According to Mid-continent Research for Education and Learning (McRel), educators need to make critical connections of exemplary practices. Connections between standards, planning and consistent use of high yield strategies. Standards driven learning requires students to move well beyond recall and skill demonstration and into understanding and applying higher level thinking. As Thompson states, 75-80 percent of questions on future standardized test will be comprised of higher order thinking questions, up from previous levels of roughly 20 percent. Past notions of extended thinking led one to believe students get there on their own, or maybe some could handle it while others just do not get it. Today it is understood that students need to be taught how to think critically and need to be armed with strategies to help them extend their thinking. Max Thompson and Learning Focused have identified the following extended thinking strategies as tools necessary to move students from recall and skills demonstration to extended, critical thinking: Compare/contrast Classifying Analyzing perspectives Abstracting Constructing support Inductive reasoning Deductive reasoning Error Analysis Teachers will be retrained in Bloom’s three taxonomies (cognitive, affective and psychomotor) as well as review Webb’s Level of Complexity. Prerequisite skills such as applying routine rules, breaking down complex materials into parts, and detecting relationships between new and familiar information will be studied to build the foundation for the higher order skills of analysis, synthesis and evaluation. CONTENT AREA: Reading Math Writing Science Parental Drop-out Prevention Programs Involvement Language Social Arts/PE Other: Arts Studies School Based Objective: (Action statement: What will we do to improve programmatic and/or instructional effectiveness?) The goal of Dr. W.J. is to build a foundation for continuous improvement through essential understandings of Common Core standards with an emphasis on extended thinking strategies and further implementation of academic/content vocabulary.
According to Mid-continent Research for Education and Learning (McRel), educators need to make critical connections of exemplary practices. Connections between standards, planning and consistent use of high yield strategies. Standards driven learning requires students to move well beyond recall and skill demonstration and into understanding and applying higher level thinking. As Thompson states, 75-80 percent of questions on future standardized test will be comprised of higher order thinking questions, up from previous levels of roughly 20 percent. Past notions of extended thinking led one to believe students get there on their own, or maybe some could handle it while others just do not get it. Today it is understood that students need to be taught how to think critically and need to be armed with strategies to help them extend their thinking. Max Thompson and Learning Focused have identified the following extended thinking strategies as tools necessary to move students from recall and skills demonstration to extended, critical thinking: Compare/contrast Classifying Analyzing perspectives Abstracting Constructing support Inductive reasoning Deductive reasoning Error Analysis Teachers will be retrained in Bloom’s three taxonomies (cognitive, affective and psychomotor) as well as review Webb’s Level of Complexity. Prerequisite skills such as applying routine rules, breaking down complex materials into parts, and detecting relationships between new and familiar information will be studied to build the foundation for the higher order skills of analysis, synthesis and evaluation. CONTENT AREA: Reading Math Writing Science Parental Involvement Drop-out Prevention Programs Language Arts Social Studies Arts/PE Other: School Based Objective: (Action statement: What will we do to improve programmatic and/or instructional effectiveness?) The goal of Dr. W.J. is to build a foundation for continuous improvement through essential understandings of Common Core standards with an emphasis on extended thinking strategies and further implementation of academic/content vocabulary.
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