Okay, y’all. Here’s the deal:
Higher-level thinking is the key to rigor in the classroom.
In my opinion (take it or leave it), teaching is all about infusing a love of learning in students, helping them learn how to think, and with that, to implement higher level thinking in content areas.
The goal in my classroom is definitely NOT to succeed at a standardized test, although I know that’s what so many lawmakers believe, and consequently what we, as teachers, are held accountable to. That’s not to say that I don’t want them to succeed. I definitely do! I review before the STAAR (our standardized test in Texas). I teach standardized test vocabulary, because that’s just good practice. In fact, I agree that there is a place for testing. Testing helps us self-evaluate what we’re doing in the classroom, let’s us see how well our students are succeeding in meeting our objectives and reaching mastery, and tests give us data to use as we move forward in our planning.
But in my classroom, I try very hard to have high expectations and rigor. I reach for higher level thinking. To that end, I created this higher level thinking unit to tap into… higher level thinking.
If you struggle to bring higher level thinking into your classroom…if you are looking for high level and rigorous content, then this unit is for you. It’s 43 pages of materials for a complete lesson.
• 6 Levels of questioning: Knowledge, Comprehension, Application, Analysis, Synthesis and Evaluation. Each level includes 6 question stems and are printable in color or on a white background.
• Student Response Sheet. Based on the curriculum document, students work together and use higher level thinking to craft text dependent questions based on the provided question stems and texts.
• Two sets of texts including Poetry, Infographics, Fiction, Persuasive, Biography, and Nonfiction. All text are open source/public domain.
I would love to hear your thoughts and your success stories!