1. Teacher’s Desk Reference ® Brought to you by:

2. This session will address: How to use the Teacher’s Desk ReferenceHow to use the Teacher’s Desk Reference High-Order Thinking strategiesHigh-Order Thinking strategies How to write Higher Order thinking questionsHow to write Higher Order thinking questions How to develop lessons at a higher levelHow to develop lessons at a higher level How to use the Teacher’s Desk ReferenceHow to use the Teacher’s Desk Reference High-Order Thinking strategiesHigh-Order Thinking strategies How to write Higher Order thinking questionsHow to write Higher Order thinking questions How to develop lessons at a higher levelHow to develop lessons at a higher level

3. How Can We Help Our Students Develop These High-Order Thinking Skills?

4. The Teacher’s Desk Reference and Critical Thinking Guide was developed as a tool to assist teachers in planning and implementing quality lessons based on critical thinking skills while simultaneously providing a checklist to ensure all Competency Goals and Objectives are addressed. Teacher’s Desk Reference & Critical Thinking Guide

5. Bloom’s Taxonomy The first tabs are the six areas of Bloom’s Taxonomy and Revised Bloom’s. 1. Remember (Knowledge) 2. Understand (Comprehension) 3. Apply (Application) 4. Analyze (Analysis) 5. Evaluating (Synthesis) 6. Creating (Evaluation)

6. Each of the tabs contain Key Words and Questioning Prompts that teachers can use while planning their lessons and teaching in the classroom.Each of the tabs contain Key Words and Questioning Prompts that teachers can use while planning their lessons and teaching in the classroom. “A Must For Every Teacher”

7. The next tabs explain Webb’s 4 Levels of Depth of Knowledge for Reading, Writing, Math, Science and Social Studies. 1. Recall (Recite facts and simple skills) 2. Skill/Concept (mental processing- beyond recalling or reproducing a response) 3.Strategic Thinking (Deep knowledge becomes more of a focus) 4.Extended Thinking (Higher order thinking is central and knowledge is deep) Webb’s Levels of Depth of Knowledge

8. This section outlines Marzano’s Dimensions of Thinking

9. State Specific Standards The next tabs include Standard Course of Study for the appropriate grade levels. Check boxes to the left of each objective help create a checklist to ensure all Competency Goals and Objectives are taught and mastered in the classroom.

10. Glossary Words & Dolch Word List The next tabs include all of the glossary words associated with the grade level or discipline. In the K-2 reference there is a Dolch word list including Dolch Words and Most Frequently Used Words

11. In the back of every Teacher’s Desk Reference, we have included Student Testing Strategies. Teachers can use these strategies to assist their students and ensure optimum performance on the exam. Testing Strategies

12. Testing Information Key Words Questioning Prompts Classroom Tips Standard Course of Study Critical Thinking Check List Glossary Words Testing Strategies Teacher’s Desk Reference & Critical Thinking Guide

13. Benefits Quick and Easy To Use Information Required For EOG and EOC Test Success All In One Location Helps Build Critical Thinking Skills Competency Goal and Objective Checklist Teacher Friendly Format Fits In Teacher Lesson Plan Book Glossary Words Testing Strategies Teacher’s Desk Reference & Critical Thinking Guide

14. Available: Elementary by Grade: K, 1, 2, 3, 4, 5 Middle School (6-8) by Discipline: Language Arts, Math, Science & Social Studies High School (9-12) by Discipline: Language Arts, Math, Science & Social Studies

15. What is Higher Order Thinking? It essentially means thinking that takes place in the higher levels of the hierarchy of cognitive processing. Bloom’s Taxonomy is the most widely accepted hierarchical arrangement of this sort in education. It can be viewed as a continuum of thinking skills starting with Knowledge-level thinking and moving eventually to Evaluation-level thinking.

16. The Goal: Higher Order Thinking Low Middle Knowledge Application-Familiar Analysis-Relationships Evaluation-Judge Synthesis-Create High Level II Comprehension Level I Application-Unfamiliar

17. What are the higher level thinking skills? Analysis (Analyze) Synthesis (Evaluating) Evaluation (Creating)

18. They are the basis of quality teaching and the key to learning. Why are higher level thinking skills important?

19. Too many students see education as something that happens to them Externally they fail to see its relevance in their lives Internally they never understand how they learn nor develop the ability to monitor their own progress

20. Our goal is to connect students to their own learning in the context of the world around them What am I learning today? Why am I learning it? How can I use this knowledge and these skills to make a difference in my life? How can I work with teachers and peers to improve my learning?

21. Complex use of knowledge Prepare and deliver a presentation Classify animals Balance a checkbook Name the continents Recall of knowledge

22. Complex use of knowledge Recall of knowledge Presentation Report Role Playing Quiz Demonstration Seminar

23. Engage students with meaningful feedback Frequent and on-going Compare performance to rubric Immediate and relevant to task Offer specific evidence-compare to anchors

24. Provide them with a well-designed program that builds skills and strategies Create environment for them to succeed –Structure, motivation, timetable Reinforce the importance of higher level thinking Increase the rigor and relevance to their lives

25. Enable students to improve through self-assessment Foster a positive dynamic between teacher and student Help them reflect on their progress Give them increasing responsibility for their learning.

26. How do I foster higher order thinking in my classroom? 1.Set up a classroom environment which is conducive to high-level thinking. –Multi-level materials –Flexible grouping –Accept and celebrate diversity –Print-rich environment –High expectations –Teacher as co-learner –Nurture risk-taking

27. How do I foster higher order thinking in my classroom? 2.Engage students in activities which foster high-level thinking. –Collaborative group activities in which students can communicate with others in a variety of ways –Problem solving activities that require more than routine calculations. –Open-ended activities with more than one “right” answer –Activities which accommodate multiple intelligences –Activities in which both genders participate freely

28. How do I foster higher order thinking in my classroom? 3.Construct questions that call for high-level thinking. –Ask yourself, “Do I always know the answer to my questions?” –Use a variety of assessment methods that match teaching strategies. For example, use a project for assessment instead of an end-of-unit test.

29. Blooming Up: Teaching The Art of Questioning Recall/specific detail: –What color is the apple? –What shape is the orange? Comprehension: –Which piece of fruit makes your fingers feel sticky? –Which piece of fruit is packed with vitamin C?

30. Application: –Can you think of a way to peel an orange without getting your fingers sticky? –What would you do if you were starving and found a worm in your apple? Analysis: –What are three differences/similarities between the apple and orange? Synthesis: –If you were going to create a new piece of fruit that was a combination of the apple and the orange, what would the fruit look and taste like? Evaluation: –Which fruit is better for you and why?

31. Step 1: Break up into groups of 4-5. Step 2: Using the fruit bar, design a question at each level of blooms taxonomy. Step 3: Each group needs to choose a presenter. Step 4: : Present group ideas.

32. We need to reflect on….. What I am teaching today? Why am I teaching it? How can I work with instrumental leaders and my peers to improve teaching and learning?

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