Part 1: Higher-Order Thinking Strategies Template

QUESTION

Part 1: Higher-Order Thinking Strategies Template

the “Higher-Order Thinking Strategies Template.” Select a national or state standard that differs from the lesson you delivered in your Clinical Field Experience and create a unique learning activity to engage students in higher-order thinking.

1. National/State Learning Standard(s)

2. Specific Learning Targets/Objective(s)

3. Anticipatory Set:How will you activate students’ prior knowledge and link previous learning to the learning activity?

4. Multiple Means of Engagement:How will students engage in higher-order questioning skills and metacognitive processes? Describe the steps of the learning activity, including how the activity requires higher-order questioning and processing.

5. Examples of Higher-Order Questions: What are five questions that promote higher- order thinking skills, stimulate discussion, and create engagement within this activity?

6. Multiple Means of Expression:What informal assessment could be used to capture students’ higher-order thinking and learning? Describe the informal assessment and how you will measure higher-order thinking and learning.

7. Technology and Collaborative Tools:What technology and collaborative tools are appropriate for this activity? Describe the tool, how it will be used, and how it will elicit creative and innovative thinking from students. Provide any links as necessary

Part 2: Reflection

summarize and reflect on the activity you developed for higher-order thinking, as well as how you will design learning experiences in your future classroom to promote engagement, use questioning for higher-order thinking, and encourage deep discussion.

Support your ideas with 2-3 scholarly resources

ANSWER

Part 1: Higher-Order Thinking Strategies Template

National/State Learning Standard(s)

State Standard: Grade 8 English Language Arts
Standard Objective: CCSS.ELA-LITERACY.RL.8.2
Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text

Specific Learning Targets/Objective(s)

Students will be able to identify the central theme of a given text and analyze its development throughout the text. They will also be able to explain how the theme is related to the characters, setting, and plot, and provide a concise summary of the text.

Anticipatory Set

To activate students’ prior knowledge and link previous learning to the current activity, the teacher will start by asking students to recall a familiar book or movie they have encountered where they could identify the central theme. This will help connect the concept of theme to their prior experiences and set the stage for the upcoming activity.

Multiple Means of Engagement

For this learning activity, students will participate in a jigsaw reading and discussion session. The class will be divided into small groups, and each group will receive a different literary text that exhibits a strong central theme. Within each group, students will take on specific roles, such as the “Discussion Director,” “Connector,” “Vocabulary Enricher,” “Summarizer,” and “Theme Analyzer.”

The activity requires higher-order questioning and processing as each role involves specific tasks:

– Discussion Director: Formulate open-ended questions that challenge group members to think critically about the theme’s development and its impact on the story’s elements.
– Connector: Relate the theme of the given text to real-life situations or other literary works, fostering connections and deeper understanding.
– Vocabulary Enricher: Identify and discuss key literary devices or powerful language that contribute to the theme’s portrayal.
– Summarizer: Provide a concise summary of the text, highlighting the central theme’s progression.
– Theme Analyzer: Analyze how the central theme interacts with the characters, setting, and plot, supporting their conclusions with evidence from the text.

Examples of Higher-Order Questions

Here are five questions that promote higher-order thinking skills, stimulate discussion, and create engagement within this activity:

How does the central theme impact the decisions made by the main characters in the story?
Can you draw any parallels between the theme of this text and current societal issues or events?
What specific literary devices does the author use to emphasize the central theme’s significance?
In what ways does the setting contribute to the development of the central theme?
Do you think the central theme of the text could have been portrayed differently, and how would that change the story’s overall message?

Multiple Means of Expression

Informal Assessment: The teacher will observe and assess students’ group discussions during the jigsaw activity. They will look for evidence of higher-order thinking, critical analysis, and the ability to link the theme with the story’s elements. Additionally, each student will individually write a brief reflection on the activity, summarizing the central theme, their analysis, and insights gained from the group discussion.

 Technology and Collaborative Tools

For this activity, technology and collaborative tools can enhance students’ engagement and creativity. Teachers can use online platforms like Google Docs or Microsoft Teams to facilitate group discussions and encourage collaboration. These tools allow students to work simultaneously on a shared document, contributing their ideas, questions, and insights in real-time. The teacher can monitor the discussions and provide timely feedback to guide students in their higher-order thinking process.

Part 2: Reflection

The learning activity developed for higher-order thinking skills successfully addresses the state standard’s objective and engages students in critical analysis, deep discussion, and collaborative learning. By using the jigsaw approach with specific roles, students are encouraged to actively participate, take ownership of their learning, and contribute to the group’s collective understanding of the central theme and its development in the text.

In my future classroom, I will strive to design learning experiences that promote engagement, utilize questioning for higher-order thinking, and encourage meaningful discussions. To achieve this, I will integrate a variety of instructional strategies and approaches, such as project-based learning, debates, and Socratic seminars, to encourage students to think critically, analyze information, and express their ideas effectively.

To promote engagement, I will ensure that the learning activities are relevant, meaningful, and connected to students’ interests and real-world experiences. I will also incorporate a variety of resources, including multimedia, technology, and hands-on materials, to cater to diverse learning preferences and styles.

As for questioning, I will emphasize open-ended and thought-provoking questions that challenge students to think beyond surface-level understanding. By incorporating Bloom’s Taxonomy and Webb’s Depth of Knowledge levels, I can scaffold questions to guide students from basic recall to higher-order thinking skills. Additionally, I will encourage students to ask their questions, fostering a classroom culture of curiosity and intellectual exploration.

To encourage deep discussions, I will create a supportive and respectful classroom environment where students feel comfortable expressing their opinions and engaging in debates. I will model active listening and provide constructive feedback to promote critical thinking and reasoned arguments. Collaborative tools and technology will play a significant role in facilitating these discussions, allowing students to collaborate virtually, share their perspectives, and engage in ongoing dialogue outside of class time.

In conclusion, promoting higher-order thinking in the classroom is essential for fostering critical thinking, problem-solving, and creativity in students. By designing learning experiences that engage students and encourage questioning and deep discussions, educators can empower students to become lifelong learners and active contributors to society.