Strategies to Challenge Students Minds Gem Thomerson EdD gthomersondorchester2k12scus SEEDy Thinking Higherorder thinking requires students to manipulate information and ideas in ways that transform their meaning and implications ID: 777858
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Slide1
Stop Learning, and Go Think! Strategies to Challenge Students’ Minds
Gem Thomerson, Ed.D.gthomerson@dorchester2.k12.sc.us
Slide2SEED-y ThinkingHigher-order thinking requires students to manipulate information and ideas in ways that transform their meaning and implications.
State - defineElaborate - using your own words, explainExemplify - synonyms, antonyms Demonstrate - metaphor, analogy, visual metaphor, charts, graphs
(
Paul & Elder, 2008)
Slide3Content, Process & Product: Where Can We Create Spaces for
Higher-Level Thinking?
Related
Slide4Creating Spaces for Higher-Level Thinking
Assess what students already know and streamline the curriculum to ensure that students will have the opportunity to learn something new and apply it to their ever evolving schema and knowledge baseVarious Methods of Pre-assessment/Data GatheringTHEN: Acceleration via Curriculum CompactingOR THEN: Accelerate via - Depth, Complexity, and AbstractnessOR: Reteach
Appraise
student interests and favored styles of learning and use this data to inform instructional decisions and motivate their learning
growth after readiness has been assessed.
Slide5Creating Spaces for Higher-Level ThinkingCreate an environment where using diverse and expansive body of vocabulary is expected.
Help students connect their learning to a larger context beyond the classroomConcepts – organize material around big ideasRelevancy Encourage and provide learning opportunities for inquiry, problem solving and reasoned thinking.
Emphasize critical thinking that allows students to analyze, synthesize, evaluate and create.
Teach and model cognitive and meta-cognitive thinking skills so that students understand how they learn and have the language to describe how they learn. Allow students to practice regularly in the context of every content area.
Be the KING/QUEEN of wait time.
It’s all about the QUESTIONS WE ASK!
Slide6Ways to Implement Higher-Level Questioning Essential or Over-arching Questions
Connected to standardsTalk MovesParaphrasingExamples/Non-examples Scaffolding QuestionsMove from concrete to abstract levels of thinking Jacob’s Ladder
Socratic Questions & Socratic Method
Paul’s Reasoning
Slide7Elements of Reasoning
(Paul, 1992)
Issue/
Problem
Evidence/
Data
Point of
View
Implications/
Consequences
Inferences
Concepts/
Ideas
Purpose/
Goal
Assumptions
Slide8Question Tree based on Reasoning Model
What is the question or issue of interest? Why?What is the purpose of _____________? How do you know?What points of view or perspectives are important to understanding __________________? Provide evidence.What assumptions underlie each perspective on ________?What data/evidence support a given perspective on _____?What inference can be made about ______________, based on the evidence?
What are the implications and consequences of __________?
Slide9Metaphorical Thinking
Is thinking a rock or a feather?
Justify your reasoning.
Slide10#A-has This is a quick and easy strategy that gives the students the space to synthesize their understanding of content using a relevant medium to communicate their thinking.
Students are asked to create a hashtag to summarize their learning for the day. Gem Thomerson, Ed.D. gthomerson@dorchester2.k12.sc.us
Slide11Websites & Resources to Assist You in Creating Spaces for Higher-Level ThinkingFoundation for Critical Thinking –
www.criticalthinking.org The Critical Thinking Company – www.criticalthinking.com
Copeland, M. (2005).
Socratic circles: Fostering critical and creative thinking in middle and high school
. Maine: Stenhouse Publishers.
Elder, L. & Paul, R. (2005).
The Nature & Functions of Critical & Creative Thinking
. Dillon Beach: Foundation for Critical Thinking.
Paul, R. & Elder, L. (2007).
The art of Socratic questioning
. Dillon Beach: The Foundation for Critical Thinking.
Richards, S. (2006). Academic rigor or rigor mortis.
Gifted Education Communicator,
37(4), 23-25.
VanTassel-Baska, J. L. & Stambaugh, T. (2009). Jacob
’
s Ladder: Reading Comprehension Program. Waco: Prufrock Press Inc.