Duncanville High School Team 9

Updates and Uplifts 4.4.16

Questioning to promote critical thinking: Let's think about thinking!

Most teachers ask questions that require students to merely recall knowledge or information rather than use higher-order thinking skills (Redfield & Rousseau, 1981; Wilen, 2001). Teachers can improve their ability to ask questions of different cognitive levels by familiarizing themselves with question taxonomies, which classify questions on the basis of the mental activity or intellectual behavior required to formulate an answer (Morgan & Schreiber, 1969). As they answer questions at different cognitive levels—especially higher levels—students develop critical-thinking and communication skills.

Consider the following strategy as an intentional use of questioning to provide an opportunity for critical thinking.

Extending and Lifting

This questioning pattern involves asking a number of questions at the same cognitive level—or extending—before lifting the questions to the next higher level (Taba, 1971). For example, a mathematics teacher reviewing a chapter on geometric figures might ask the following series of questions: "What are the features of geometric points? What is a geometric line? What is a geometric plane? An angle divides a plane into what two regions? What objects in this classroom could be represented by points, lines, and planes?" The first four questions are all at the same cognitive level (extending); the fifth question requires students to think at a higher level (lifting).

PLCs will resume this week

Thursday, April 7th, 7:30am

900 West Camp Wisdom Road

Duncanville, TX

An updated calendar of spring events will be sent out for your records. Take some time to think about thinking this week!

Questioning, thinking and problem solving through the lens of T-TESS

Planning Dimension 1.4: The teacher plans engaging, flexible lessons that encourage higher-order thinking, persistence and achievement.

Instructional Planning Includes:

• Questions that encourage all students to engage in complex, higher-order thinking.

• Instructional groups based on the needs of all students.

• All students understanding their individual roles within instructional groups.

• Activities, resources, technology and instructional materials that are all aligned to instructional purposes.

Instruction Dimension 2.2: The teacher uses content and pedagogical expertise to design and execute lessons aligned with state standards, related content & student needs.

The teacher:

  • Conveys accurate content knowledge in multiple contexts.

  • Integrates learning objectives with other disciplines.

  • Anticipates possible student misunderstandings.

  • Provides opportunities for students to use di erent types of thinking (e.g., analytical, practical, creative and research- based).

  • Accurately reflects how the lesson fits within the structure of the discipline and the state standards.

We are Panther Proud of Mr. Swisher!

While we are all Duncanville ISD, there is an extra special feeling we get when an honoree calls DHS home! Mr. Swisher has been recognized for his hard work with our students.

In my short time at DHS, Mr. Swisher has demonstrated a spirit of continuous improvement and a passion for teaching Algebra. He is enthusiastic about getting better and passing it on to his students. Congratulations Mr. Swisher and keep up the great work!

Our DHS 9 Counselors and Word Geography Teachers are making magic happen!

The counseling department and world geography teachers have partnered to implement the new Skyward student scheduling process. This will enable us to have student schedules and a campus master schedule in record time. Thank you all for your hard work and collaboration to improve our scheduling process!!!!