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Grab clicker with your name and push SEND.

The HOT Omnibus Tour. Grab clicker with your name and push SEND. Click to Drive-in. Click to Billboards. Eight Elements of Thinking generates purposes raises questions uses information utilizes concepts makes inferences makes assumptions generates implications

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Grab clicker with your name and push SEND.

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  1. The HOT Omnibus Tour Grab clicker with your name and push SEND. Click to Drive-in Click to Billboards

  2. Eight Elements of Thinking generates purposes raises questions uses information utilizes concepts makes inferences makes assumptions generates implications embodies a point of view

  3. The HOT Omnibus Tour

  4. Objectives • 2. Develop feedback strategies for grabbing HOTS verbal cues • 1. Formulate methods for involving students in high quality discussions about abstract concepts. • 3. Create HOTS lesson plans that provide for planned and unplanned use of HOTS.

  5. The HOT Omnibus Tour

  6. How does clay feel when it is being sculpted? ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ How does gum feel when it is being chewed?

  7. Would you rather be a hiccup or a burp? ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ As an occupation, would you rather be a painter on a suspension bridge or an engineer on a submarine?

  8. What might oil ask water? ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ What might wisdom ask fear?

  9. How many different homework excuses can you come up with? ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ List all the different words you can think of that have to do with the study of mathematics.

  10. The HOT Omnibus Tour

  11. Buy Bloom’s Blooms! Meta Cognition’s Statues Costa’s Daggett’s Dogs They’re rigorous and relevant!

  12. The HOT Omnibus Tour

  13. Teachers: 80 questions per hour. +All students combined: 2 questions per hour (Dillon, 1988) Quotes A teacher asks about 1000 questions per week. (Kerry, 1982)  Questions: 80% comprehension; 15% management; 5% higher level. (Redfield & Rousseau, 1981) Questions: 60% require factual recall; 20% require thinking; 20% are procedural. (Gall, 1984) Why the predominance of lower level questions? 1. The necessity for students to know facts before they progress to speculation or high levels of thought. 2. The curriculum is by nature fact-oriented rather than thought-oriented; and if teachers want their students to "learn the curriculum," they will naturally focus on factual questions. Teachers who lack the necessary skills to formulate questions that require higher level thought. (Gall, 1970)

  14. “Good answer” “Good thinking.” “Wonderful response.” “Interesting thinking.”

  15. Bear Speak

  16. The HOT Omnibus Tour

  17. The HOT AIR Tour The HOT Omnibus Tour

  18. Japan

  19. The HOT AIR Tour The HOT Omnibus Tour

  20. Feedback http://www.pixelassembly.com/pLearn/assessmentForLearning.html#/?pg=37 http://www.pixelassembly.com/pLearn/assessmentForLearning.html#/?pg=18

  21. Oral Feedback Form

  22. HOT Skills Questions Template

  23. HOT Skills Questions Template

  24. HOT Skills Questions Template

  25. The HOT AIR Tour The HOT Omnibus Tour

  26. Tour Ends….Objectives accomplished? • 2. Develop feedback strategies for grabbing HOTS verbal cues . • 3. Create HOTS lesson plans that provide for planned and unplanned use of HOTS. • 1. Formulate methods for involving students in high quality discussions about abstract concepts.

  27. The HOT Omnibus Tour

  28. End

  29. AVIDCosta's Levels of Thinking and Questioning

  30. Following slides not in yet:

  31. Be Metacognitive Venn diagram of three circles: Practice Thinking: Model the thinking you want. Encourage students in the thinking you want. Hold students responsible for the thinking they do.

  32. Using Cues and Questions to Enhance Higher Order Thinking Introduction Slide CALA-center for the Advancement of Learning and Assessment Florida State University State test scores were at the bottom in USA and now are among the highest according to article in The Economist. They teach reasoning skills and then assess reasoning skills on state tests. Slide Eight Elements of Thinking generates purposes raises questions uses information utilizes concepts makes inferences makes assumptions generates implications embodies a point of view Each of these influences the others. (Foundation for Critical Thinking) Slide: HOTS Higher Order Thinking Skills Creative Critical Logical Reflective Metacognative ( difficult to separate) (So important to include) Thinking + flavor = Reasoning

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