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Eight Elements of Thinking
1) generates purposes
2) raises questions
3) uses information
4) utilizes concepts
5) makes inferences
6) makes assumptions
7) generates implications
8) embodies a point of view
2. Develop feedback
strategies for
grabbing HOTS verbal
cues
1. Formulate methods
for involving students
in high quality
discussions about
abstract concepts.
3. Create HOTS lesson
plans that provide for
planned and
unplanned use of
HOTS.
How does clay feel
when it is being
sculpted?
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
How does gum feel
when it is being
chewed?
Would you rather be a
hiccup or a burp?
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
As an occupation, would
you rather be a painter
on a suspension bridge
or an engineer on a
submarine?
What might oil ask
water?
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
What might wisdom
ask fear?
How many different
homework excuses can
you come up with?
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
List all the different words
you can think of that have
to do with the study of
mathematics.
Teachers: 80 questions
per hour. +All students
combined: 2 questions
per hour (Dillon, 1988)
Quotes
Questions: 80%
comprehension; 15%
management; 5% higher
level. (Redfield &
Rousseau, 1981)
A teacher asks about
1000 questions per
week. (Kerry, 1982)
Questions: 60% require factual
recall; 20% require thinking; 20%
are procedural. (Gall, 1984)
Why the predominance of lower level questions?
1. The necessity for students to know facts before they
progress to speculation or high levels of thought.
2. The curriculum is by nature fact-oriented rather
than thought-oriented; and if teachers want their
students to "learn the curriculum," they will naturally
focus on factual questions.
3. Teachers who lack the necessary skills to formulate
questions that require higher level thought.
(Gall, 1970)
“Good answer”
“Good thinking.”
“Wonderful response.”
“Interesting thinking.”
Bear Speak
Japan
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HOT Skills Questions Template
HOT Skills Questions Template
HOT Skills Questions Template
Tour Ends….Objectives accomplished?
1. Formulate methods
for involving students
in high quality
discussions about
abstract concepts.
2. Develop feedback
strategies for
grabbing HOTS verbal
cues .
3. Create HOTS lesson
plans that provide for
planned and
unplanned use of
HOTS.
End
AVID
Costa's Levels of Thinking and Questioning
Following slides not in yet:
Be Metacognitive
Venn diagram of three circles:
Practice Thinking: Model the thinking you want.
Encourage students in the thinking you want.
Hold students responsible for the thinking they do.
Using Cues and Questions to Enhance Higher Order Thinking
Introduction Slide
CALA-center for the Advancement of Learning and Assessment
Florida State University
State test scores were at the bottom in USA and now are among the highest according to article in The Economist.
They teach reasoning skills and then assess reasoning skills on state tests.
Slide
Eight Elements of Thinking
generates purposes
raises questions
uses information
utilizes concepts
makes inferences
makes assumptions
generates implications
embodies a point of view
Each of these influences the others.
(Foundation for Critical Thinking)
Slide:
HOTS
Higher Order Thinking Skills
Creative
( difficult to separate)
Critical
Thinking + flavor = Reasoning
Logical
Reflective
Metacognative
(So important to include)