“I live and die by your website!” ~ a coordinator in Washington
Turn a typical “explain this quote” task into a high-level, scaffolded sequence of tasks.
First, students discuss a quote by Franklin to explore its meaning and implications, aiming for deeper understanding and critical thinking.
Next, students will reword a quote from Benjamin Franklin and discuss when borrowing money is appropriate, enhancing their understanding.
We’ll scaffold a high level task in which students write in Dr. Seuss’ style.
We’ll pick one question and build it into a scaffolded sequence.
First, I introduce a frantic sequence of one-off questions.
We build it out into a sensible sequence that guides students deeper.
Create a high level task that will lead to deeper memorization.
First, teachers think of two similar, easily-confused terms from their content.
Then, we contrast those terms, writing an argument between them.
Finally, we find their similarities and finish writing conversation.
Change nine, unrelated questions into a single sequence.
Look at the first four questions.
Zoom in on Question 2 and consider its problems.
I show the scaffolded sequence version that I wrote.
This task is all about the product, but ignores students’ thinking. Let’s upgrade it!
Let’s create a sequence that moves students beyond merely identifying the type of figurative language.
Let’s revamp this under-developed task from a choice menu.
First, students design a character’s room on paper or in Google SketchUp, showing items that reflect the character’s traits.
Next, students will choose a character, explore their desires, and compare their rooms with another character to deepen understanding.
How I’d improve a low-level question about a story’s genre.
How I’d update a low-level, overly engaging math question to increase the thinking skill.
How I’d update an unclear question about conflict and character change.
How I’d sharpen a dull “which one is better” question.
How I’d break down and rebuild a task about judging a volcano.
How to improve questions at the “evaluate” level of Bloom’s Taxonomy.
First, students choose specific planets to compare by useful criteria, promoting deeper thinking and responses.
What would the pie chart look like for these three situations: the teacher asks the students, a student asks the teacher, or a student asks another student a question? I can tell you my pie chart would have been very lopsided.
Research has been surprisingly unclear about whether high-level questions are actually effective What? The key is that high-level questions on their own aren’t enough. We need to build sequences!
First, students discuss the importance of lower order questions in preparing them to tackle more complex higher order questions.
Next, students will learn key facts about Presidents Washington and Lincoln, then compare their accomplishments and mistakes through guided questions.
Finally, students will create a story about an oak tree adapting to desert life after analyzing its adaptations.
How can we develop questions that move students beyond mere calculations and get them thinking?
A look at how removing structure can lead to more opportunities to think.
Here’s how asking for equivalence can extend thinking beyond the final answer.
Build a classroom culture that is comfortable with curiosity, ambiguity, and taking intellectual risks using puzzling imagery.
How can we ask questions that make students think rather than just remember?
First, we look at “remember” vs. “thinking” questions and categorize a list of questions.
Next, we explore the first of the higher-order thinking questions: evaluative.
Finally, we wrap up by looking at how to write a great divergent question.
How much time do students get to think? How much time do students need to think? How can we bring those into alignment?