1. MAKING INQUIRY H.O.T. Higher Order Thinking

2. LINE UP Grounding

3. Academic Vocabulary Revisiting What are some things you hope students will gain from a focus on academic vocabulary? What are some strategies you are using to teach academic vocabulary? Since the last PD, what are some of the challenges youve faced in teaching academic vocabulary?

4. Outcomes Objectives Increased awareness around inquiry and higher order thinking skills to increase rigor in all content areas Building connections between Blooms, Marzano, and Costa Engage in using Blooms/Costas strategies Engage and experience writing higher order thinking skills questions using Blooms or Costas Define what Blooms/Costa looks like in the different content areas Todays Outcomes and Objectives

5. The Inquiry Method The goal of the inquiry method is to help students become more aware of the range of problem-solving and critical-thinking behaviors available to them and to improve their ability to apply these behaviors when they are confronted with a problem to which they have no ready answer. Art Costa When students learn the taxonomy of questions this gives them a variety of ways to think about a problem in different ways.

6. Why Use Inquiry as a Teaching Methodology? Historically, state and national surveys indicate that approximately 80% of the questions K-12 th grade students are exposed to are lower- level questions In college this trend reverses, and students are asked to deal primarily with high-level critical questions Standardized tests have an increasing focus on analysis, synthesis and evaluation. With high stakes testing, inquiry strategies become critical aspects of classroom instruction.

7. Marzano Vocabulary Game In your table groups, work together to categorize the different cognitive words into the different levels of Blooms Taxonomy on your poster paper. The first team to categorize all of their words correctly will win a prize!

8. Creating (Evaluate) construct, create, design, Evaluating (Synthesis) defend, judge, value Analyzing (Analyze) compare, contrast, criticize Applying (Application) interpret, illustrate, solve Understanding (Comprehension) describe, discuss, explain Remembering (Knowledge) define, duplicate, list Blooms Taxonomy

9. Evaluate Synthesis Analysis Application Comprehension Knowledge Creating Evaluating Analyzing Applying Understanding Remembering Blooms Taxonomy is a multi-tiered model of classifying thinking by six cognitive levels of complexity. First created in the 1950s, Blooms Taxonomy was revised in the 1990s in an attempt to make it more relevant for 21 st century students and teachers. Old VersionRevised Version NounsVerbs

10. Blooms Taxonomy Creating: Can the student create new product or point of view? assemble, construct, create, design, develop, formulate, write Evaluating: Can the student justify a stand or decision? appraise, argue, defend, judge, select, support, value, evaluate Analyzing: Can the student distinguish between the different parts? appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test Applying: Can the student use the information in a new way? choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write Understanding: Can the student explain ideas or concepts? classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase Remembering: Can the student recall or remember the information? define, duplicate, list, memorize, recall, repeat, reproduce state

11. Costas Levels of Questioning LEVEL 1 – Book Only The answer can be found in the text (either directly or indirectly). Texts include books, lectures, or straight from the horses mouth. This type of question is very concrete and pertains only to the text; it asks for facts about what has been heard or read. Information is recalled in the exact manner/form it was heard.

12. Costas Levels of Questioning LEVEL 2 - Book & Brain The answer can be inferred from the text. This type question, although more abstract than a level one question, still relies on the facts. With a level two question, the brain has to use the facts. Answers combine information in a new way. Information can be broken down into parts; it involves examining in detail, analyzing motives or causes, making inferences, finding information to support generalizations or decision-making.

13. Costas Levels of Questioning LEVEL 3 - Brain Only The answer goes beyond the text. This type of question is abstract and does not pertain directly to the text. These questions ask that judgments be made from information. They also give opinions about issues, judge the validity of ideas or other products and justify opinions and ideas.

14. Costas Levels of Questioning Level One: Defining Scanning Describing Reciting Identifying Observing Listing Naming What is the definition of lunar eclipse? (definition) How can we express the equation 2x(4-5y)=3y-26 in three ways (list) What states seceded from the Union to form the Confederacy (identification) How does The Road Not Taken (Frost) begin? (recitation) Level Two: Analyzing Comparing Grouping Contrasting Inferring Sequencing Synthesizing In Native Son how does Bigger Thomas violence against his gang members reveal a deeply-rooted insecurity and fear of people? (analysis) How does the term Manifest Destiny capture the essence of western expansion in the United States? (synthesis) If the moon is full Aug.17, July 18, and June 19, when will it be full in April? (inference) Level Three : Evaluating Imagining Hypothesizing Judging Speculating Predicting Applying a principle Using the principle of commutative property, how can we find out the number of apple trees in an orchard having 15 rows, 5 trees each? (application) Which of the characters in Great Expectations suffered the most? (judgment) Without the idea of Manifest Destiny what might the United States look like today? (speculation)

15. Write Around Each individual in your group of five will have a picture The write around process begins with each person writing a higher order thinking (h.o.t.) question on their paper After a couple minutes, the facilitator will ask you to pass your paper to the person sitting on your right You will then add another h.o.t question to the paper passed to you Repeat this process until you receive your own paper back and have a dialogue around the types of questions you see added to your paper

17. Stir the Classroom In groups of four, make a circle around the room Number off 1-4 within your group Discuss the questions provided with your group. When a number is drawn, that person will move to the next group and share the thinking of his/her group and hear the new groups thinking.

18. Stir the Classroom What are some similarities and differences that you are noticing between Blooms Taxonomy and Costas Levels of Questioning?

19. Stir the Classroom What might be some questions you are having about either Blooms Taxonomy or Costas Levels of Questioning?

20. Stir the Classroom How might using either Blooms Taxonomy or Costas Levels of Questioning look in your class or content area?

21. Now that youve had an opportunity to experience and reflect with your colleagues around Higher Order Thinking Skills and Blooms and Costas, find a colleague in your same department and share one strategy or way in which you plan to incorporate these skills into your class. Once youve gave one and got one from that first colleague, find another colleague in your department and repeat the process. Continue until you see the time out hand signal to come back together Give One, Get One

22. H.O.T Resources Art Costas website for Habits of Mind http://www.habits-of- mind.net/ Emerging Perspectives on Learning, Teaching, and Technology Find more about Blooms Taxonomy and other inquiry based learning http://projects.coe.uga. edu/epltt/index.php?tit le=Main_Page Find Power Point presentations posted online at www.slideshare.net like this one on questioning practices http://www.slideshare.net/rmakely/questioni ng-practices-and-strategieswww.slideshare.net http://www.slideshare.net/rmakely/questioni ng-practices-and-strategies eBest ICT Cluster – Although based in New Zealand, this website offers many teaching and learning resources around inquiry learning, including Blooms and different levels of questioning.http://centre4.interact.ac.nz/spa ces/space.php?space_key=13303http://centre4.interact.ac.nz/spa ces/space.php?space_key=13303 Concept to Classroom - Website of online workshops for teachers around various topics including inquiry based learning and using WebQuest with students http://www.thirteen.org/edonline/concept2cl ass/index.html http://www.thirteen.org/edonline/concept2cl ass/index.html

23. Next Steps On Tuesday, March 31 st departments will meet for Common Planning Time Depending on your departments schedule, you might want to discuss the strategies presented today and student work related to higher order thinking skills and levels of questioning On Tuesday, April 14 th, we will have a PD around connecting academic vocabulary and higher order thinking skills

24. Pluses and Wishes Feedback for Next Time Pluses and Wishes Pluses – Things you liked and would like to see continued Wishes – Things you would like to see implemented for next time Professional Development Survey Go to the Stevenson MS website (www.rlstevenson.net) and click on PD Evaluation Form under the Links sectionwww.rlstevenson.net