? INQUIRY to question is to learn.

Slides:



Advertisements
Similar presentations
A Focus on Higher-Order Thinking Skills
Advertisements

? Tulsa Community College- Engaged Student Programming.
? freely adapted from Tulsa Community College- Engaged Student Programming.
Creating an SLO or PLO Statement Presented by ORIE Team Summer 2013 Academy for Planning, Assessment, and Research.
Bloom’s Critical Thinking Questioning Strategies
Coach J. What’s the big deal?  Learning takes place when you produce knowledge not re produce it.  Recognize a higher-level thinking question: Colleges.
Opening Day Presentation V. Jaramillo & A. Cadavid A. Ryan-Romo & F. OW Assessment Basics.
1 Assessment Gary Beasley Stephen L. Athans Central Carolina Community College Spring 2008.
Quick Flip Questioning for Critical Thinking Kobets S.A. Lyceum №87.
Levels of Questioning Mr. Bishop English 12CP.
Increasing Critical Thinking POWER VERBS with. Remembering Level.
Student Learning Outcomes
Writing Objectives Including Bloom’s Taxanomy. Three Primary Components of an Objective Condition –What they’re given Behavior –What they do Criteria.
How to Ask Reading Questions 北一女中 寧曉君老師
Bloom’s Taxonomy And we don’t mean Evan Bloom!. Have you ever wondered… How do we really learn information? What is the goal of learning? What do our.
Bloom’s Taxonomy Revised Version. Bloom’s Taxonomy of Instructional Activities ( REVISED VERSION – PAGE 52) Create Evaluate Analyze Apply Understand Remember.
Bloom’s Taxonomy.
Blooms Taxonomy Margaret Gessler Werts Department of Language, Reading, and Exceptionalities.
Bloom’s Critical Thinking Questioning Strategies A Guide to Higher Level Thinking Ruth SundaKyrene de las Brisas.
A Decision-Making Tool.  Goal  Educational Objectives  Student Learning Outcomes  Performance Indicators or Criteria  Learning Activities or Strategies.
Does this learning goal focus on what the student will do? Objective: Conservation of energy A.Yes B.No C.Depends on context.
Bloom’s Critical Thinking Questioning Strategies A Guide to Higher Level Thinking Adapted from Ruth Sunda and Kyrene de las Brisas.
Assessment. Levels of Learning Bloom Argue Anderson and Krathwohl (2001)
BLOOM’S TAXONOMY Mrs. Eagen A, A. Bloom identified six levels within the cognitive domain, from the simple recall or recognition of facts,
Higher Order Thinking Skills
1xx K K K Program Level Student Learning Outcomes K= Knowledge/Comprehension; A= Application / Analysis; S= Synthesis /Evaluation 1xx S K.
COMPREHENSION ANALYSIS EVALUATION APPLICATION SYNTHESIS KNOWLEDGE
QUESTIONING! 10/15. Agenda Discuss open-ended questions Discuss different question stems and levels Blooms and Costas Watch a clip on gun violence and.
Teaching and Thinking According to Blooms Taxonomy human thinking can be broken down into six categories.
D ESCRIBING Y OUR L EARNING Unit 5 Seminar. Agenda Unit Objectives Bloom’s Taxonomy Learning Statements Questions.
Bloom’s Taxonomy Dr. Middlebrooks. Bloom’s Taxonomy.
TEMPUS-ELFRUS - Project Meeting, Apri 7-9, Vienna Learning Outcomes I MANSBERGER TEMPUS-ELFRUS Learning Outcomes Reinfried MANSBERGER.
?. Why ask questions????? 11( RED ) – INPUT COMPLETE, COUNT, DEFINE, DESCRIBE, IDENTIFY, SCAN LIST, MATCH, NAME, OBSERVE, RECITE, 22( YELLOW ) –P ROCESS.
BLOOMS OBJECTIVESLEVEL. Bloom’s Six Levels Knowledge Knowledge Comprehension Comprehension Application Application Analysis Analysis Synthesis Synthesis.
Bloom’s Taxonomy How to Create REALLY good questions!!
Facilitating Higher Order Thinking in Classroom and Clinical Settings Vanneise Collins, PhD Director, Center for Learning and Development Cassandra Molavrh,
Higher Order Thinking Overview. What to Expect in this Course This course may be different than others by: Incorporating instructional strategies that.
Assessment.
Bloom’s Taxonomy.
Using Bloom’s Taxonomy
Assessment.
Bloom’s Critical Thinking Questioning Strategies
Bloom’s Critical Thinking Questioning Strategies
Objectives Course Goal
Bloom’s Taxonomy (1956) Evaluation Making critical judgments
A Focus on Higher-Order Thinking Skills
85. BLOOM’S TAXONOMY “Bloom’s Taxonomy is a guide to educational learning objectives. It is the primary focus of most traditional education.”
Teacher’s Name Date of Lesson Title of Lesson
Author: Brenda Stephenson The University of Tennessee
Teacher’s Name Date of Lesson Title of Lesson
H.O.T. Questions High Order Thinking Questions
Teacher’s Name Date of Lesson Title of Lesson
Depth of Knowledge (DOK) Levels
Knowledge Arrange Define Duplicate Label List
Bloom’s Taxonomy (1956) Evaluation Making critical judgments
Assessments for “Remembering” Outcomes
Higher Order Thinking Skills
Bloom’s Taxonomy Higher Order Thinking HOT
Bloom’s Taxonomy.
A Focus on Higher-Order Thinking Skills
Costa’s Levels of Questioning
Teacher’s Name Date of Lesson Title of Lesson
Bloom’s Taxonomy.
Teacher’s Name Date of Lesson Title of Lesson
Bloom’s Critical Thinking Questioning Strategies
Bloom’s Taxonomy.
Our goal is to be thinking at a higher level.
Classifying Questions
Bloom’s Critical Thinking Questioning Strategies
Presentation transcript:

? INQUIRY to question is to learn

Costa’s Three-Story House Level 1 the lowest level requires one to gather information. Level 2 the middle level requires one to process the information. Level 3 the highest level requires one to apply the information.

Costa's Levels of Inquiry

Level 1 Words Remember Define Repeat Name List State Describe Recall Memorize Label Match Identify Record Show Understanding Give examples Restate Discuss Express Rewrite Recognize Explain Report Review Locate Find Paraphrase Tell Extend Summarize Generalize

Level 2 Words Use Understanding Dramatize Practice Operate Imply Apply Compute Schedule Relate Illustrate Translate Change Pretend Discover Solve Interpret Prepare Examine Diagram Distinguish Compare Contrast Divide Categorize Outline Debate Analyze Differentiate Select Separate Point out Criticize Experiment Break down Discriminate Create Compose Design Propose Combine Construct Draw Arrange Suppose Formulate Organize Plan Compile Revise Write Devise Prepare Generate

Level 3 Words Decide Judge Value Predict Evaluate Rate Justify Measure Choose Assess Select Estimate Conclude Summarize Supportive Evidence Prove your answer. Support your answer. Give reasons for your answer. Explain your answer. Why or why not? Why do you feel that way?

Inquiry in Math & Science LEVEL 1 What are you being asked to find? What formula would you use in this problem? LEVEL 2 What additional information is needed to solve this problem? Explain how you calculate... LEVEL 3 What would happen to ____ if _______ (variable) were increased/ decreased?

Inquiry in English LEVEL 1 What is the origin of the word _____? What events led to ______? LEVEL 2 What other ways could ____ be interpreted? What is the main idea of the story? LEVEL 3 Could this story have really happened? Why or why not? Predict what will happen to _____ as _______ is changed.

Inquiry in Social Studies LEVEL 1 When did the event take place? List the... LEVEL 2 Compare and contrast ______ to _______ . Explain the concept of... LEVEL 3 Do you feel _______ is ethical? Why or why not? What significance is this event in the global perspective?