Wondering: How can I use higher order thinking questions to foster critical thinking skills in science?
Part A:
This last week, I was able to take the time and look into literature on using higher-order thinking questions in the classroom. I began by using the USF library service online to help me locate more literature on my inquiry. My teacher as researcher class was helpful in helping locate this information. I used key terms such as, questioning, critical thinking, higher order thinking questions and fostering critical thinking. I then read the articles I found, highlighting important information and ideas that I could take back into my classroom. I used this information to create a chart and find out what types of actions I wanted to use in the classroom. One of the key pieces of information that stood out to me was the importance of planning for higher order thinking questions. With this information, I have now planned my HOT questions in advance and have written them down on an index card to put on the ELMO. This allows the students to see the question and not have to ask me what the question was again. I have noticed that this is helpful for the students and myself because I am able to walk around the room and listen to their answers.
Part B
One piece of powerful data I collected this week is my literature chart. This helped me look further into my inquiry. I found out information that I never thought to be important towards my inquiry. One piece of information is the importance of “wait time” when asking higher order thinking questions. Students need time to process the question and give a more thoughtful answer. I also learned about the importance of planning HOT question before you teach the lesson. I know from experience that they are not easy to think of while you are teaching. I like to sit with my Collaborating Teacher (CT) before a lesson and plan the HOT questions I am going to use that day. My readings showed me that I need to have a class environment that is open to HOT questions. I have noticed in my classroom, that students are having a hard time answering the questions asked. They need prompting question to help them answer the HOT question.
Another piece of powerful information I collected was another Exit Ticket. This Exit Ticket was formed using the analysis level of Bloom’s Taxonomy. I wanted to see the students’ ability to answer a Hot question from a different level than the one I used last week. For some reason, I had students who could not answer this one. There were four different questions and the students received their Exit Ticket based on the type of weathering they had. The questions were “Determine the cause and effect of weathering by wind, water, plant and ice?” I had two students answer the cause of weathering by wind as that it is hot outside and the effect is that the wind cools it off. This showed me their ability to answer a HOT question like this. I am not sure if it is because they did not understand the question or because they didn’t understand the lesson itself. I will continue to use Exit Tickets at the end of my lesson to help the students think critically about what they have learned.
Based on the data I collected this week, I am wondering if it would be beneficial to the class to have a lesson on the verbiage of higher order thinking questions. I feel that many times the students cannot answer the question because they do not understand what the question is asking them to do.
Part A:
This last week, I was able to take the time and look into literature on using higher-order thinking questions in the classroom. I began by using the USF library service online to help me locate more literature on my inquiry. My teacher as researcher class was helpful in helping locate this information. I used key terms such as, questioning, critical thinking, higher order thinking questions and fostering critical thinking. I then read the articles I found, highlighting important information and ideas that I could take back into my classroom. I used this information to create a chart and find out what types of actions I wanted to use in the classroom. One of the key pieces of information that stood out to me was the importance of planning for higher order thinking questions. With this information, I have now planned my HOT questions in advance and have written them down on an index card to put on the ELMO. This allows the students to see the question and not have to ask me what the question was again. I have noticed that this is helpful for the students and myself because I am able to walk around the room and listen to their answers.
Part B
One piece of powerful data I collected this week is my literature chart. This helped me look further into my inquiry. I found out information that I never thought to be important towards my inquiry. One piece of information is the importance of “wait time” when asking higher order thinking questions. Students need time to process the question and give a more thoughtful answer. I also learned about the importance of planning HOT question before you teach the lesson. I know from experience that they are not easy to think of while you are teaching. I like to sit with my Collaborating Teacher (CT) before a lesson and plan the HOT questions I am going to use that day. My readings showed me that I need to have a class environment that is open to HOT questions. I have noticed in my classroom, that students are having a hard time answering the questions asked. They need prompting question to help them answer the HOT question.
Another piece of powerful information I collected was another Exit Ticket. This Exit Ticket was formed using the analysis level of Bloom’s Taxonomy. I wanted to see the students’ ability to answer a Hot question from a different level than the one I used last week. For some reason, I had students who could not answer this one. There were four different questions and the students received their Exit Ticket based on the type of weathering they had. The questions were “Determine the cause and effect of weathering by wind, water, plant and ice?” I had two students answer the cause of weathering by wind as that it is hot outside and the effect is that the wind cools it off. This showed me their ability to answer a HOT question like this. I am not sure if it is because they did not understand the question or because they didn’t understand the lesson itself. I will continue to use Exit Tickets at the end of my lesson to help the students think critically about what they have learned.
Based on the data I collected this week, I am wondering if it would be beneficial to the class to have a lesson on the verbiage of higher order thinking questions. I feel that many times the students cannot answer the question because they do not understand what the question is asking them to do.