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, Apr 7, 2016, 07:30 AM
Duncanville High School, (West Seminar) West Camp Wisdom Road, Duncanville, TX, United States
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:
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Conveys accurate content knowledge in multiple contexts.
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Integrates learning objectives with other disciplines.
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Anticipates possible student misunderstandings.
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Provides opportunities for students to use di erent types of thinking (e.g., analytical, practical, creative and research- based).
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Accurately reflects how the lesson fits within the structure of the discipline and the state standards.
Promote Learning from Mistakes as a thinking tool...
Tips for promoting thinking and problem solving in your classroom
Instructional Design of Critical Thinking…
- Knowledge & Understanding is Not Gained from Memorization
- Knowledge is Constructed from Critically Thinking
- Link Critical Thinking Skills to Content
- Intellectual Challenge is Focusing on Thinking Rather Than Facts
“IDEALS” … Six Steps to Effective Thinking and Problem Solving
- I – Identify the Problem
- D – Define the Context
- E – Enumerate the Choices
- A – Analyze the Options
- L – List Reasons Explicitly
- S – Self-Correct
What can you do to improve thinking in your classroom?
Encourage Students To…
- ASK Questions and LOOK for Answers
- What questions could someone have about this?
- What information answers these questions/concerns?
- APPLY What They Learn to SOLVE Problems
- Based on the material, how would you …?
- Now that you know ___, how do you solve ___?
- LISTEN to Each Other and DEBATE Ideas
- How does John’s comment relate to the text?
- What can you add to his perspective?
We are Panther Proud of Mr. Swisher!
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!
Email: nbernard@duncanvilleisd.org
Website: http://www.duncanvilleisd.org/site/Default.aspx?PageID=39
Location: Duncanville High School, West Camp Wisdom Road, Duncanville, TX, United States
Phone: 972-708-3700