Using Cooperative Learning to Encourage Higher Order Thinking

Using Cooperative Learning to Encourage Higher Order Thinking Dunklin R-V School District New Teacher Orientation August 15, 2007

Table of Contents • • • Graphic Organizer for Today’s Workshop……………. . …… 1 What is Higher Order Thinking? – Bloom’s Taxonomy……………. . . 2 – Webb’s Depth of Knowledge (DOK) Levels…………. . 3 Questions to Engage Students’ Thinking Skills……. . . 4 -5 What is Cooperative Learning? . . . 6 Using Question Cards: Strategy Summaries. . ………………. . 7 – Rally Coach…………………. . . . . 8 • Rally Coach Template………. . ……………. . . 9 – Fan-N-Pick (Question Cards) …………. . . 10 -11 – Cubing Template. …. . . ……………. . 12 – Numbered Heads Together • Journal Template………………. . . . 13 • Question Starters

Graphic Organizer for Today’s Workshop 1

Bloom’s Taxonomy 2

Webb’s Depth of Knowledge (DOK) Levels Level 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 approach 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, planning, 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. 3

Questions to Engage Thinking Skills Analyzing How could you break down…? What components…? What qualities/characteristics…? Applying How 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…? Assessing By what criteria would you assess…? What grade would you give…? How could you improve…? Augmenting/Elaborating What ideas might you add to…? What more can you say about…? Categorizing/Classifying/Organizing How might you classify…? If you were going to categorize…? Comparing/Contrasting How are ____ and ____ alike? What similarities…? What are the differences between …? How is ___ different…? Connecting/Associating What do you already know about…? What connections can you make between…? What things do you think of when you think of…? Decision-Making How would you decide…? If you had to choose between…? Defining How would you define…? In your own words, what is…? Describing/Summarizing How could you describe/summarize …? If you were a reporter, how would you describe…? Determining Cause & Effect What is the cause of…? How does ___effect ___? What impact might…? Drawing Conclusions/Inferring Consequences What conclusions can you draw from…? What would happen if…? What would have happened if…? If you changed ___, what might happen? Eliminating What part of ___ might you eliminate? How could you get rid of…? Evaluating What 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 or worse…? Explaining How can you explain…? What factors might explain…? 4

Questions to Engage Thinking Skills Experimenting How could you test. . . ? What experiment could you do to…? Generalizing What general rule can…? What principle could you apply…? What can you say about all…? Interpreting Why is ___ important? What is the significance of…? What role…? What is the moral of…? Inventing What could you invent to…? What machine could…? Investigating How could you find out more about…? If you wanted to know about…? Making Analogies How is ___ like ___? What analogy can you invent for…” Observing What observations did you make about…? What changes…? Patterning What patterns can you find…? How would you describe the organization of…? Planning What preparations would you…? Predicting/Hypothesizing What would you predict…? What is your theory about…? If you were going to guess…? Prioritizing What is more important…? How might you prioritize…? Problem-Solving How would you approach the problem? What are some possible solutions to…? Reducing/Simplifying In a word, how would you describe…? How can you simplify…? Reflecting/Metacognition What would you think if…? How can you describe what you were thinking when…? Relating How is ___ related to ___? What is the relationship between…? How does ___ depend on ___? Reversing/Inversing What is the opposite of…? Role-Taking/Empathizing If you were (someone/something else)…? How would you feel if…? Sequencing How could you put… in order? What steps are involved in…? Substituting What could have been used instead of…? What else could you use for…? What might you substitute for…? What is another way…? Symbolizing How could you draw…? What symbol best represents…? Synthesizing How could you combine…? 5

What is Cooperative Learning? • Key Concepts – _______________ – PIES P Positive _________ I Individual ___________ E Equal ____________ S Simultaneous _________ – ________________ – ___________ 6

Using Question Cards Rally Coach – Each partner pair gets a set of ________. – Student __ ____ the question out loud to student B. – Student __ ________ (you may want students to record their answers. ) – Student __ _______, ________, & ______ B’s answer. – Partners ______ asking and answering each question. – Variation: use white boards to work out answers. Fan-N-Pick – Student One ____ cards – Student Two _____ a card & ______ 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. Cubing – – – Players take turn ______ the question cube. The player who rolls the cube thinks for _________, then ______ the “thinking question” (TQ) 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 rules • Variation: Students create a mind map as they discuss. Numbered Heads Together – Students _______ 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 Activity – Students ___________ ____ and make a journal entry or use the question as the prompt for an essay or creative writing assignment. – Students ______ their writing with a partner or in turn with teammates. 7

Rally Coach Name__________________ Date_____________ Write an equation for each question and solve it. A grandfather had 3 grandchildren. He bought each grandchild a pair of mittens. How many mittens did he buy? There were five children sledding on the hill. How many legs did the children have all total? Molly waited for her son at the bus stop. She saw eighteen eyes on the bus. How many people were on the bus? 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? 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? Lauren had fifteen dolls. Her mother told her 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. 8

Rally Coach Name__________________ Date_____________ 9

Historical Character Question Cards 1 2 3 4 5 6 7 8 9 10

Historical Character Question Cards 10 11 12 13 14 15 16 17 18 11

Cubing Template 12

Historical Character Journal Writing Question Write your response to the question below. Be ready to share your response. Question: _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 13

Historical Character Question Starters Use 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 _________________________________ 14

Strategies to Extend Student Thinking • Call 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 student answers in a nonevaluative fashion (“Thank you. ” “Thanks for sharing. ”) • Ask for summary to promote active listening (“Could you please summarize Mike’s point? ”) • Survey the class (“How many people agree with the author’s point of view? ”) • Allow for student calling (“Ashley, will you please call on someone else to respond? ”) • Play devil’s 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 responses (“There is not a single correct answer for this question, I want you to consider alternatives. ”) 15

Organizing Students into Cooperative Teams Eth an e A. Lea h Em ma ke min Mi T. Jas lly ry Ga ie arl ris Ch ra Sa ph Ste Ke Sam ke Ch y Sh an no n Sh arn e Am an Ch da ad J oe Kay la Tim Ash ley • Kim el y on ttne ch Ra Ja Bri Mi ha Tris y Bill Aar h Zac sey Kel ily Em issa Mel d Bra ha Wagon Wheel: Ais • St. Louis City Partners: 16

St. Louis City Partners 1. ______________ The Arch 2. ______________ Busch Stadium 3. ______________ Soulard Market 4. ______________ Forest Park 5. ______________ Laclede’s Landing 6. ______________ Botanical Gardens 7. ______________ Fox Theater 8. ______________ Powell Symphony Hall 17

References Bloom, Benjamin. Taxonomy of educational objectives: The classification of educational goals: Handbook I, cognitive domain. New York ; Toronto: Longmans, Green. 1956. Kagan, Spencer. Cooperative Learning. San Clemente, CA: Kagan Publishing. 1994. Kagan, Spencer. Thinking Questions for Primary Literature. San Clemente, CA: Kagan Publishing. 1994. Kagan, Spencer. Thinking Questions for Social Studies. San Clemente, CA: Kagan Publishing. 1994. Taylor, T. Roger. Strategies to Extend Student Thinking. www. dist 102. k 12. il. us/resources/staffresources/igapisat/think. htm Webb, Norman. University of Wisconsin Center for Education Research. (Accessed via dese. missouri. gov/divimprove/sia/ msip/DOK_ Chart. pdf) *For more information about cooperative learning, and to access many of these strategies, templates, and handouts, please visit Nox. Edu. K 8 n. 1 faculty. com. 18