Using Cooperative Learning to Encourage Higher Ord……

1、Using Cooperative Learning to Encourage Higher Order ThinkingDunklin R-V School DistrictNew Teacher OrientationAugust 15, 2007Facilitated by: Kelly Nockerts, IC HHSTable of ContentsG r a p h i c O r g a n i z e r f o r T o d a y s Workshop.1What is Higher Order Thinking? Blooms Taxonomy.2 Webbs Dept

2、h of Knowledge (DOK) Levels.3Questions to Engage Students Thinking Skills.4-5W h a t i s C o o p e r a t i v e Learning?.6U s i n g Q u e s t i o n C a r d s : S t r a t e g y Summaries.7 Rally Coach.8 Rally Coach Template.9 F a n - N - P i c k ( Q u e s t i o n C a r d s ) .10-11 Cubing Template.12

3、 Numbered Heads Together Journal Template.13 Q u e s t i o n S t a r t e r s Template.14S t r a t e g i e s t o E x t e n d S t u d e n t Thinking.15O r g a n i z i n g S t u d e n t s i n t o Teams.16 St. Louis City Partners17References.18Graphic Organizer for Todays Workshop1Blooms Taxonomy2Webbs

4、Depth of Knowledge (DOK) Levels3Level 1 (recall) requires simple recall of such information as a fact, definition, term, or simple procedure. Level 2 (skill/concept) involves some mental skills, concepts, or processing beyond a habitual response; students must make some decisions about how to approa

5、ch a problem or activity. Keywords distinguishing a Level 2 item include classify, organize, estimate, collect data, and compare data. Level 3 (strategic thinking) requires reasoning, planning, using evidence, and thinking at a higher level. Level 4 (extended thinking) requires complex reasoning, pl

6、anning, developing, and thinking, most likely over an extended time. Cognitive demands are high, and students are required to make connections both within and among subject domains. Questions to Engage Thinking SkillsAnalyzingHow could you break down?What components?What qualities/characteristics?Ap

7、plyingHow is_and example of?What practical applications?What examples?How could you use?How does this apply to?In your life, how would you apply?AssessingBy what criteria would you assess?What grade would you give?How could you improve?Augmenting/ElaboratingWhat ideas might you add to?What more can

8、you say about?Categorizing/Classifying/OrganizingHow might you classify?If you were going to categorize?Comparing/ContrastingHow are _ and _ alike?What similarities?What are the differences between ?How is _ different?Connecting/AssociatingWhat do you already know about?What connections can you make

9、 between?What things do you think of when you think of?Decision-MakingHow would you decide?If you had to choose between?DefiningHow would you define?In your own words, what is?Describing/SummarizingHow could you describe/summarize ?If you were a reporter, how would you describe?Determining Cause &am

10、p; EffectWhat is the cause of?How does _effect _?What impact might?Drawing Conclusions/Inferring ConsequencesWhat conclusions can you draw from?What would happen if?What would have happened if?If you changed _, what might happen?EliminatingWhat part of _ might you eliminate?How could you get rid of?

11、EvaluatingWhat is your opinion about?Do you prefer?Would you rather?What is your favorite?Do you agree or disagree?What are the positive and negative aspects of?What are the advantages/disadvantages of?If you were a judge?On a scale of 1-10, how would you rate?What is the most important?Is it better

12、 or worse?ExplainingHow can you explain?What factors might explain?4Questions to Engage Thinking SkillsExperimentingHow could you test.?What experiment could you do to?GeneralizingWhat general rule can?What principle could you apply?What can you say about all?InterpretingWhy is _ important?What is t

13、he significance of?What role?What is the moral of?InventingWhat could you invent to?What machine could?InvestigatingHow could you find out more about?If you wanted to know about?Making AnalogiesHow is _ like _?What analogy can you invent for”ObservingWhat observations did you make about?What changes

14、?PatterningWhat patterns can you find?How would you describe the organization of?PlanningWhat preparations would you?Predicting/HypothesizingWhat would you predict?What is your theory about?If you were going to guess?PrioritizingWhat is more important?How might you prioritize?Problem-SolvingHow woul

15、d you approach the problem?What are some possible solutions to?Reducing/SimplifyingIn a word, how would you describe?How can you simplify?Reflecting/MetacognitionWhat would you think if?How can you describe what you were thinking when?RelatingHow is _ related to _?What is the relationship between?Ho

16、w does _ depend on _?Reversing/InversingWhat is the opposite of?Role-Taking/EmpathizingIf you were (someone/something else)?How would you feel if?SequencingHow could you put in order?What steps are involved in? SubstitutingWhat could have been used instead of?What else could you use for?What might y

17、ou substitute for?What is another way? SymbolizingHow could you draw?What symbol best represents? SynthesizingHow could you combine?5What is Cooperative Learning?Key Concepts _ _ _ _ PIES _ _ _ _ _6PPositive _IIndividual _EEqual _SSimultaneous _Using Question CardsRally Coach Each partner pair gets

18、a set of _ _. Student _ _ the question out loud to student B. Student _ _ (you may want students to record their answers.) Student _ _, _, & _ Bs answer. Partners _ _ asking and answering each question.Variation: use white boards to work out answers.Fan-N-PickStudent One _ cardsStudent Two _ a c

19、ard & _ it aloud to the team.Student Three gives an _ after _ _ of think time.After another _ _ of think time, student Four _, _, or _ to the answer given.Student _ roles.CubingPlayers take turn _ the question cube.The player who rolls the cube thinks for _ _, then _ the “thinking question” (TQ)

20、 that is face up.Other plays add to the discussion. While the TQ is discussed, the person who rolled the dice acts as the _ & _ the conversation before the next player rolls the cube.Variation: use Fan-n-Pick rulesVariation: Students create a mind map as they discuss.Numbered Heads TogetherStude

21、nts _ _ in their team (each team is numbered)Teacher poses a _.Students _ the question so that everyone is able to answer.Teacher calls a _ _ & a _ _.The student _ & _ what his or her team discussed.Follow-Up Writing ActivityStudents _ _ _ _ and make a journal entry or use the question as th

22、e prompt for an essay or creative writing assignment.Students _ their writing with a partner or in turn with teammates.7Rally CoachName_Date_Name_Date_A grandfather had 3 grandchildren. He bought each grandchild a pair of mittens. How many mittens did he buy?Write an equation for each question and s

23、olve it.Write an equation for each question and solve it.A girl saw 10 snowmen on her way home from school. Two had red hats, the others had green hats. How many snowmen had green hats?Molly waited for her son at the bus stop. She saw eighteen eyes on the bus. How many people were on the bus?There w

24、ere five children sledding on the hill. How many legs did the children have all total?There were 24 cookies in the container. The three Johnson children each wanted some. What is the most amount of cookies each child could have if they split them evenly?Lauren had fifteen dolls. Her mother told her

25、she could only keep ten dolls because they were taking up too much space. How many dolls did Lauren get rid of? Write your own story problem here and solve it.Write your own story problem here and solve it.Write your own story problem here and solve it.Write your own story problem here and solve it.

26、8Rally CoachName_Date_Name_Date_910Historical CharacterQuestion Cards12345678911Historical CharacterQuestion Cards161718131415101112Cubing Template1213Historical CharacterJournal Writing QuestionWrite your response to the question below. Be ready to share your response.Question:_ _14Historical Chara

27、cterQuestion StartersUse the question starters below to create complete questions. Send your questions to a partner or to another team to answer.1. At what point _2. What characteristics _3. If you were this character _4. What is another way _5. What influence _6. How could you summarize _Strategies

28、 to Extend Student ThinkingCall on students randomly (not just those who raise their hands.)Remember “wait time” (ten to twenty seconds following a “higher level” question.)Ask follow-ups (“Why?” “Do you agree?” “Can you elaborate?” “Can you give an example?”)Withhold judgment by responding to stude

29、nt answers in a non-evaluative fashion (“Thank you.” “Thanks for sharing.”)Ask for summary to promote active listening (“Could you please summarize Mikes point?”)Survey the class (“How many people agree with the authors point of view?”)Allow for student calling (“Ashley, will you please call on some

30、one else to respond?”)Play devils advocate (require students to defend their reasoning against different points of view.)Ask students to “unpack their thinking” and describe how they arrived at an answer (Think-aloud.)Student questioning (let students develop their own questions.)Cue student respons

31、es (“There is not a single correct answer for this question, I want you to consider alternatives.”)15Organizing Students into Cooperative TeamsWagon Wheel: St. Louis City Partners:16BillyTrishaBradMelissaSamKimBrittneyAaronKellyMike T.GaryRachelShannonSharneAmandaChadEmilyKelseyZachEthanTimKaylaJoeAshleyStephSaraChrisCharlieEmmaLeahJas