HOT- Levels of questions (1)
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This document outlines three levels of questioning: Level one questions have yes or no answers and require recalling facts directly from a text. Level two questions require processing information by tasks like comparing, contrasting, or analyzing. Level three questions require applying learning to new situations through evaluating, predicting, or justifying responses. Key words are provided to identify each level, along with examples of questions. Strategies are then suggested for integrating higher-order thinking questions into lessons, stations, and problem-solving activities.
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The document outlines the case analysis process, which involves identifying the problem or situation presented in a case, brainstorming potential solutions, choosing appropriate technology options to address the needs of the case, and justifying those choices. It discusses case analysis as a learning tool that requires students to think critically about an existing classroom problem or desired outcome and decide how to move from the current situation to the desired one. The tips provided emphasize understanding case details, analyzing the problem from different angles, not making assumptions, and justifying decisions.
Webinar 1 teacher training skills
This document provides an overview of topics to be covered in a teacher training workshop, including:
1. Familiarizing participants with the online platform being used and warming up activities.
2. Presenting inputs on different models of teacher training, including the craft model, applied science model, and reflective model.
3. Explaining the activity cycle as a framework for planning and running activities in workshops, including introducing topics, giving instructions, monitoring activities, concluding activities, and providing feedback.
4. Asking participants to reflect on what they found most useful from the workshop and how they will apply ideas in their own teaching.
Dll math 5 q1_w3 (june19-23, 2017) -
The document is a daily lesson log for a 5th grade math class that covers factors, multiples, divisibility rules, and order of operations over five days. It includes the content and performance standards as well as learning competencies and objectives for the week. Each day's lesson plans involve reviewing concepts through drills and examples, practicing skills through group and individual activities, and applying the concepts to word problems. The lessons aim to help students develop mastery of these mathematical concepts.
Problem solving technique , strategies
This document discusses problem solving techniques in three paragraphs:
1) It defines problem solving as an instructional strategy that involves motivating students to analyze problems, put forward hypotheses to solve them, and test those hypotheses.
2) It outlines the 5 steps of problem solving: 1) define the problem, 2) brainstorm ideas, 3) decide on a solution, 4) implement the solution, and 5) review the results.
3) It discusses improving problem solving skills by understanding the 5 steps and working to strengthen areas of weakness by teaming up with others who have complementary strengths.
Information Processing Intuition
This is a series of three lectures I give in my introductory Educational Psychology class that explore the nature of "knowing" and "knowledge". We talk about the difference between top down and bottom up processing, schema theory (and the nature of expertise), and on how we might use that term 'intuition' to mean different things.
In our course, we use Malcolm Gladwell's (2000) 'blink' as a companion text and analyze cases.
I use audience response technology in the class to informally assess students. Questions in these slides were drawn from Anita Woolfolk's Educational Psychology textbook.
E124 Tutorial 3
This document provides guidance for students on completing TMA02, which involves summarizing two learning experiences relating to mathematics and language/literacy. It outlines the sections and word counts required. It emphasizes planning activities based on children's interests and previous learning, and using evidence and theory to analyze learning. Students are advised to read materials fully and take notes on previous feedback before writing to avoid risks. The conclusion should summarize what was learned from writing the TMA to demonstrate impact on practice.
Faculty Training - Lesson Planning for Interactive Learning
Faculty Training - Lesson Planning for Interactive Learning Fairway Independent Mortgage Corporation
Lesson planning is discussed, including its value and process. Madelyn Hunter's 8-step method is covered, with steps including preparing the learner, instruction, checking for understanding, and independent practice. Interactive learning is emphasized as being important for retention. Various interactive learning techniques are described, such as three-step interviews, roundtables, and structured problem solving. The document provides examples of applying these techniques in the classroom.200128 problemsolvinginexams
Exams require applying knowledge rather than just recalling facts. To apply knowledge, students need skills like identifying concepts, analyzing, and synthesizing. Practicing these skills is important for performing well in exams. Students should gather past exam questions and practice steps like identifying relevant information, classifying the problem type, and applying knowledge to transform the given information. Comparing answers to similar problems helps determine if the solution makes sense.
lesson 5 adding 2 digit numbers
The document outlines the learning outcomes, assessment strategies, instructional plan, and assessment of student learning for a math lesson on addition of whole numbers up to 1000. It describes representing addition strategies concretely, pictorially, and symbolically, as well as estimating sums. The plan involves using place value cards, ten frames, and a tens-ones mat to build numbers and add with regrouping. Student understanding will be assessed through observation, problem solving, and explaining strategies.
Assessment For Learning (Afl)
1. Assessment for Learning (AFL) involves understanding how well students are doing and what they need to do to improve their grades.
2. AFL includes effective questioning techniques, marking and feedback, sharing learning goals, and peer and self-assessment.
3. Teachers in the Business & Economics Faculty use a variety of questioning techniques, provide exam questions for practice, and give regular feedback to help students assess their learning.
Blooms posters
This document outlines Bloom's revised taxonomy of learning domains: remembering, understanding, applying, analyzing, evaluating, and creating.
It provides descriptions and examples of key words and questions for each of the six levels. Level 1 involves recalling facts, terms, and basic concepts. Level 2 demonstrates understanding through organizing, comparing, and interpreting ideas. Level 3 focuses on applying knowledge to solve problems in different ways. Level 4 examines information by identifying causes and relationships. Level 5 involves making judgements based on criteria. Level 6 has students compiling information in new ways by combining elements or proposing alternatives.
Blooms posters
This document outlines Bloom's revised taxonomy of learning domains: remembering, understanding, applying, analyzing, evaluating, and creating.
It provides descriptions and key words for each of the six levels. Questions types are also listed that align with each level of learning. For example, at the "Remembering" level, questions focus on recalling facts, while "Creating" level questions involve compiling information in new ways or proposing alternative solutions. Key words are also given to indicate the thinking skills required at each level.
Blooms posters
This document outlines Bloom's revised taxonomy of learning domains: remembering, understanding, applying, analyzing, evaluating, and creating. It provides key words and sample questions for each level to demonstrate the cognitive processes involved. Remembering involves recalling facts, terms, and answers to basic questions. Understanding involves demonstrating comprehension through organizing, interpreting, and explaining ideas and information. Applying refers to using knowledge to solve problems in novel ways. Analyzing breaks information down and makes inferences. Evaluating involves making judgements and defending opinions. Creating combines elements in new ways and proposes alternative solutions. The document provides guidance on using the taxonomy to develop questions at different cognitive levels.
Blooms posters
This document outlines Bloom's revised taxonomy of learning domains: remembering, understanding, applying, analyzing, evaluating, and creating. It provides key words and sample questions for each level to demonstrate the cognitive processes involved. Remembering involves recalling facts and details, while understanding requires demonstrating comprehension. Applying refers to using knowledge in new situations, and analyzing means examining information and issues. Evaluating is making judgments based on criteria, and creating combines elements in new ways. The document is intended to help teachers classify questioning techniques and plan lessons targeting different cognitive levels.
Blooms posters
This document outlines Bloom's revised taxonomy of learning domains: remembering, understanding, applying, analyzing, evaluating, and creating. It provides key words and sample questions for each level to demonstrate the cognitive processes involved. Remembering involves recalling facts, terms, and answers to basic questions. Understanding involves demonstrating comprehension through organizing, interpreting, and explaining ideas and information. Applying refers to using knowledge to solve problems in novel ways. Analyzing breaks information down and makes inferences. Evaluating involves making judgements and defending opinions. Creating combines elements in new ways and proposes alternative solutions. The document provides guidance on using the taxonomy to develop questions at different cognitive levels.
Similar to HOT- Levels of questions (1) (20)
Cognitive and meta cognitive strategies for problem solving in Mathematics
Cognitive and meta cognitive strategies for problem solving in Mathematics
ECH 331 Lecture Final – Fall 2015This final is worth 100 point.docx
ECH 331 Lecture Final – Fall 2015This final is worth 100 point.docx
Faculty Training - Lesson Planning for Interactive Learning
Faculty Training - Lesson Planning for Interactive Learning
HOT- Levels of questions (1)
- 2. DOK- Level of Questioning Level one: Right there questions, questions that have yes or no answers Level Two: process information Level Three: Apply what you have learned or read to something new
- 3. Level one: Right there questions, questions that have yes or no answers Key words: define, retell, tell, identify, list, describe, observe, select, recite Examples: Who is the main character? What is the setting? Retell the events in the story/article. Where did __________happen? What is the answer? What is the addend(s)? What is the sum?
- 4. Level Two: process information Key Words- compare, contrast, classify, explain (why), sort, infer, distinguish, analyze Examples: - What occurs when…? - What is the main event or message? - What information supports your explanation? - What are the steps to solve….? - What are the key words in the problem? - What operation is it asking you to do? How do you know?
- 5. Level Three: Apply what you have learned or read to something new Key Words- evaluate, predict, if/then, imagine if, justify, assess, what if… Examples: - What do you will happen if….? Why? - Pretend you are…. - Write new ending - What would you do if you were the main character? - If you changed _____ how would it change the problem? - Why do I need to add? - Why do I need to subtract?
- 6. Using Questions Easily 0 Here are some simple ideas that I have used to help integrate HOT into every lesson as well as stations. 0 Have three whole punched them and keep them on me so that I can pull them in at any time 0 One thing I have done is I have started to pose questions of the day based on what we are going to learn 0 Have question bubbles with fill in the blanks to use in guided groups 0 Have question bubbles two be filled students use during buddy reading. 0 Working on integrating them into math stations right now 0 Integrate them into the problem of the day for math
- 9. Take away 0I found a great resource for everyone for math HOT thinking questions. 0They are by standard strand 0Highlight or underline three that apply to your current math unit 0A level one 0A level two 0A level three