Activities to promote higher order thinking skills and provide differentiated instruction

1. ENGAGING ALL LEARNERS WITH
STUDENT-CENTERED ACTIVITIES
Practical strategies and
applications that support HOTS
(higher order thinking skills) and
differentiation
Presented by DHS SIOP Coaches
Beth Amaral and Carla Huck
March 12, 2013

2. Researchers have found that of the
approximately 80,000 questions the average
teacher asks annually, ___ percent of them
are at the Literal or Knowledge level (Gall,
1984; Watson & Young, 1986). This is
especially problematic with English learners.
As students are acquiring proficiency in
English, it is tempting to rely on simple
questions that result in yes/no or other one-
word responses.
--Echevarria, Vogt and Short, 2010, Making Content Comprehensible for Secondary English Learners:
The SIOP Model, p. 105.

3. Content Objectives:
 Participants will be able to use three strategies –
cubing, think dots, and canned questions– to
provide differentiated instruction for all students.
 Participants will be able to develop engaging small
group activities based on specific content
information, Bloom’s Taxonomy of questioning, and
student needs.
Language Objectives:
 Participants will formulate content-specific
questions that promote higher order thinking.
 Participants will describe and share successful
strategies and tools to promote student-centered
learning.

4. SIOP UMBRELLA

5. WHY DIFFERENTIATION?
In Non-Differentiated In Differentiated
Classrooms: Classrooms:
 The teacher is the one who  Both the teacher and the students
knows the objectives for the know clearly the content and
lesson. language objectives.
 Whole-class teaching prevails;  Grouping of students is frequent and
desks are all in a row.
flexible.
 Assignments, texts, and tasks
are the same for all the students.  A variety of texts, tasks, and options
is evident.
 The preponderance of talk is the
teacher’s.  Talk is shared between students and
 High-level thinking questions teacher.
and tasks are reserved for  High-level thinking questions and
highest-achieving students. tasks are the norm for all students.

7. BLOOM’S TAXONOMY AND HOTS
ORIGINAL TERMS NEW TERMS
Evaluation Creating
Synthesis Evaluating
Analysis Analyzing
Application Applying
Comprehension Understanding
Knowledge Remembering
()

8. BLOOM’S REVISED TAXONOMY
CREATING
GENERATING NEW IDEAS, PRODUCTS, OR WAYS OF VIEWING THINGS
DESIGNING, CONSTRUCTING, PLANNING, PRODUCING, INVENTING
EVALUATING
JUSTIFYING A DECISION OR COURSE OF ACTION
CHECKING, HYPOTHESISING, CRITIQUING, EXPERIMENTING, JUDGING
ANALYSING
BREAKING INFORMATION INTO PARTS TO EXPLORE UNDERSTANDINGS AND RELATIONSHIPS
COMPARING, ORGANIZING, DECONSTRUCTING, INTERROGATING, FINDING
APPLYING
USING INFORMATION IN ANOTHER FAMILIAR SITUATION
IMPLEMENTING, CARRYING OUT, USING, EXECUTING
UNDERSTANDING
EXPLAINING IDEAS OR CONCEPTS
INTERPRETING, SUMMARIZING, PARAPHRASING, CLASSIFYING, EXPLAINING
REMEMBERING
RECALLING INFORMATION
RECOGNIZING, LISTING, DESCRIBING, RETRIEVING, NAMING, FINDING

9. INSTRUCTIONAL STRATEGY: CUBING
Description:
Cubing is an instructional strategy designed to help students think
about a topic or idea from many different angles. A cube includes 6
commands, one on each of its six faces, followed by a prompt that
describes the task the students should do related to the command.
A concrete visual of a cube is used to consider multiple dimensions
of a topic or levels of questioning according to Bloom’s Taxonomy.
Students can roll the cube, or you can number each side and
assign tasks to groups or individual members.
What are the advantages to using Cubing?
•It is a simple way to differentiate, while still instructing each
student on the same topic or skill. Each cube may contain the
same commands, but the tasks on the cubes will be different
according to the needs of the various groups.
•Rolling the die adds excitement and anticipation. It takes what may
be a ―boring‖ assignment and makes it fun and engaging.
•Cubing is an excellent strategy for the tactile/kinesthetic learners.

10. CUBING
SUGGESTED FORMATS
The Six Sides of the Cube:
1. Describe it (including color, shape, size (if applicable)—
How would you describe the issue/topic?
2. Compare it (what it is similar to or different from)—―It’s sort
of like‖
3. Associate it (what it makes you think of )—How does the
topic connect to other issues/subjects?
4. Analyze it (tell how it is made or what it is composed of)—
How would you break the problem/issue into smaller parts?
5. Apply it (tell how it can be used)—How does it help you
understand other topics/issues?
6. Argue for/against it (take a stand and support it)—I am for
this because/This works because/I agree because . . .

11. CUBING
SHOW ME AN EXAMPLE
SCIENCE (Cells)
Multiple ways of exploring one topic:
1. Describe: cell parts (structure) and function
2. Illustrate: a cell with organelles and functions
3. Analyze: how each cell part is related to others
4. Compare: location of the organelle with its functions and
relationships
5. Connect: how interrelationships among organelle functions
are like other interrelationships in life
6. Apply: what you’ve learned to predict how organism
functions are like cell functions.
Variations: Develop your own activities and questions using
six levels of Bloom’s Taxonomy (*see our sample cubes)

12. CUBING
SHOW ME AN EXAMPLE
MATH (Fractions)
1. Locate: In two minutes, make a list of all of the places in
which we find fractions in every day life. Have your partner time you.
2. Define: What is a fraction? How would you explain what
a fraction is to a first grader?
3. Solve: Complete fraction problems 1-10 on page 65. Have your
partner check your work.
4. Analyze: What are the parts of a fraction? Define each part and
describe their relationships to one another.
5. Think About: When dividing fractions, why do we have to ―invert
and multiply‖? Show your thinking on paper.
6. Illustrate: Create a children’s picture book about fractions. Use
―Give Me Half!‖ as an example.

13. CUBING
How are cubes designed to support differentiation?
•Use more than one cube. Each cube should contain commands
and tasks that are aligned with the ability levels of the different
groups.
•Create 1 average ability cube first. Then, use those tasks as a
guide to create 2 other cubes- low ability and high ability.
•Differentiate cubing questions by color-coding the cubes. But
remember to change the colors periodically to align with different
levels so that students do not get ―labeled‖ as the low blue group,
etc…
•Differentiating by Interest or Learning Profile: Create many cubes
for learning or review activities. 2-3 sides of all the cubes can have
the same task. The remaining 3-4 sides can have tasks related to
specific interests or learning profiles.

14. CUBING
Example of how a command and task can be related to the
same topic, but differentiated in order to meet the needs of
lower ability and higher ability students:
1. Lower Question- Describe the desert using as much
information as you can, and involve your five senses in the
description.
2. Higher Question- Describe how your life would change if you
moved to the desert. Use your senses and explain why changes
would occur.
Where can I find questions for cubes?
Quizzes
Worksheets
Textbooks
Study Guide Problems
Teacher Generated/Student Generated

15. INSTRUCTIONAL STRATEGY: THINK DOTS
Description
After presenting a unit of study, Think Dots activities are used to
lead students into deeper exploration of content knowledge,
concepts and skills. This differentiation tool enables students to
review, demonstrate, and/or extend their thinking according to
levels of readiness, learning styles or interests.
Teachers create six questions on an activity mat or on cards held
on a ring, with corresponding dots. Students roll the die and
complete related activities.
What are the advantages of Think Dots?
•Students have the opportunity to explore concepts deeply while
utilizing different levels of Bloom’s Taxonomy.
•Activities can be tiered in a number of ways and across subject
areas.
•Student can apply and demonstrate what they have learned in a
variety of ways (use Think Dots as an alternative assessment)
•Think Dots can be used in cooperative learning groups.

16. THINK DOTS
SHOW ME AN EXAMPLE

17. THINK DOTS
SHOW ME AN EXAMPLE

18. THINK DOTS
Variations:
•Use colored paper and/or colored dots to indicate different
readiness levels, interests or learning styles.
•Have student work in pairs.
•Assign a number value that will determine how many activities a
student chooses to complete. For example, if 12 is assigned, a
student could complete 6,5,1 or 5,4,2.
•Create an activity sheet to correspond to each set of think dots, for
easy recording and management. (See Fractions example)
•Have students roll to complete a specific number of activities
rather than the entire set.

19. INSTRUCTIONAL STRATEGY:
CANNED QUESTIONS
Description:
Canned Questions is a strategy to assist students in answering
questions on increasingly sophisticated levels of cognition.
Write (on strips of paper) a variety of questions related to the
particular topic being studied. The questions should range from
lower to higher levels of thinking. Place the question strips in a can.
Group students as partners or in small groups (to lower anxiety and
to scaffold). The teacher draws out the questions, one by one, and
students work together to answer them.
What are the advantages?
All students gain exposure to questions of varied
cognitive levels, even though they are only responsible for
answering the questions that are appropriate for their level of
proficiency.

20. CANNED QUESTIONS
SHOW ME AN EXAMPLE
Level 1: (Remembering/Understanding)
What is air pollution? (Sci)
What form of government does the USA have? (SS)
What happens to Hamlet at the end of the play? (Eng)
Can you explain the rules of golf? (PE)
How would you describe a triangle? (Math)
How would you summarize Picasso’s ―Blue Period‖? (Art)
Level 2: (Applying/Analyzing)
What are the historical and sociological causes of air pollution?
(Sci)
What are the advantages and disadvantages of a democratic form
of government? (SS)
Why did Hamlet take so long to act in revenge for his father’s
death? (Eng)
Why has golf become such a popular sport? (PE)
How do triangles contribute to modern society? (Math)
Why is Picasso seen by many as an influential figure in art history?
(Art)

21. CANNED QUESTIONS
Level 3: (Evaluating/Creating)
What cultural changes are necessary to stop air pollution? (Sci)
Why is democracy an important form of government? (SS)
Was Hamlet a good son? (Eng)
Does golf have a future as one of America’s most popular sport?
(PE)
Why is geometry an important area of study? (Math)
How does Picasso’s art represent current human experience? (Art)
Variations:
•Students may also (individually or in groups) submit questions to
the Question Can. These can be drawn for other students to
answer.
•Teachers can teach students how to ask higher order questions
using sentence frames.

22. YOUR TURN!
• Choose a station (you may work with a
partner )
Step 1 • Read directions provided at that station
• Select a topic from your standards-based
curriculum / unit of study
Step 2 • Develop your higher order questions
• Using the materials and models provided,
create an instructional tool to use in class
Step 3 • Consider variations/adaptations

23. TYING IT ALL TOGETHER
 Did we meet our objectives?
 How is our work today connected to SIOP?
 WhichMarzano design questions did we
address?

24. Content Objectives:
 Participants will be able to use three strategies –
cubing, think dots, and canned questions– to
provide differentiated instruction for all students.
 Participants will be able to develop engaging small
group activities based on specific content
information, Bloom’s Taxonomy of questioning, and
student needs.
Language Objectives:
 Participants will formulate content-specific
questions that promote higher order thinking.
 Participants will describe and share successful
strategies and tools to promote student-centered
learning.

25. SIOP COMPONENTS
 Strategies
13. Ample opportunities for students
14. Scaffolding techniques
15. Variety of question types/higher order thinking skills
 Interaction
16. Opportunities for interaction
17. Grouping configurations
 Practice / Application
20. Hands-on materials and manipulatives
21. Application of content language
22. Language skills (read, write, listen, speak)

26. MARZANO’S DESIGN QUESTIONS
ADDRESSED TODAY:
Domain 1: Classroom Strategies and Behaviors
 DQ3: Helping Students Practice and Deepen New Knowledge
 DQ5: Engaging Students
 DQ9: Communicating High Expectations for All Students
Domain 2: Planning and Preparing
 Planning and Preparing for Lessons and Units
 Planning and Preparing for the Needs of English Language Learners
 Planning and Preparing for the Needs of Students Receiving Special
Education
 Planning and Preparing for the Needs of Students Who Lack Support
for Schooling

27. YOUR TICKET OUT
 Take a turn and roll one of our exit dice.
 Share your responses within your group.
 Report out to the whole group.

28. THANK YOU
FOR YOUR
PARTICIPATION!