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HOTSUsing Higher Order Thinking
Skills to Write Essential Questions
By: Schlenia LynnJune 2, 2014
Essential Question for Today
How do we use questions to guide instruction and
challenge our students?
The griney grollers grandled in the granchy gak.
• What kind of grollers were they?• What did the grollers do?• Where did they do it?• What kind of gak did they grandle?
The griney grollers grandled in the granchy gak.
• Place one line under the subject and two lines under the verb.
• Explain why the grollers were grandling in the granchy gak. Be prepared to justify your answer with evidence.
• If you had to grandle in a granchy gak, what item would you chose to have with you and why?
Essential Questions vs.
Higher Order Thinking Skills Prompts
Essential Questions• Concepts or skills in the form of
a question (replaces the objectives)
• Organizes and sets the focus of the lesson
• Tool to help teachers gather evidence of learning
• Goal is to be answered by the end of the lesson
• One per lesson – may take more than a day or two to answer
• Cannot be answered with a simple “yes” or “no” (Oliver, nd)
HOTS Prompts• Questions or prompts that are
embedded into the lesson at certain points during instruction
• Provide opportunities for students to be challenged
• May be used to determine direction of instruction
• Present students with at least 3 higher order thinking questions per lesson. This is proof that you are presenting your students with challenging questions and meeting the needs of your advanced learners
Examples of Essential Questions
Topic Example of Essential Question
Not example of Essential Question
Making inferences How do readers use authors’ clues to make inferences?
What is an inference?
Carbohydrates Why are carbohydrates important for your body?
List 10 carbohydrates?
Civil War What were the advantages of both the North and South during the Civil War?
Who was involved in and won the Civil War?
Habitats and ecosystems
How do you distinguish between a habitat and an ecosystem?
What is a habitat? What is an ecosystem?
Graphing quadratic equations
How do I graph quadratic functions?
Can you graph a quadratic equation?
New Bloom’s Taxonomy
LowLevelThinkingSkills
HighLevelThinkingSkills
HOTS Verbs and Product Outcomes
Low Level: Remembering, Understanding, Applying
High Level: Analyzing, Evaluating, Creating
Remembering Understanding Applying Recalling f acts without understanding. Exhibits previously learned material by recalling f acts, terms, basic concepts, and answers.
Demonstrate basic understanding by explaining ideas and concepts.
Using information in a new, similar situation. Solving problems by applying acquired knowledge, f acts, techniques, and rules in a diff erent way.
Key Words: Key Words: Key Words:
Choose Copy Defi ne Duplicate Find How I dentif y Label List Listen Locate Match Memorize Name Describe
Observe Omit Quote Read Recall Recite Recognize Record Relate Remember Repeat Reproduce Retell Select
Show Spell State Tell Trace What When Where Which Who Why Write Draw
Ask Cite Classif y Compare Contrast Demonstrate Discuss Estimate Explain Express Distinguish
Extend Generalize Give examples I llustrate I ndicate I nfer I nterpret Match Observe Convert
Outline Predict Purpose Relate Rephrase Report Restate Review Show Summarize Translate Visualize
Act Administer Apply Associate Build Calculate Categorize Choose Classif y Connect Construct Correlation Demonstrate Develop Dramatize
Employ Experiment With Group I dentif y I llustrate I nterpret I nterview Link Make use of Manipulate Model Organize Perf orm Plan
Practice Relate Represent Select Show Simulate Solve Summarize Teach Transfer Translate Use
Actions: Outcomes/Products: Actions: Outcomes/Products: Actions: Outcomes/Products: Describing Defi nition Classif ying Collection Carrying out Demonstration Finding Fact Comparing Examples Executing Diary I dentif ying Label Exemplif ying Explanation I mplementing I llustration Listing List Explaining Label Using I nterview Locating Quiz I nferring List J ournal Naming Reproduction I nterpreting Outline Perf ormance Recognizing Test Paraphrasing Quiz Presentation Retrieving Workbook Summarizing Show and tell Sculpture Worksheet Summary Simulation Question Prompts: Question Prompts: Question Prompts: Can you list three…? Can you recall…? Can you select…? How did ___ happen? How would you describe…? How would you explain…? How would you show…? What is…? Which one…? Who was…? Who were the main…? Why did…?
Can you explain what is happening…? Can you explain what is meant by…? How would you classif y the type of…? How would you compare/ contrast…? How can you rephrase the meaning of…? How would you summarize…? What can you say about…? What f acts or ideas show…? What is the main idea of…? Which is the best answer…? Which statements support…? How can you state or interpret in your own words…?
How would you use…? What examples can you fi nd to…? How would you solve ___ using what you have learned? How would you organize ___ to show…? How would you show your understanding of…? What approach would you use to…? How would you apply what you learned to develop…? What would result if…? Can you make use of the f acts to…? What f acts would you use to show…? What questions would you ask in an interview with…?
Analyzing Evaluating Creating Examining and breaking information apart to explore understandings and relationships. Making inferences and finding evidence to support generalizations.
J ustif ying a decision or course of action. Presenting and defending opinions by making judgments about information, validity of ideas or quality of work based on a set of criteria.
To change or create into something new. Compiling information together in a diff erent way by combining elements in a new pattern or proposing alternative solutions.
Key Words: Key Words: Key Words: Analyze Appraise Arrange Assume Breakdown Categorize Cause and Eff ect Choose Classif y Diff erences Discover Discriminate Dissect Distinction Distinguish Divide Establish
Examine Find Focus Function Group Highlight Discuss in-depth I nfer I nspect I nvestigate I solate List Motive Omit Order Organize
Prioritize Question Rank Reason Relate Reorganize Research See Select Separate Similar to Survey Take part in Test f or Theme Compare
Agree Appraise Argue Assess Award Bad Choose Compare Conclude Consider Convince Criteria Criticize Debate Decide Deduct Defend Determine
Disapprove Dispute Eff ective Estimate Evaluate Explain Give reasons Grade I mportance I nfer I nfluence I nterpret J udge J ustif y Mark
Measure Opinion Perceive Persuade Prioritize Prove Rate Recommend Rule on Select Support Test Useful Validate Value Why
Adapt Add to Build Change Choose Combine Compile Compose Construct Convert Create Delete Design Develop Devise Discover Discuss Elaborate
Estimate Experiment Extend Formulate Happen Hypothesize I magine I mprove I nnovate I ntegrate I nvent Make up Maximize Minimize Model Modif y Original Originate
Plan Predict Produce Propose Ref rame Revise Rewrite Simplif y Solve Speculate Substitute Suppose Tabulate Test Theorize Think Transform Visualize
Actions: Outcomes/Products: Actions: Outcomes/Products: Actions: Outcomes/Products: Attributing Deconstructing I ntegrating Organizing Outlining Structuring
Abstract Chart Checklist Database Graph Mobile Report Spreadsheet Survey
Attributing Checking Deconstructing I ntegrating Organizing Outlining Structuring
Abstract Chart Checklist Database Graph Mobile Report Spreadsheet Survey Trial Letter Panel
Constructing Designing Devising Making Planning Producing
Advertisement Film Media project New game Painting Plan Project Song Story Magazine Poem TV show or movie Cartoon
Question Prompts: Question Prompts: Question Prompts: What are the parts or features of…? How is ___ related to…? Why do you think…? What is the theme…? What motive is there for…? What inference can you make…? What conclusion can you draw…? How would you classif y…? How would you categorize…? I dentif y the diff erent parts of…? What evidence can you find of…? What is the relationship between…? Can you distinguish between…? What is the function of…? What ideas justif y…?
Do you agree with the actions/ outcomes of…? Why or why not? What is your opinion of…? How would you prove/ disprove…? Can you assess the value/ importance…? Would it be better if…? Why did they choose…? What would you recommend for…? How would you rate…? What would you cite to defend the actions of…? How would you evaluate…? How could you determine…? What choice would you have made…? Would you select…? How would you prioritize…? What judgment would you make about…? Based on what you know, how would you explain…? What information would you use to support the view…? How would you justif y…? What data was used to make the conclusion…?
What changes would you make to solve…? How would you improve…? What would happen if…? Can you elaborate on…? Can you propose an alternative to…? Can you invent…? How would you adapt ___ to create a diff erent…? How could you change/ modify the plot/ plan to…? What could be done to minimize/ maximize…? What way would you design…? Suppose you could ___. What would you do…? Can you formulate a theory for…? Can you predict the outcome if…? Can you construct a model of ___...?
Writing HOTS Questions
Blooms Taxonomy HOTS ACTIVITY
Activity 1: Remembering Say the Pledge
Activity 2: Understanding Explain what indivisible , liberty, and justice mean.
Activity 3: Apply What questions would you ask to Francis Bellamy, the composer of the original Pledge of Allegiance?
Activity 4: Analyzing Discuss the meaning of “and to the Republic for which it stands’ in terms of its importance to the pledge.”
Activity 5: Evaluation Describe the purpose of the pledge and assess how well it achieves that purpose. Suggest improvements.
Activity 6: CreateWrite a contract between yourself and a friend that includes an allegiance to a symbol that stands for something you both
believe in.
Writing HOTS Questions
• Select a topic from your grade level• Brainstorm 6 concepts related to the
topic• Using a grid, select a verb from
Bloom’s Taxonomy for each level, one of the concepts, and a product for each task
• Translate grid into complete sentences
Topic: Mountain LionConcept: HOTS Verb: Product
:Sentence:
Range and population of the mountain lion
Applying Identify
map Draw a map with a legend
identifying the mountainlion’s current range andpopulation.
Preservation of the mountain lion
Evaluating Criticize
letter Write a letter to the U.S. Government criticizing their role in the preservation of the mountain lion.
Food and habitat of the mountain lion
Creating Design 3D model Design a 3D Model thatillustrates the mountainlion’s natural habitat
andfood source.
Practice Using the Grid
• Select a topic from your grade level• Brainstorm 3 concepts related to the
topic• Using a grid, select a verb from
Bloom’s Taxonomy for each level, one of the concepts, and a product for each task
• Translate grid into complete sentences
How you can use HOTS in the classroom?
• Write essential questions• Word of the day – get students familiar with
the terms• Centers – choice menus• Homework – 1-2 HOTS questions instead of
10 lower level questions• Group discussions• Notebook reflections• Exit slips• Quiz/Test• Student created questions
Personal Check-UP
Answer the following questions:
1.Are your teaching objectives, activities, and assessments tied to higher order thinking?
2.Do all learners have the opportunity to interact with you and others?
3.Do you allow time in your course for debating? 4.Do your learners have to use inductive and
deductive strategies? 5.Do you find yourself using "shock" statements
and questions to get learners' minds running?
Essential Question for Today
How do we use questions to guide instruction and
challenge our students?
Teacher Share Drive
• PowerPoint• HOTS Verbs and Question Stems• Planning Grid• Additional Resources
References
• Oliver, S., Facilitator, A., & Academy, C. C. (n.d.). ESSENTIAL QUESTION (SESSION QUESTION):. Retrieved June 1, 2014, from http://www.edutopia.org/pdfs/stw/edutopia-cochrane-schturnaround-PD-essential-questions.pdf