers that are focused on higher level thinking. I will also be more intentional on the types of questions that I ask.
I agree that wait time is important for scholars to be able to give a more thoughtful and allows for them to get their background knowledge to explain their reason for an answer. I agree with you that planning is crucial for more higher level center learning stations.
Evidence that my scholars are thinking is when I can question them on how or why an answer is correct and they can prove it or explain their thinking. Often when I ask them to prove it they instantly thing they are wrong and begin to backpedal. It takes much practice to get them to believe enough in themselves to state their ideas openly to the class. I have to tell them "You're not wrong, I just want you to tell me (explain) your thoughts." Eventually they begin to trust themselves and open up. Then they can disagree and have discussions that state different ideas. It's actually exciting when they get it.
I see the same backpedaling in my 3rd graders. They haven't built that confidence in themselves yet. It is great to see them come out of their shells by the end of the year and be able to defend their work.
Evidence that I look for is the conversations that partners or groups are having in solving both math problem solving and reading comprehension questions. When teaching whole group I like to give wait time and ask student to use evidence to answer questions. I want to use them coming up with questions for the text we are reading. They are creating questions from the story, sometimes they come up with harder more higher level questions than I do. One skill I do use during math is come up with a story problem for and equation. We they can do this I know they understand the equation (add, subtract, multiply or divide). One take away would be to work all the levels of questions before moving on to the higher level. If they can't do a simple apply a skill or concept they can move on to evaluate or create.
In my classroom, we use a lot of remember, understand levels to learn letters, numbers, sounds, but we also include application and analysis of the different objectives learned. Questions of why? and how did you get that answer? What is your opinion? Helps the young scholars obtain a better understanding. We have worked in the past on projects, but not many. This next year I will be more intentional in planning to include more project based centers, and include critical questions to reach the higher level learning.
I love doing project based centers and also plan to do more this next year. I think that's a great way to incorporate higher level learning into lower grades.
A response I hear is.. I know that but I don't know how to say it...I know to start at the understand level and provide the scholars with the skills to exemplify, summarize, infer and explain. I can then lead them execute and implement in order to be able to figure out 'how to say it'. lmo jrpla
As an Instructional Specialist I am able to strongly connect with one of the sentences from the chapter: "I find that, without a rooted understanding of the level of thinking complexity, educators tend to misidentify Bloom's levels, often inaccurately believing their instruction is engaging students in higher levels of thinking. I saw this a lot in the classrooms I went to observe this past school year.
Traits that I will look for to see if students are engaging in higher levels of thinking are scholars applying what they learned in a variety of ways and are able to explain/ reflect on their learning. Also, to see if scholars are able to either look at their own work and identify a mistake they made and fix it or if they scholars are able to identify a mistake in someone else's work and explain how to fix it.
Students often want to go through their work with me to check and see if they are missing anything. However, they often underestimate their own capabilities and don't think to go over it themselves first, or to ask a classmate. Usually if a student does not fully understand something, there is another that does and is willing to help fill in the gaps. If the students went through their work with a peer, then I will be free to facilitate their peer review rather than stuck with one interaction at a time.
I enjoy helping our teachers understand that the process of higher order thinking is how scholars will learn the concepts. Sometimes teachers think students must know the content thoroughly before they analyze, evaluate, and create.
In my observations, I would like to see scholars using the content in creative ways like making charts, participating in peer review groups, and completing interdisciplinary projects.
I re-read the eight-step list of dimensions associated with creative thought. I love helping teachers and scholars open themselves to creativity. Harnessing those skills and building knowledge is exciting to see!
Traits I look for as evidence of higher level thinking include; asking "but why" questions to go deeper into the content critiquing the content create examples tie-in life events to the lesson
Adapting the lesson for more engagement at the create level includes opening/allowing options of how to present information or knowledge gained. Include activities that involve physical movement. Deliver the lesson using various media sources coupled with pen/paper documenting.
As the reading coach at PLA-Davis, I will be observing for scholars to be engaged in activities that focus on task outside of the box, scholars are engaged in task that requires them to analyze and produce work samples that are not the same. I am looking for scholars to explain their thinking as it relates to the task and apply it to a real-world experience.
According to research, for students to participate in higher level thinking, they must pose arguments, state opinions, and critique evidence using primary and secondary sources. Practice is necessary to master any skill; students must have the opportunity to practice the knowledge, skills, attitudes, and behaviors that will be evaluated.
When collaborating with teacher we will choose learning activities that allow our scholars to practice, while causing them to critically think. From this chapter, I took away several concepts that will ensure we move our scholars from lower-level thinking to higher-level thinking by becoming proficient questioning experts for our learners.
The traits I look for that shows evidence of higher level thinking would include more open-middle questions, where the numbers are not known, but students have to be intentional with their reading to come up with a solution. The answers could vary. This strategy really shows their level of understanding. I also ask questions like is this answer always true, or is there another way you can solve this problem to check for variance in their levels of understanding.
One way I would adapt my lessons to foster more engagement is if the student is completing a worksheet, they could come up with a word problem for three of the problems to show level of understanding, and have a peer complete. Also, I would allow students to find examples in real world application of the problem being used and solved in life. The most important strategy I would use to adapt my lesson to promote engagement is by being intentional with my lesson planning. Making sure that my plans promote engagement.
The traits I look for that shows evidence of higher level thinking would include more open-middle questions, where the numbers are not known, but students have to be intentional with their reading to come up with a solution. The answers could vary. This strategy really shows their level of understanding. I also ask questions like is this answer always true, or is there another way you can solve this problem to check for variance in their levels of understanding.
One way I would adapt my lessons to foster more engagement is if the student is completing a worksheet, they could come up with a word problem for three of the problems to show level of understanding, and have a peer complete. Also, I would allow students to find examples in real world application of the problem being used and solved in life. The most important strategy I would use to adapt my lesson to promote engagement is by being intentional with my lesson planning. Making sure that my plans promote engagement.
Shawnte Mess Chapel Hill Academy. Not sure why it came up unknown.
At the younger levels I find it much harder to get scholars to think at the higher levels because they do not always have the background for it. It is something that we definitely need to work toward. Evidence that I will look for to show students are thinking at higher levels will include being able to reflect on their answer, explain how they came to that conclusion and why they did it in the manner they did. If scholars can have conversations with their classmates where they are focused, not just on the right answer, but how they got to that answer, then I know we are working in the right direction. These conversations should include possible disagreement among scholars and justification of their own thoughts and strategies.
For me, the biggest take away of this chapter was the break down of the new Blooms levels. This was very helpful to have them broken down and will make it easier to work toward our goals.
I agree with your statement regarding younger scholars and higher level of thinking. I too need to alter my instruction to include more opportunities for the scholars to work in small groups/partners to discuss how they arrived to their answer. Seeing there may be other ways to achieve the answers. It definitely will take some time to cultivate, but I think exposing them to these opportunities is a step in the right direction. Thanks for sharing.
Angela Posey @PLA 103 June 21,2021 Being able to think deeply about character traits for characters in a story is an important part of understanding the author's deeper message. Lower level texts will spell out these traits directly to help the reader. But as the students begin reading more challenging texts, they have to think more deeply about the characters and character traits. I am always looking for strategies for the students to analyze how characters are influenced by the plot and their relationship to other characters. I could have students to create characters that exhibit traits and explain how that trait would influence the characters environment or the characters around them. Working in groups and sharing ideas would promote engagement. So the students would be telling how someone with that trait might think, act or speak to others. All of these activities builds on comprehension with engagement. One take away from this chapter was the cognitive processes that is employed for each level of Bloom's Taxonomy. This revised list helps us to plan our lessons.
The traits I look for that shows evidence of higher level thinking would include more open-ended questions, such as, help me to understand what that looks like and taking time with scholars to think, jot down ideas, discuss with classmates or teacher, analyze, etc... I believe personally I need to work on ways to implement opportunities to foster higher order of thinking skills. When students engage in the construction of knowledge, an element of uncertainty is introduced into the instructional process and the outcomes aren't always predictable. This can be daunting, but pushing out of my comfort zones to help create activities and environments to allow opportunities for scholars to engage in higher order thinking.
One take away from this chapter is Bloom's Taxonomy revised. It allowed a visual representation to help me to plan, instruct, effectively design and implement assessments. For me, it challenges me to move the scholars beyond reciting facts.
I think it's much harder for younger scholars to show evidence of higher level thinking, but there are many different creative ways to do it. When scholars are showing engagement in discussions, sharing ideas about the learning, creating solutions, etc. At younger grades, scholars can use drawings and other creative ways to show their understanding. One take away is the Bloom's Taxonomy revised. I think I always can improve on incorporating higher order thinking skills into my lessons and I need to continually review and improve my teaching.
the higher level thinking traits that I will look for in my classroom are scholars being able to recognize and recall information the have already learned and implementing what they already know into the lesson. Also having scholars interpret information form one form to another. I feel that when scholars can explain/understand the information they feel excited to continue to learn.
one big take away from me in this chapter was really thinking about how i can implement these thinking levels in my work as a reading interventionist to really excel cognitive engagement in my lessons!
I really enjoyed the clear, simplified dive this chapter took back into Bloom's Taxonomy. It is a topic I studied closely before having real experience in the classroom, but it is nice to go back to the basics and refresh with new, experienced eyes.
One area I plan to improve upon this coming school year is in relation to HFW and decoding. Since I have been looking at the Science of Reading a lot this past year, this chapter connected some of my future plans to higher level thinking. I hope to teach scholars to really look deeply at individual words, decode them and explain why we read them the way we do, apply that understanding to spelling, and make connections between word patterns. Something as simple as HFW words that always felt like lived in the recognition level, can incorporate some high level thinking skills given the correct time and attention.
In my classroom I always have my scholars explain and show work on paper to show me that they cannot only write down all the steps, but also be able to explain their thinking with these steps. If they cannot do one or both then that means I know what we need to work on. I loved the revised table of Blooms Taxonomy so I know the different steps by being reminded what they are. I know where I am with teaching and where I want to go. I know also planning with these higher order thinking questions will help stay on my goal of using more higher order thinking questions. I love that they give examples so you can start somewhere. I see these as levels just like in a video game. You have to start at the beginning to get to the highest level which is what I am going to do with this upcoming school year!
In my past classrooms, I felt like I balanced the Remembering through Apply levels really well. I am excited to try and find a project where my scholars could use all levels of Blooms taxonomy. It could start as simple as reading a book with a new character. Not only could I could do some quick checks at lower levels to ensure my students are really understanding this character. Then build up to the create level. For example, creating a PSA about the blight of Anne Frank in an attempt to solve a social justice issue affecting teens. What I found most exciting is the choices of demonstrating your content mastery. For someone who loves music, creating a garageband song about the order of operations would be an excellent way to increase student engagement.
If my classroom is working on the create level, I will see students collaborating, expressing new ideas, discuss ideas and support with facts. scholars who create enjoy open ended questions, and sometimes are those scholars that ask (seemingly off-topic) questions that we so easily worry will derail the lesson.
Thank you for using these examples of how you check for lower level of thinking, but have the ability to check the higher level of thinking with scholars answering question/discussing new ideas. I am a media specialist, trying to focus on how some of these activities may be utilized to promote higher thinking. This entry is a good example of how I can adjust my approach after reading a story to check for lower thinking, but also follow up with higher thinking through discussion or other activities.
One consistent activity that takes place in the media center is that we do "read alouds" in k-2 classes, we will then discuss the characters, setting, problem and solution. This is usually followed by a library lesson, concentrating on one of the elements of the story plan. After having read this chapter, I now realize that some of the questions being asked after this story could be elevated for higher thinking. For instance, rather than asking who is the character or just asking a yes/no question about the story, that engaging the scholars to higher thinking may be achieved with different questions. For example, having scholars critique the story, with a simple set of criteria, could expand the scholar's thinking. The idea of leading scholars to higher thinking could even occur with library activities, that lead a scholar to thinking about creating. As the text indicates, some ideas for the thinking at the create level includes "express ideas other students don't think of", which could be further implemented within a discussion.
In other words, the activities and discussions within the library will provide good evidence that scholars are embarking in higher thinking levels. As previously stated, since many lessons seem to be more at the remember level in their current form, it would just require some different lesson planning to ensure that higher thinking is used in the library, shifting the library toward the create level. I really enjoyed this chapter, it is full of ideas on how my library lessons could further evolve to move scholars to higher levels of thinking. The chapter provided wonderful insight and simple approaches to how this could be implemented.
The traits I will look for in my scholars as evidence that they are working and thinking at higher levels are how well they manipulate the current Google app we are working with, their evaluations of peer work, and their level of creativity shown in their assignments and projects. I am looking to improve upon how I have students evaluate their peers work. When we were in and out of the classroom last year, students gave general feedback. However, at that point they should be able to analyze a completed assignment by a peer and determine if there is anything missing from the requirements. Not only will this help them continue to use the different functions of the Google app, it could also help point out something they missed/didn't complete in their own assignment/project.
One takeaway I have from this chapter is that scaffolding these thinking levels can show the mastery of a concept by a scholar and that implementing activities such as some of the ones suggested in Chapter 2, will show their ability/level of thinking with the current concept. If a scholar cannot achieve the level of the assignment, breaking down the specifics can help bridge the gap of their thinking level.
Higher order thinking or the process for critical thinking is always a key strategy to any classroom that is building an environment for academic growth.
ReplyDeleteAs a previous teacher, I would always look for ways to promote and push critical thinking in my class. An example of pushing an activity from low-level to higher level would be to have a scholar answer a math computation problem, demonstrate how they came to their answer, justify and support their answer with reasoning, apply that strategy to answering a different math problem and lastly, have the scholar create their own math problem using those processes. These activities will not only showcase the scholars true understanding of the math problem itself, these activities will also push and challenge the scholars thinking as well.
The traits that you look for in a scholar who is thinking at a higher level is reflective thinking. Scholars who are thinking on a higher level often reflect out loud the strategies they are using to solve a problem or analyze a reading passage. Another trait is clear and concise communication. Scholar who think highly will be able to clearly communicate the steps in which they took in order to solve the problem they were given and provide reasoning behind that as well.
That is so true. I would add that when scholars are explaining or writing down the processes to solve a problem would be evidenced by the use of appropriate academic language and terminology when answering either verbally or in written form. They could further show higher-level thinking by creating their own real-world problem that utilizes the skill or concept that is being taught.
DeleteFrederick Pittman-HIAT
wait time is one type of evidence that they are thinking at higher level.
ReplyDeletecritiquing themselves and classmates in a positive and thoughtful manner.
students enjoy open ended assignments and questions and feel free to share and express ideas and feelings.
I love that creativity is discussed so much in this chapter. Choir and Fine Arts are all about creativity and have long been a place for students to feel, express, explore, produce and create when other classes didn't. Exciting to see that we are placing a strong emphasize on this. Also want to give students more choice and time to dig deeper into a song or subject.
Wait time is hard sometimes. These past 2 years have been very taxing on all of us.
DeleteJenelle Miller PLA@103
Melissa Cox
DeleteJacquet MS
FWISD
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DeleteSome of the traits I will look for to determine that our scholars are working and thinking at higher levels will be the ability to reflect on their processes and learning to determine if changes need to be made. Also, spending time grappling with a task that has more than one solution.
ReplyDeleteThe take away I have from this chapter is the break down of the cognitive processes. The information given has provided me with such a deeper understanding already and we are only in chapter 2. I look forward to reading more.
Brooke Berk
Chapel Hill Academy
I love that you mentioned the need to "reflect on processes" and grapple with a task that has "more than one solution"!
DeleteJanine Shafer PLA @103
I too agreed that sometimes when they take more time it allows them to think of more ways/answers.
DeleteThe traits that I will be looking for this fall is from my scholars are Differentiating, organizing, and checking. Students show higher level thinking skills if they are able to find a different or multiple possible ways to solve a problem.
ReplyDeleteI will also be looking at my scholars' organizational skills. Can they put information together so that it is meaningful and understandable to not only them, but their teacher and peers and well. A higher-level thinking scholar should be able to evaluate their work and see if it is logical and makes sense and if not, be able to analyze their work to find their mistake.
One takeaway that I got from reading this chapter is that I should make sure that the students have a good grasp of lower level thinking skills while modeling higher level thinking skills at the same time. I know that due to the last year and a half of remote learning that I must have high, but realistic expectations and exhibit patience and flexibility to meet my scholars where they are at both educationally and emotionally.
Frederick E. Pittman
4th/5th Grade Math & Science
Higher Institute of Arts & Technology
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ReplyDeleteOne of my favorite things to do is have my scholars explain to me how they solved a problem. If they are able to explain it to me, they have a better unederstanding of the process. We don't all think the same way. Having them show different ways of coming up with a solution is amazing, espeially for first graders. They must feel safe to explain themselves. I demonstrate, not always on purpose, how I make mistakes and that it is ok.
ReplyDeleteJenelle Miller PLAS@103
I love how you mentioned, "They must feel safe to explain themselves. I demonstrate, not always on purpose, how I make mistakes and that it is ok." That's why your scholars do so well in the art room... they are not afraid to try something new & make mistakes... I love to hear them remind each other, "...if you make a mistake, it means you are learning & growing!"
DeleteJanine Shafer PLA @103
I agree with you, as a TA I will follow the process and then establish small group instruction. I evaluate each student in the 1st grade level in order to reach a high level abilities. Without getting to know each student I am able to identify how I am going to ask questions.
DeleteI love having my scholars tell me how they solved a problem. Especially when they explain it in a way that I didn't teach. It shows they are using critical thinking skills to come up with a solution on their own. It is then exciting to have them share with the class so everyone has a chance to add that skill to their tool box.
DeleteI agree with you as well, scholars need to feel safe to explain/express themselves. I totally agree that everyone learns different and allowing them to explain and give answers without being afraid especially in the younger grades.
DeleteScholars who think at higher leverls often need more time to respond to questions. I must give them time to be reflective as they prepare to answer questions. Therefore, I must ask that one question that allows scholars to use their depth of knowledge in responding.
ReplyDeleteMy takeaway from this chapter is the importance of teaching to every learning style in the classroom, which would allow each scholar to reach his/her own depth of knowledge in responding to questions.
Dr. Deborah Godwin-Starks
5th Grade Teacher
Timothy L Johnson Academy
This comment has been removed by the author.
DeleteHello Dr. Deborah,
DeleteGreat Point! Having scholars practice processing their thoughts,giving reflection time, wait time to respond, ask/ answer questions is very important when promoting scholars to think at a higher level. This will help engage scholars in the process of applying old/ new knowledge, making connections between facts, and with manipulating new information to make sense of learning.
Teairai- Hope PLA D.C
I totally agreed that we must give scholars more time to answer the questions. This is one thing that I have taken away that I'm allowing enough time for them to answer.
DeleteTraits I will look for in my scholars are creatively thinking and exploring different ways to think about the topics we are learning about in class. I also agree that reflection is important. One takeaway from this chapter I had was having students use rubrics on their own work to show reflection and see how they could do things differently next time to grow.
ReplyDeleteKaylee Briggs-PLA@103
One of the things I want to do next year is at the end of the day ask my scholars questions that will allow them to reflect on what they learned that day, what surprised them, what they already know....
DeleteKaylee, I agree with the use of rubrics. When scholars know the expectation of the assignment ahead of time, they tend to be more effective in completing their work. It's also good for teachers to provide samples of high quality work.
DeleteMegan Denton, PLA @ 48, Media Specialist
DeleteI noticed when scholars review and discuss the rubric and have them practice using the rubric with example products prior to creating their projects that they're more invested in the project and are more likely to create exemplar pieces. Front loading the expectations allows them to think about the process and production of a project.
I currently use a Rubric when my scholars are writing. This has really helped my scholars improve, they know what the expectation are have the opportunity to self correct. Which enable them to turn in higher quality work.
DeleteMs. Faulstich PLA 48
DeleteI think creating a classroom where students feel safe and is very important. Once, that is established I think I need to give me students more time to think before they respond. I am always looking for ways to challenge my students to think more deeply about a concept. I like to have students explain to other scholars how they solved a problem or strategies they use to solve the problem. The three that I like to focus on are inferring, summarizing and classifying. Inferring requires them to use their background knowledge and using the evidence that they are given to make a conclusion. I like my scholars to make predictions on what they think is happening or will happen based on the text. Summarizing I like for students to write a summary with only the key points. This helps them to decide which is not important information and which is important to write. Last, classifying is great with vocabulary and math. With vocabulary to classify the words by form of speech, antonyms, synonyms, and other ways that they are similar. Math is great to classify greater then, less than, odd, even, using addition or subtraction.
When we are supporting our scholars with disabilities in our schools, it is important to remember that often times they may have been subject to low expectations.
ReplyDeleteIn order to have scholars engage in higher levels lessons we have to believe in their abilities first.
My takeaway from the chapter 2 of the book is that blooms taxonomy is a framework in which teachers should build differentiated instruction to then ensure all scholars progress is maximized.
I agree, which is one of the reasons why I support inclusion when at all possible. Not only does inclusion benefit the regular ed. scholars, but it also allows scholars with disabilities to be exposed to the skills we expect regular ed scholars to learn. Scholars with disabilities constantly surprise me with their insights that everyone else has missed. When given the opportunity these students are just as capable - just in a different way. Teaching in an inclusion classroom as the reg. ed. teacher has been the biggest blessing of my career!
DeleteI don't think "low order thinking questions" are all bad. I view them as stepping stones to get to the high order thinking question - where I want them thinking, pausing, collaborating with their peers and coming up with different questions.
ReplyDeleteI tell my scholars that they don't have to guess in Math they can always find the answer - I love Math for that reason. But, when I follow up their answer with 'How do you know that?' or 'How did you get that answer?' I've now made it a more cognitively demanding exercise. I also get a window into why they may be making mistakes and exactly how I can help them.
I like the emphasis on H.O.T.S. These skills aren't just the newest trend in education to me. They are a way to ensure that my students have the skills needed to succeed in a world I can only imagine. Why else would I do what I do?
This is actually my post Sheryll Purdy at Trix academy.
DeleteI love that you said "low order thinking questions is not all bad and that is a stepping stone to higher order thinking." I feel that "low order thinking questions" is not bad at all honestly especially after the pandemic. You have to start somewhere and it definitely is a stepping stone into the right direction which is getting the scholars to think more.
DeleteThe comments below is Jensen Cacciola- PLA Jones-Clark
DeleteAbove I mean
DeleteEvidence that scholars are working & thinking at a higher level: After scholars see an example of a technique in a work from a famous artist/author or another scholar, they practice that technique, while watching me by “Applying” what they “Remember & Understand”. Next, they decide/“Analyze” how they will use that technique to better communicate to the viewer. As they use their rubric/directions they will “Evaluate”/discuss/reflect/critiquing as they “Create/produce” their original/unique works using the skills/techniques practiced.
ReplyDeleteTakeaway from this chapter: The quote by Chinmayananda Saraswati at the beginning of this chapter says it all, “Children are not vessels to be filled, but lamps to be lit.” That is the most joyous time during my teaching day… when I see scholars' lamps being lit and their light/inspiration is shared with others.
Janine Shafer PLA@103
Abbigail Brantch, Music Education @ JRPLA
ReplyDeleteMusic education was particularly tough this last year. First, for the obvious, pandemic related, reasons. However, some of the main feeder elementary schools to our middle/high school do not have music education. This means that most of the scholars do not have a background in music basics...which means that many of the higher level thinking skills were difficult for scholars.
One such example that I hope to remedy in this next year was simply asking scholar to critic their own favorite musicians. When asked what they liked about "insert artist's name here", scholars could not articulate anything other just "their are good/the best". The most common response was just that they were "real/relatable". While this is a good reason, it was all the scholars could say about the performer. They simply lacked the knowledge and vocabulary to say more. I hope this can change over the next year, allowing for a higher level critic of not only their favorite musicians, but the ability to articulate quality of other musicians and their music...good or bad.
My big takeaway from the chapter was the idea of "creating". In a music performance based classroom (like band and choir) it would seem that the performance is creating...however, in these classrooms, especially at the early stages our music program is in, the 'performances' are usually just trying to play, verbatim, what is on the page in front of them. I will want to try and find a way to make sure they are learning the basics of performance, through the more low level performance, but also see what I can do to try and encourage true creative performances.
I am a firm believer that society needs to adapt to our current age. Evaluating a model from 1950 and making updates to it makes sense to me. Education has proven over many years to make too many changes. Anderson and Krathwhol (2001) gets this one right.
ReplyDeleteMy takeaway from this chapter was the one sentence..."teachers must improve lesson planning of curriculum and the delivery of their instruction". I say this at every staff meeting. We provided PD this past year relating to higher level thinking. Teachers have to plan ahead of time in order to get the most bang for their buck.
Planning ahead is definitely important. Yes, sometimes great higher order thinking questions can pop up at random, but we have a better opportunity to harness that higher level instruction and thinking if we've planned ahead. Reflecting on our teaching is a good way to better prepare the next time.
DeleteWow!!! A lot of good information in this chapter. I liked the Blooms revised. Some of the examples they gave at each level reassured me that most teachers are right where they need to be.
ReplyDeleteI like how the Blooms revised goes along with Higher Order Thinks Skills(HOTS). As a math person, I always use the example of you must know how to add before you can subtract. You must know how to multiply before you can divide. Starting with the remembering level, scholars gather the information they need to get them to the next level and so on.
I also enjoyed some of the suggestions they recommended at each level, some of which I used when I was I was classroom teacher, so many years ago.
I think good teachers are teaching at all levels, yet they might not know it. This is a good refresher for teachers to remind them of what level each assignment is and to spend time assessing their own assessments to get scholars to the next level. They also need to remember that it takes time and a good base of information to get to the higher levels.
Alec Mayer, Assistant Principal, PLA93, Indianapolis, IN
Wow!!! A lot of good information in this chapter. I liked the Blooms revised. Some of the examples they gave at each level reassured me that most teachers are right where they need to be.
ReplyDeleteI like how the Blooms revised goes along with Higher Order Thinks Skills(HOTS). As a math person, I always use the example of you must know how to add before you can subtract. You must know how to multiply before you can divide. Starting with the remembering level, scholars gather the information they need to get them to the next level and so on.
I also enjoyed some of the suggestions they recommended at each level, some of which I used when I was I was classroom teacher, so many years ago.
I think good teachers are teaching at all levels, yet they might not know it. This is a good refresher for teachers to remind them of what level each assignment is and to spend time assessing their own assessments to get scholars to the next level. They also need to remember that it takes time and a good base of information to get to the higher levels.
Alec Mayer, Assistant Principal, PLA93, Indianapolis, IN
One way I can work on moving scholars beyond memorizing facts or knowledge, to a higher order/ level of thinking, is by asking scholars questions at the beginning of a reading unit or topic. Scholars can use words they already know from a created chart. Then I could have provide scholars with readings to explore and dive deeper. Scholars could find facts or make connections using what they already know, and apply the new information learned to create new ways of finding/ solving problems.
ReplyDeleteTeairai- Hope PLA D.C
Amanda Rouse, PLA@103
ReplyDeleteWhile memorizing math facts and sight words IS important and can greatly help scholars in other areas, these skills on their own aren't indicative of higher order thinking or teaching.
In my scholars, I look for (and model) building on previous ideas, clarity of guidelines, consistent feedback and learning from it, practice, errors, learning from our mistakes, and applying our learning to realistic and/or real problems (the realistic vs real problems was interesting in this chapter.)
I feel that our scholars (and many of us as adults) are in need of learning that mistakes help us learn and grow, mistakes aren't bad or to be ashamed of.
I really liked the "Seeing the Big Picture" section on page 19. "Notice that as students work at the higher levels...the associated tasks typically require more of students and will take longer for them to complete...So, if you ask a question and hands immediately go up in your classroom to answer the question, your question was probably a low-level one."
I enjoyed the revision of Bloom's Taxonomy that was in this chapter, especially within the highest levels of thinking. One goal now have for myself is to get deeper into Create level of thinking and apply more real knowledge.
ReplyDeleteIn my classroom there are a few signs I look for for higher level thinking. One if processing or thinking time. Asking higher order questions and tasks require more time to think and plan. Like the book says when students' hands go up immediately then it is probably not a high order question. Something else I look for is a productive struggle. I think it shows evidence of applying knowledge when students use their previous knowledge to find a solution to a problem. I also have students provide evidence as to how they got their answer and I have their classmates check with them to see if they used the same method or a different one.
Something I took away from this chapter was using more of the three steps in the create process of generating, planning, and producing.
My takeway was about the create level as well! That is an area that I need to focus on implementing more.-Sarah Williams Chapel Hill Academy
DeleteMegan Denton, PLA @ 48, Media Specialist
ReplyDeleteSome of the traits that I look for in scholars to indicate that they are thinking at higher levels is: their need for an increase in wait time, original/out of the box thoughts and responses, courage to make mistakes, and willingness to share their ideas with others.
My takeaway from Chapter 2 is Stobaugh's quote "...creativity involves having students organize information in a new way to design a product." (p.17) As a special area teacher that sees my scholars once a week, the Create level can be a little more challenging, since it inherently requires longer periods of time over multiple class periods. On p. 18, the author notes that one of Reeves' eight dimensions of creative thought is products and lists the example of blogs. This reminded me of when I used Padlet as a classroom teacher. Next year, I would like to use Padlet for scholars to respond to our text for the week. They are able to comment on each other's posts, but it also allows the moderator to approve posts prior to actually posting.
Zach Brubaker - GVPLA
ReplyDeleteThere are several areas in which I want to see improvement in my scholars in relation to this chapter.
Summarizing has long been an issue in my classroom. Scholars struggle to share the quick details of a story, instead, they want to share every detail. We talk about the difference in summarizing and retelling on a weekly basis.
I think interpreting is another big one for my class. They often struggle to find the meaning of what the text is saying. When we take our Edulastic tests and they are asked to write short answers to questions, we have a really hard time doing so even while using the R.A.C.E (restate, answer, cite, and explain) method.
One huge area of improvement for me as a teacher is to make my reading lessons more engaging in order to illicit the HOT questions and higher level thinking within my classroom.
Sarah Castle
DeleteOh my goodness. You are so right. My 4th graders want to say everything. We talk about how not everything is amain idea but they are just details to make a story sound better.
I think them writing their own piece might help. When they write,they miss how to add the details but when they read they see all details as major. I think this might help to push them to see that they wanted us to know X but they told us about Y and Z at the same time.
I like that you pointed our summarizing vs retelling! My students always want to retell every detail, even if I’m only asking for something specific.
DeleteBrittany Connett PLA@93
Sarah Castle - A+ Arts Academy - Fair
ReplyDeleteI was thinking as I was reading this chapter about a Science Fair project. We start the year off learning the basics of science and scientists. The we turn all that basic info into a large create type skill in the Science Fair project.
We haven't done these at my school since I've been there in 3 years. So, with another teacher's help, we are not only going to push our students into the higher level of thinking, but they will mentor other lower grades in their basic thinking. Which the will push our students into higher levels too.
I will look for wait time, and questioning what they have learned or what I have taught. I don't take their questions offensively, but use it to push their thinking.
This sounds awesome, Sarah! Mrs. Hilt's First Graders are definitely looking forward to having mentors for Science! ;)
DeleteSarah Williams-Chapel Hill Academy
ReplyDeleteI will know my students are thinking on a higher level by the time that it takes them to complete a task. If they are able to quickly answer a question, or complete a task, then chances are, it was probably a low-level task. However, if they are having to really stop and think about a task they are completing, collaborate with others, ask questions, etc.; this probably means they are working on a higher level.
My takeaway from this chapter is that I need to look over some of my lower level tasks, to see how I can incorporate more student choice and more opportunity for higher level thinking instead.
Traits that I look for students to show that they are thinking at higher levels are reflecting and explaining their work. Thinking in terms of math word problems allowing students to grapple with their own methods for solving a problem then coming back to allow them to explain to others how they solved it and why they did it that particular way. And in turn allowing other students to critique and compare the way other students have solved the problem.
ReplyDeleteMy takeaway from this chapter is that I need to work on taking my lower level tasks and turning them into higher level thinking tasks, especially in reading.
Alyssa Scott, kindergarten - PLA@93
I agree with your take on letting scholars explain their work and reflecting on their work. Also welcome to PLA 93!
DeleteMindi Spychalski PLA@103
DeleteI love listening and watching the little ones explain and learn using their way of learning. If they can explain their answer or teach other scholars and different ways is always the best.
I think the big takeaway from the chapter is the understanding level. I really enjoyed reading all the different examples it gave me for things scholars can do to help with each level. There were so many and reading through them helps me understand the whole thinking and learning process of all scholars. I can't wait to try some of the activities that were listed. I also think having scholars explain their ways of how they solved problems or questions really helps them understand the assignment or task.
ReplyDeleteKaren Prince-3rd grade PLA 93
I agree with you! I believe the understand level can really help excel students in the ways they can absorb and learn new information. I was also excited to try these activities they listed to help students understand and get excited to learn new information.
DeleteAllison Kelly PLA103
Teresa Jones, 1st grade teacher at TLJA in Fort Wayne
ReplyDeleteTraits that show my scholars are thinking at higher levels are thinking outside the box, trying to find real world application, possibly disagreeing with another scholars thinking, questions that at first glance may seem off-task or silly, insisting on doing it "their way", being upset by when they do a problem twice and get different answers, trying to teach other scholars, and revisiting one of their ideas after they learn more about a subject.
My takeaway from this chapter is that I need to make sure my scholars have the time they need to do the higher-level thinking. Time is something I always feel short on as a teacher. There is always so much material to cover. However, I need to really value the time that it takes to have higher-level discussions.
I agree with you. It seems that teachers have to try to get so much information covered that assignments end up being short quick assignments. This chapter states that time is important for higher level work, therefore we will have to slow down and give the students higher level assignments that may take time.
DeleteTaylor Pritchard- PLA 103
ReplyDeleteOne trait to look for is, is the task promoting constructive conversation? If it is not promoting that constructive conversation it probably did not take much thought to answer, if it is you can walk around and listen to turn and talks or whatever discussion tactic you're using and hear students engaged in the conversations.
One big takeaway for me was also time! As teachers I feel as though we are always on a time crunch, when talking of higher level tasks the book states it could/even should take days to complete these activities and that is something I can now use to gauge the usefulness of the activities I come up with. If the activity only takes 10-15 minutes, is it really that beneficial to scholars?
Also apologize for that run on sentence! WOW!!!
DeleteMindi Spychalski PLA@103g
ReplyDeleteWhen teaching the little ones like first grade, the lower levels of thinking are used a lot when teaching the early basic skills. I like to differentiate ways to learning those skills so you can reach all the learners in your classroom. Finding different and exciting ways to learn the basic skills so its not just memorizing the skill but applying the skill they are learning. By not just memorizing information but implementing that skills is more challenging and gives the scholars variety and choices in learning.
The takeaway from this chapter I would like to implement more opportunity for my scholars to produce and implement a product on something they are learning. This will give the scholars a chance to demonstrate their way of learning and shows others scholars a different point of view.
I truly believe that the younger scholars, when nurtured, can be the most creative problem solvers. They may not have a vast amount of background knowledge, but they tend to look at the world with an eye that has not yet been limited by "conventional wisdom". They are willing to think outside the box without reservation, and are proud of what they accomplish. For a courageous teacher, this is an opportunity that is brimming with possibilities.
DeleteI will look for time as something to let me know if my students are thinking at a higher level. As this chapter stated, if students are answering quickly then I know it is lower level work. If my students have to sit and think about, or ask and discuss with peers about it then they are working at a higher level. I plan to add some things to a few projects to insure they are higher level projects.
ReplyDeleteThe take away for me from this chapter was revisiting Bloom’s Taxonomy Revised table. It was good to just go back and read the breakdown of the Cognitive Processes. It helps to see what you have been doing and what you need to do.
Traits that show evidence that my scholars are thinking and working at higher level thinking would be their wait time when answering a question. I make sure that the questions I ask them involve them to use what they have learned and their own opinions to formulate an answer. Secondly, I like to have my students open up a dialogue about a question or questions. I want my students to hear others perspectives on they answered this question or on how they got to their answer. Lastly, I think that my students taking what they have learned and being able to use that information in a real world scenario. Whether this being them learning about simple machines and then creating a Rube Goldberg machine or explaining the process of paying taxes.
ReplyDeleteOne takeaway from this chapter was the examples and charts that explained how Bloom's Taxonomy has been revised. It was nice to have each process broken down and then had examples of activities provided.
Jennifer Janusaitis- Thea Bowman Leadership Academy
After reading this chapter, I think the phrase of "several hands going up after a question" is going to stick with me. For me, I see that as an indicator of high engagement. However, I think it is a challenge for me to allow wait time and to challenge my scholars to think at a higher level. This can show engagement too, it just may take more time for scholars to be able to show their solution and thinking.
ReplyDeleteHeather Burch - PLA@103
In my small groups with the fourth grade level, I also enjoy implementing questions that cause cognitive process of knowledge. We recognize the categories from Anderson and Krathwohl. Asking questions and getting involved with "Remember, Understand, Apply, Analyze, Evaluate, and Create".
ReplyDeleteI think it is very important to really foster that feeling of emotional safety, as mentioned in Chapter 1, so students feel confident enough to be risk-takers and volunteer their imaginative ideas and thoughts on a topic. That is the the trait I see the most in my kindergarteners to show me that they are thinking at a higher level - when they can share with the class how they got an answer, how they thought about something and aren't afraid to share it no matter how "silly" or different it may be from others who have shared. That all-important "wait time" is key.
ReplyDeleteBrenda Kolkman - kindergarten
TLJA
A mistake tolerant culture is so important. Adults are not perfect. Recognizing my mistakes and modeling self acceptance of my mistakes is something I incorporate when I model creativity. It is so important to model learning from mistakes and creating something different due to the mistake. I call them learning bumps.
DeleteAmy Jo Miller-Chapel Hill Academy
DeleteA mistake tolerant culture is so important. Adults are not perfect. Recognizing my mistakes and modeling self acceptance of my mistakes is something I incorporate when I model creativity. It is so important to model learning from mistakes and creating something different due to the mistake. I call them learning bumps
The one takeaway from this chapter is that everyone has to be willing to invest the time into providing activities that require higher order thinking. Higher order activities require research, brainstorming, collaboration, revising, and presentation. Ill-defined problems take time to solve, and scholars have got to be convinced that there is not one correct answer, especially if the problem is relatable to them. School #103 is located on the Far Eastside of Indy, an area that is full of problems to be solved. Imagine the engagement level of scholars coming together to identify an important issue, then using creative abilities to work together to come up with a viable solution they can be proud to present to an audience.
ReplyDeleteI will be looking for a lot of voice and choice – scholars selecting the ways in which they wish to demonstrate mastery of the learning objective(s). I’ll be looking for scholars engaging in conversations with one another and their teacher in which they are the ones asking questions and sharing ideas. I’ll also be looking for scholars approaching challenges with a problem-solving attitude who feel encouraged to “think outside the box” as they try different ways to work through said challenges.
ReplyDeleteMy biggest takeaway from this chapter is a reinforcement of the benefits of a project-based learning approach. As a project-based learning school, our scholars are already familiar with “living in” the highest thinking levels; they have experience executing the higher-level cognitive processes. This chapter offers tangible examples for teachers to easily apply and embed throughout their lessons which will deepen our scholars’ understanding of concepts, build their experiences, and increase their engagement.
Amy Jo Miller-Chapel Hill Academy-
ReplyDeleteI will welcome conversations that seem off task that allow scholars to travel to far away places, allowing them to think beyond the beyond. I will also welcome novel ideas on products to showcase their learning. I will welcome the ideology of open ended projects. This gives room for students to take their learning in new directions where all students produce different outcomes. This extends learning for everyone because of the discussions scholars have with each other along with presentations or gallery walks to showcase their final product.
My biggest takeaway from this chapter is that collaboration does not begin with student conversations, it begins with individual brainstorming. Brainstorming in solitary situations through free writing, free speaking, word association, and drawing a mind map. Brainstorming in groups is enhanced and scholars can then select the best ideas.
Amy, I think it's great that you mentioned "welcoming conversations that seem off task" in order to allow scholars to [travel and think] "beyond the beyond." What a great way to think about encouraging students to explore outside of the box.
DeleteBrittany Connett- PLA@93 - Kindergerten
ReplyDeleteTwo of the traits I look for are wait time and classroom culture where students aren't afraid to make mistakes. Students need that assurance and nurturing to know that everyone makes mistakes, especially when learning something new. One thing I will takeaway from this chapter is really looking at the questions I ask my students. For example, when reading a story I want to ask more specific yet open ended questions about the test. I often ask the questions where all the students will raise their hand to answer, and I want to go beyond that.
Hi Brittany! I agree with you on thinking about the questions we ask our scholars. I also teach kindergarten! I think that it is challenging to move past the basics of kindergarten to promote a higher level of thinking for young scholars. This chapter will stick with me and will make me more conscious of the questions that I am asking and how I plan.
DeleteJacqulyn Ison
Kindergarten
PLA@103
I was very surprise to learn that I was using a lot of these strategies in my classroom already. However I need to ensure that I'm allowing the scholars enough time to answer the questions and also allow them to share and collaborate. I plan to implement more ways to allow scholars to make connections to the content
ReplyDeleteThis chapter was a great reminder in revisiting the cognitive process. One trait that I look for in my classroom is wait time. This allows students to have time to provide a more detailed answer and time to recall information, events, and creations. I often like to challenge students and ask "why" or "how did you get that answer". This allows student to explain their answer with reasoning. I also try to create a classroom that is a safe place for all scholars to feel welcomed and nurtured in their learning environment so that they can jump into the learning process feeling brave. Moving forward, I would like to be more intentional on providing activities and centers that are focused on higher level thinking. I will also be more intentional on the types of questions that I ask.
ReplyDeleteJacqulyn Ison
DeleteKindergarten Teacher
PLA@103
I agree that wait time is important for scholars to be able to give a more thoughtful and allows for them to get their background knowledge to explain their reason for an answer. I agree with you that planning is crucial for more higher level center learning stations.
DeleteEvidence that my scholars are thinking is when I can question them on how or why an answer is correct and they can prove it or explain their thinking. Often when I ask them to prove it they instantly thing they are wrong and begin to backpedal. It takes much practice to get them to believe enough in themselves to state their ideas openly to the class. I have to tell them "You're not wrong, I just want you to tell me (explain) your thoughts." Eventually they begin to trust themselves and open up. Then they can disagree and have discussions that state different ideas. It's actually exciting when they get it.
ReplyDeleteI've seen the same backpedaling in my classroom. It's fun to get to the point where they gain confidence and start to defend their ideas.
DeleteI see the same backpedaling in my 3rd graders. They haven't built that confidence in themselves yet. It is great to see them come out of their shells by the end of the year and be able to defend their work.
DeleteEvidence that I look for is the conversations that partners or groups are having in solving both math problem solving and reading comprehension questions. When teaching whole group I like to give wait time and ask student to use evidence to answer questions. I want to use them coming up with questions for the text we are reading. They are creating questions from the story, sometimes they come up with harder more higher level questions than I do. One skill I do use during math is come up with a story problem for and equation. We they can do this I know they understand the equation (add, subtract, multiply or divide). One take away would be to work all the levels of questions before moving on to the higher level. If they can't do a simple apply a skill or concept they can move on to evaluate or create.
ReplyDeleteIn my classroom, we use a lot of remember, understand levels to learn letters, numbers, sounds, but we also include application and analysis of the different objectives learned. Questions of why? and how did you get that answer? What is your opinion? Helps the young scholars obtain a better understanding. We have worked in the past on projects, but not many. This next year I will be more intentional in planning to include more project based centers, and include critical questions to reach the higher level learning.
ReplyDeletePLA @ 103
DeleteI love doing project based centers and also plan to do more this next year. I think that's a great way to incorporate higher level learning into lower grades.
DeleteA response I hear is.. I know that but I don't know how to say it...I know to start at the understand level and provide the scholars with the skills to exemplify, summarize, infer and explain. I can then lead them execute and implement in order to be able to figure out 'how to say it'.
ReplyDeletelmo jrpla
As an Instructional Specialist I am able to strongly connect with one of the sentences from the chapter: "I find that, without a rooted understanding of the level of thinking complexity, educators tend to misidentify Bloom's levels, often inaccurately believing their instruction is engaging students in higher levels of thinking. I saw this a lot in the classrooms I went to observe this past school year.
ReplyDeleteTraits that I will look for to see if students are engaging in higher levels of thinking are scholars applying what they learned in a variety of ways and are able to explain/ reflect on their learning. Also, to see if scholars are able to either look at their own work and identify a mistake they made and fix it or if they scholars are able to identify a mistake in someone else's work and explain how to fix it.
Students often want to go through their work with me to check and see if they are missing anything. However, they often underestimate their own capabilities and don't think to go over it themselves first, or to ask a classmate. Usually if a student does not fully understand something, there is another that does and is willing to help fill in the gaps. If the students went through their work with a peer, then I will be free to facilitate their peer review rather than stuck with one interaction at a time.
DeleteAshley Pierce - 7th Grade @ JRP (Indy)
I enjoy helping our teachers understand that the process of higher order thinking is how scholars will learn the concepts. Sometimes teachers think students must know the content thoroughly before they analyze, evaluate, and create.
ReplyDeleteIn my observations, I would like to see scholars using the content in creative ways like making charts, participating in peer review groups, and completing interdisciplinary projects.
I re-read the eight-step list of dimensions associated with creative thought. I love helping teachers and scholars open themselves to creativity. Harnessing those skills and building knowledge is exciting to see!
Traits I look for as evidence of higher level thinking include;
ReplyDeleteasking "but why" questions to go deeper into the content
critiquing the content
create examples
tie-in life events to the lesson
Adapting the lesson for more engagement at the create level includes opening/allowing options of how to present information or knowledge gained. Include activities that involve physical movement. Deliver the lesson using various media sources coupled with pen/paper documenting.
This comment has been removed by the author.
ReplyDeleteAs the reading coach at PLA-Davis, I will be observing for scholars to be engaged in activities that focus on task outside of the box, scholars are engaged in task that requires them to analyze and produce work samples that are not the same. I am looking for scholars to explain their thinking as it relates to the task and apply it to a real-world experience.
ReplyDeleteAccording to research, for students to participate in higher level thinking, they must pose arguments, state opinions, and critique evidence using primary and secondary sources. Practice is necessary to master any skill; students must have the opportunity to practice the knowledge, skills, attitudes, and behaviors that will be evaluated.
When collaborating with teacher we will choose learning activities that allow our scholars to practice, while causing them to critically think. From this chapter, I took away several concepts that will ensure we move our scholars from lower-level thinking to higher-level thinking by becoming proficient questioning experts for our learners.
Jartu K. Selli
PLA-Davis Elementary
The traits I look for that shows evidence of higher level thinking would include more open-middle questions, where the numbers are not known, but students have to be intentional with their reading to come up with a solution. The answers could vary. This strategy really shows their level of understanding.
ReplyDeleteI also ask questions like is this answer always true, or is there another way you can solve this problem to check for variance in their levels of understanding.
One way I would adapt my lessons to foster more engagement is if the student is completing a worksheet, they could come up with a word problem for three of the problems to show level of understanding, and have a peer complete. Also, I would allow students to find examples in real world application of the problem being used and solved in life. The most important strategy I would use to adapt my lesson to promote engagement is by being intentional with my lesson planning. Making sure that my plans promote engagement.
The traits I look for that shows evidence of higher level thinking would include more open-middle questions, where the numbers are not known, but students have to be intentional with their reading to come up with a solution. The answers could vary. This strategy really shows their level of understanding.
DeleteI also ask questions like is this answer always true, or is there another way you can solve this problem to check for variance in their levels of understanding.
One way I would adapt my lessons to foster more engagement is if the student is completing a worksheet, they could come up with a word problem for three of the problems to show level of understanding, and have a peer complete. Also, I would allow students to find examples in real world application of the problem being used and solved in life. The most important strategy I would use to adapt my lesson to promote engagement is by being intentional with my lesson planning. Making sure that my plans promote engagement.
Shawnte Mess
Chapel Hill Academy.
Not sure why it came up unknown.
At the younger levels I find it much harder to get scholars to think at the higher levels because they do not always have the background for it. It is something that we definitely need to work toward. Evidence that I will look for to show students are thinking at higher levels will include being able to reflect on their answer, explain how they came to that conclusion and why they did it in the manner they did. If scholars can have conversations with their classmates where they are focused, not just on the right answer, but how they got to that answer, then I know we are working in the right direction. These conversations should include possible disagreement among scholars and justification of their own thoughts and strategies.
ReplyDeleteFor me, the biggest take away of this chapter was the break down of the new Blooms levels. This was very helpful to have them broken down and will make it easier to work toward our goals.
I agree with your statement regarding younger scholars and higher level of thinking. I too need to alter my instruction to include more opportunities for the scholars to work in small groups/partners to discuss how they arrived to their answer. Seeing there may be other ways to achieve the answers. It definitely will take some time to cultivate, but I think exposing them to these opportunities is a step in the right direction. Thanks for sharing.
DeleteCathleen Smith,
Main Preparatory-Akron
Angela Posey @PLA 103 June 21,2021
ReplyDeleteBeing able to think deeply about character traits for characters in a story is an important part of understanding the author's deeper message. Lower level texts will spell out these traits directly to help the reader. But as the students begin reading more challenging texts, they have to think more deeply about the characters and character traits. I am always looking for strategies for the students to analyze how characters are influenced by the plot and their relationship to other characters. I could have students to create characters that exhibit traits and explain how that trait would influence the characters environment or the characters around them. Working in groups and sharing ideas would promote engagement. So the students would be telling how someone with that trait might think, act or speak to others. All of these activities builds on comprehension with engagement.
One take away from this chapter was the cognitive processes that is employed for each level of Bloom's Taxonomy. This revised list helps us to plan our lessons.
The traits I look for that shows evidence of higher level thinking would include more open-ended questions, such as, help me to understand what that looks like and taking time with scholars to think, jot down ideas, discuss with classmates or teacher, analyze, etc... I believe personally I need to work on ways to implement opportunities to foster higher order of thinking skills. When students engage in the construction of knowledge, an element of uncertainty is introduced into the instructional process and the outcomes aren't always predictable. This can be daunting, but pushing out of my comfort zones to help create activities and environments to allow opportunities for scholars to engage in higher order thinking.
ReplyDeleteOne take away from this chapter is Bloom's Taxonomy revised. It allowed a visual representation to help me to plan, instruct, effectively design and implement assessments. For me, it challenges me to move the scholars beyond reciting facts.
Cathleen Smith
Main Preparatory-Akron
I think it's much harder for younger scholars to show evidence of higher level thinking, but there are many different creative ways to do it. When scholars are showing engagement in discussions, sharing ideas about the learning, creating solutions, etc. At younger grades, scholars can use drawings and other creative ways to show their understanding. One take away is the Bloom's Taxonomy revised. I think I always can improve on incorporating higher order thinking skills into my lessons and I need to continually review and improve my teaching.
ReplyDeleteHeather Hill
DeletePLA @93
the higher level thinking traits that I will look for in my classroom are scholars being able to recognize and recall information the have already learned and implementing what they already know into the lesson. Also having scholars interpret information form one form to another. I feel that when scholars can explain/understand the information they feel excited to continue to learn.
ReplyDeleteone big take away from me in this chapter was really thinking about how i can implement these thinking levels in my work as a reading interventionist to really excel cognitive engagement in my lessons!
Allison Kelly PLA@103
I really enjoyed the clear, simplified dive this chapter took back into Bloom's Taxonomy. It is a topic I studied closely before having real experience in the classroom, but it is nice to go back to the basics and refresh with new, experienced eyes.
ReplyDeleteOne area I plan to improve upon this coming school year is in relation to HFW and decoding. Since I have been looking at the Science of Reading a lot this past year, this chapter connected some of my future plans to higher level thinking. I hope to teach scholars to really look deeply at individual words, decode them and explain why we read them the way we do, apply that understanding to spelling, and make connections between word patterns. Something as simple as HFW words that always felt like lived in the recognition level, can incorporate some high level thinking skills given the correct time and attention.
Alissa Davis
PLA @ 48
(Still catching up!)
Jensen Cacciola- PLA Jones Clark
ReplyDeleteIn my classroom I always have my scholars explain and show work on paper to show me that they cannot only write down all the steps, but also be able to explain their thinking with these steps. If they cannot do one or both then that means I know what we need to work on. I loved the revised table of Blooms Taxonomy so I know the different steps by being reminded what they are. I know where I am with teaching and where I want to go. I know also planning with these higher order thinking questions will help stay on my goal of using more higher order thinking questions. I love that they give examples so you can start somewhere. I see these as levels just like in a video game. You have to start at the beginning to get to the highest level which is what I am going to do with this upcoming school year!
Stephanie Bell @PLA 93
ReplyDeleteIn my past classrooms, I felt like I balanced the Remembering through Apply levels really well. I am excited to try and find a project where my scholars could use all levels of Blooms taxonomy. It could start as simple as reading a book with a new character. Not only could I could do some quick checks at lower levels to ensure my students are really understanding this character. Then build up to the create level. For example, creating a PSA about the blight of Anne Frank in an attempt to solve a social justice issue affecting teens. What I found most exciting is the choices of demonstrating your content mastery. For someone who loves music, creating a garageband song about the order of operations would be an excellent way to increase student engagement.
If my classroom is working on the create level, I will see students collaborating, expressing new ideas, discuss ideas and support with facts. scholars who create enjoy open ended questions, and sometimes are those scholars that ask (seemingly off-topic) questions that we so easily worry will derail the lesson.
Thank you for using these examples of how you check for lower level of thinking, but have the ability to check the higher level of thinking with scholars answering question/discussing new ideas. I am a media specialist, trying to focus on how some of these activities may be utilized to promote higher thinking. This entry is a good example of how I can adjust my approach after reading a story to check for lower thinking, but also follow up with higher thinking through discussion or other activities.
DeleteOne consistent activity that takes place in the media center is that we do "read alouds" in k-2 classes, we will then discuss the characters, setting, problem and solution. This is usually followed by a library lesson, concentrating on one of the elements of the story plan. After having read this chapter, I now realize that some of the questions being asked after this story could be elevated for higher thinking. For instance, rather than asking who is the character or just asking a yes/no question about the story, that engaging the scholars to higher thinking may be achieved with different questions. For example, having scholars critique the story, with a simple set of criteria, could expand the scholar's thinking. The idea of leading scholars to higher thinking could even occur with library activities, that lead a scholar to thinking about creating. As the text indicates, some ideas for the thinking at the create level includes "express ideas other students don't think of", which could be further implemented within a discussion.
ReplyDeleteIn other words, the activities and discussions within the library will provide good evidence that scholars are embarking in higher thinking levels. As previously stated, since many lessons seem to be more at the remember level in their current form, it would just require some different lesson planning to ensure that higher thinking is used in the library, shifting the library toward the create level.
I really enjoyed this chapter, it is full of ideas on how my library lessons could further evolve to move scholars to higher levels of thinking. The chapter provided wonderful insight and simple approaches to how this could be implemented.
Heather Barney - Media Specialist at PLA @ 103
The traits I will look for in my scholars as evidence that they are working and thinking at higher levels are how well they manipulate the current Google app we are working with, their evaluations of peer work, and their level of creativity shown in their assignments and projects. I am looking to improve upon how I have students evaluate their peers work. When we were in and out of the classroom last year, students gave general feedback. However, at that point they should be able to analyze a completed assignment by a peer and determine if there is anything missing from the requirements. Not only will this help them continue to use the different functions of the Google app, it could also help point out something they missed/didn't complete in their own assignment/project.
ReplyDeleteOne takeaway I have from this chapter is that scaffolding these thinking levels can show the mastery of a concept by a scholar and that implementing activities such as some of the ones suggested in Chapter 2, will show their ability/level of thinking with the current concept. If a scholar cannot achieve the level of the assignment, breaking down the specifics can help bridge the gap of their thinking level.
Ashley Pierce - 7th Grade @ JRP (Indy)