Rigorous Student Response
Instructional Rounds Protocol: Community ISD
Rigorous Student Response Question Stems
Remember: Can you tell why . . .? What happened after . . . ? What is the meaning
of . . . ?
Understand: What do you think might happen next? Distinguish between . . . .
Provide an example of . . . .
Apply: Group by characteristics . . . . How is this information useful? What
questions could you ask about . . . ?
Analyze: What can you infer . . .? Compare and contrast . . . ? What are some
other possible outcomes . . .?
Evaluate: How would you justify . . .? What would you recommend . . . ? How can
you prove or disprove . . .?
Create: What would happen if . . . ? How would you design . . . ? Develop a
proposal that would . . .
Check it out! Blooms Taxonomy Quick Reference Sheets... Scan the QR code below to see!
Core Critical Thinking Skills!
-Inference: information that the learners collect that is not explicit in the material
-Explanation: can the learner tell or teach someone else about the material?
-Meta-cognition: the learner is thinking about thinking
Scripting and Awareness!
The students in your classroom will be scripted to confim levels of cognition.
"Script examples of student responses and note the level of cognition"
Items found on your Instructional Round Protocol to keep in mind when planning your lessons:
-What evidence indicates that students understand the relevance?
-What opportunities are provided for students to apply the critical thinking skills?
Scripting is a judgment-free zone! Focus on what the students are saying not your opinion!
Let the students do the talking!
What is the evidence our students are thinking at high levels?
Activity: The Three Little Pigs!
-Read the story of "The Three Little Pigs"
-Draw a blooms level out of our bucket
-Your team will come up with 1-3 rigorous student response questions stems
-Determine a spokes person
-Share out in end (using ball)
Thoughts and Reflection!