Advanced by Design: RtI Tiered Programming and the Gifted Student Developed by Karen Kendig Northeast Gifted Education Regional Consultant [email protected].

Advanced by Design:RtI Tiered Programming and the Gifted Student

Developed by Karen KendigNortheast Gifted Education Regional

[email protected]

1 Hour Inservice Series: HOTS (Higher Order Thinking Skills)

Bloom’s Taxonomy

Did you know?

http://www.youtube.com/watch?v=xHWTLA8WecI

Shift happens

Teachers can and should be part of that shift.

Why can’t students answer higher level questions? To the dismay of many educators and

potential employers, it is daunting how few students are able to “draw inferences from texts, distinguish the relevant information in mathematics problems, or provide and defend a thesis in an essay.”

Wolf, D. (1987, Winter).

The art of questioning.

Academic Connections, 1-7.

Why don’t teachers ask more higher level questions? While researchers indicate that questioning

strategies are essential to the growth of critical thinking skills, creative thinking skills, and higher level thinking skills and can positively affect achievement, most classrooms are devoid of these types of questions as a regular part of learning.

From Questioning Strategies for Teaching the Gifted

by Elizabeth Shaunessy, 2005 Prufrock Press.

What is CSAP measuring?

A student scoring at the Advanced Level has success with the most challenging content of the Colorado Model Content Standards. These students answer most of the test questions correctly, including the most challenging questions.

Where do Higher Order Thinking Skills fit into RtI’s tiered programming model?

Thinking skills should be taught to ALL students at the Universal Level—Tier 1

Where to begin?

Metacognition Talk about thinking with

your students Post charts about thinking

with key words Classroom climate

Safe Nonthreatening Encouraging Mutually respectful

What is the teacher’s role?

Responsive facilitator of

learning Not sage on the stage but

guide from the side

Probe beyond simple, convenient yes/no questions Consider the specificity or vagueness of the questions and their

purpose. Divvy up summarizing and concluding responsibilities among

students.

Strasser 1967

What is the student’s role?

Think about higher level thinking Think about possible answers to questions

posed Ask higher level questions of self and others

Why Bloom’s Taxonomy?

By using Bloom's hierarchy of thinking categories teachers can identify the level of chosen classroom objectives and create assessments to match those levels. One can write items for any given level. With objectively scored item formats, it is fairly simple to tap lower levels of Bloom's taxonomy and more difficult, but not impossible, to measure at higher levels. By designing items to tap into teacher-chosen levels of cognitive complexity, classroom assessments increase validity.

http://www.specialconnections.ku.edu

In 1956, Benjamin Bloom headed a group of educational psychologists who developed a classification of levels of intellectual behavior important in learning. Bloom found that over 95% of the test questions students encounter require them to think only at the lowest possible level...the recall of information.

Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts, as the lowest level, through increasingly more complex and abstract mental levels, to the highest order which is classified as evaluation.

Knowledge collect•describe•identify•lists•how•tell•tabulate•defi

ne•examine•label•name•retell•state•quote•enumerate•match•read•record•reproduce•copy•select

Examples: dates, events, places, vocabulary, key ideas, parts of diagram, 5Ws

Comprehension associate•compare•distinguish•extend•interpret

•predict•differentiate•contrast•describe•discuss •estimate•group•summarize•order•cite•convert

•explain•paraphrase•restate•trace Examples: find meaning, transfer, interpret facts,

infer cause & consequence, examples

Application •apply•classify•change•illustrate•solve

•demonstrate•calculate•complete •solve•modify•show•experiment•relate•discover •act•administer•articulate•chart•collect•compute •construct•determine•develop•establish•prepare •produce•report•teach•transfer•use

Examples: use information in new situations, solve problems

While critical thinking can be thought of as more left-brain and creative thinking more right brain, they both involve "thinking." When we talk about HOTS "higher-order thinking skills" we're concentrating on the top three levels of Bloom's Taxonomy: analysis, synthesis, and evaluation.

Analysis •analyze•arrange•connect•divide•infer•separate

•classify•compare•contrast•explain•select•order •breakdown•correlate•diagram•discriminate•focus •illustrate•infer•outline•prioritize•subdivide •points out•prioritize

Examples: recognize and explain patterns and meaning, see parts and wholes

Synthesis •combine•compose•generalize•modify•invent•plan

•substitute•create•formulate•integrate•rearrange •design•speculate•rewrite•adapt•anticipate •collaborate•compile•devise•express•facilitate •reinforce•structure•substitute•intervene•negotiate•reorganize•validate

Examples: discuss "what if" situations, create new ideas, predict and draw conclusions

Evaluation •assess•compare•decide•discriminate•measure

•rank•test•convince•conclude•explain•grade•judge•summarize•support•appraise•criticize•defend

•persuade•justify•reframe Examples: make recommendations, assess

value and make choices, critique ideas

Why should your lessons Bloom? Researchers believe that teachers should

test over what they teach in the same way that they teach it.

There’s no time like the present. Choose a content area you teach. Write at least five generic questions at each

of the HOTS levels of

Blooms Taxonomy

Analysis Synthesis Evaluation

Make a deck of resource cards Paste your questions on cards and laminate

Use in learning centers Let students choose questions as discussion or

test items Use cards and key word charts as guides for

student-written questions