Louisiana Components of Effective Teaching

Different Types of Thinking

Importance of Higher Order Thinking

How to use Higher Order Thinking in Classroom
 

"Every day thinking, like ordinary walking, is a natural performance we all pick up. But good thinking, like running the l00-yard dash, is a technical performance... Sprinters have to be taught how to run the 100-yard dash; good thinking is the result of good teaching, which includes much practice."

David Perkins, Howard University

1. What kind of grollers were they?

2. What did the grollers do?

3. Where did they do it?

4. In what kind of gak did they grangle?

5. Place one line under the subject and two lines under the verb.

6. In one sentence, explain why-the grollers were grangling in the granchy gak. Be prepared to justify your answer with facts.

7. If you had to grangle in a granchy gak, what one item would you choose to have with you and why?

Moral:
Students can answer low-level
questions without thinking.

Students enter/exit classrooms
with no more understanding of
what they've learned than
"The Griney Groller"
taught you!

QUESTIONS OF CLARIFICATION

What do you mean by?  Could you give me an example?

What is your main point?  Would this be an example?

How does_________relate________to?  Could you explain this further?

Could you put that another way?  Would you say more about that?

Is your basic point______or_____?  Why do you say that?

What do you think is the main issue here?

Let me see if I understand you; do you mean _______or______?  How does this relate to our discussion (problem, issue)?

What do you think John meant by his remark? What did you take John to mean?

Jane, would you summarize in your own words what Richard has said? ...Richard, is that what you meant?

What are you assuming?   What is Karen assuming?

What could we assume instead?

You seem to be assuming________.     Do I understand you correctly?

All of your reasoning depends on the idea that . Why have you based your reasoning on ___rather than ?

You seem to be assuming _______. How would you justify taking this for granted?

Is it always the case? Why do you think the assumption holds here?

Why would someone make this assumption?

1. Give your opinion as to the validity of the step-sisters' claims against Cinderella in That Awful Cinderella (Stack-Vaughn).

2. After reading Cinder Edna (E. Jackson), compare/contrast the two main characters. How are these characters the same? How are they different? Which character do you most identify with and why?

3. After reading The Rough-Face Girl (Martin), meet with students who have read Yeh-Shen (Louie).Through discussion, draw a unified conclusion about the main idea shared by both of these books.

4. After reading The Irish Cinderlad (Climo), discuss within your group the differences between this book and traditional Cinderella stories. Outline your own version of Cinderella by incorporating new characters, setting, problems, etc.

5. All of the Cinderella stories we have discussed in class so far appear to address the idea that good things will happen to good people. After reading Cindy Ellie (Smith), locate and discuss some examples from the book which also support this idea.

6. Below are details included in The Egyptian Cinderella (Climo). After reading the book, generalize the main ideas this story and other Cinderella stories seem to have in common. In one or two sentences, state what you believe these stories are really all about.