Question Detail

How to teach higher order thinking skills??

Nov 30, 2014 7:32pm

  • English Language Arts / Math / Science / Social Studies
  • Pre K-5
  • Engagement


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    • Dec 2, 2014 10:47pm

      I was introduced to using Bloom's Taxonomy. The below link provides sentence stems that may be helpful.

      • Dec 10, 2014 9:17am

        I use Blooms Taxonomy as well. Below is a link for an interactive Blooms wheel that provides ideas for activities that teach higher order thinking skills.

        Also, start slow. Ask the students higher order thinking questions throughout your lesson. The questions to start with are: Why? How Do you know? and Can you explain this?. Those questions are easy to remember and take you to the high levels of critical thinking.

        • Dec 7, 2014 11:54am

          Definitely utilize Bloom's Taxonomy. I am a preservice teacher who will graduate in May and they beat Bloom's into us. Which is great because in utilizing the key words in Bloom's over and over again it becomes second nature when developing a lesson plan and activities.

          • Dec 13, 2014 9:34am

            Try teaching your kids to read and perform music! The ability to perform musical instruments or sing with others develops many of the higher order thinking skills like collaboration, evaluation, synthesis of information, and creative problem solving. This develops within the first three months of learning, and a teacher can run a very simple music reading program such as recorders or Orff xylophone instruments. It's worth your time and your school's investment of a little money. The research proves it too:

            Check out the website for more information!

            • Mar 24, 2015 2:58pm

              Like others, I've familiarized my students with Blooms. They were given a fold-able with question stems for each level and use it during daily talk. To answer your question, I have them come up with questions during ELA. Each week, we read a longer text about 3 pages or so at a time. They are given time to read the daily text, answer two questions, and then develop their own question to bring to small group. They use their Blooms fold-able and have a few guidelines, the most important two being that it has to have more than one answer and it has to make sense with what the author is trying to achieve. The first few weeks I did this, most of our talk at small group wasn't really answering the question but about the question itself. Was it a good discussion question? What could make it better? What are they really trying to ask? What are they actually asking? Things like that. Once they had a grasp on how higher order thinking questions are made, they have an easier time tackling a question.