1. Think of a childhood fairytale.

2. Write a question about the fairytale as though you had assigned it as a reading

in your class.

3. Review Bloom’s Taxonomy of critical thinking on the next slide and determine which level of critical thinking would be required to respond to your question.

Write down the category next to your question.

1. KNOWLEDGE: recalling information2. COMPREHENSION: understanding

meaning3. APPLICATION: using learning in new

situations4. ANALYSIS: ability to see parts &

relationships 5. SYNTHESIS: Use parts to create a new

whole6. EVALUATION: judgment based on

criteria

Bloom’s LevelsBloom’s Levels

4. Share and discuss these questions with your collaborative group.

As a group, rewrite the questions to a higher

Level.

Inquiry Inquiry StrategieStrategie

ss

"In the classroom,"In the classroom, wondering wondering should be as should be as

highly valuedhighly valued asas knowing," knowing,"F. James Rutherford and Andrew Ahlgren in

“Science for All Americans”

The Big PictureThe Big Picture• Inquiry is the common thread in a

student-centered classroom: Used in–Cornell notes–Tutorials–Socratic Seminars–Philosophical Chairs–Learning Logs–Critical thinking & decision-making

The Big PictureThe Big Picture• Often begins with a question

• Encourages students to think critically

• Creates the opportunity for students to problem-solve & share analyses

• Inquiry promotes COLLABORATION

Inquiry immediatelyengages students with their own thinking processes.

Why Use Inquiry as a Why Use Inquiry as a Teaching Methodology?Teaching Methodology?

What results isstudent ownershipfor enlargedunderstanding ofconcepts and values.

Why Use Inquiry as a Why Use Inquiry as a Teaching Methodology?Teaching Methodology?

Learner performs activity

Teacher asks students probing questions

Learner reads provactive text

Learner justifies proposed

explanation

Inquiry is when…Inquiry is when…

Which Activities are Which Activities are Inquiry?Inquiry?

Complete a Complete a problem-solving activityproblem-solving activity Describe the stepsDescribe the steps you went through you went through to to solve the problemsolve the problem

– Flowcharts or Concept Flowcharts or Concept Maps? Maps?

– Critique each stepCritique each step: what you did, what was hard, : what you did, what was hard, what was easywhat was easy

Describe how to you would Describe how to you would improve improve the the processprocess for the next time for the next time

Increasing MetacognitionIncreasing Metacognition

• Students need to have an opportunity to reflect on their own thought processes so they can become adept at monitoring, assessing, and improving their own thinking.

““Thinking About Your Thinking About Your Thinking”Thinking”

““You can’t get students to You can’t get students to think critically without think critically without

asking critical questions”asking critical questions”

Carmen Serret-Lopez

Levels ofLevels ofCognitive Thought:Cognitive Thought:

Two ModelsTwo Models

1. KNOWLEDGE: recalling information2. COMPREHENSION: understanding

meaning3. APPLICATION: using learning in new

situations4. ANALYSIS: ability to see parts &

relationships 5. SYNTHESIS: Use parts to create a new

whole6. EVALUATION: judgment based on

criteria

Bloom’s LevelsBloom’s Levels

Level 1: Gathering/Recalling Information

Level 2: Making Sense of Gathered Information

Level 3: Applying/Evaluating Information

Costa’s LevelsCosta’s Levels

CompleteCountDefineDescribeIdentifyList

MatchNameObserveReciteSelectScanT

hre

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tory

Inte

llect

Th

ree

Sto

ry In

telle

ct

Th

ree

Sto

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telle

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CompleteCountDefineDescribeIdentifyList

MatchNameObserveReciteSelectScan

CompareContrastClassifySortDistinguishExplain (Why)

InferSequenceAnalyzeSynthesizMake AnalogiesReason

CompleteCountDefineDescribeIdentifyList

MatchNameObserveReciteSelectScan

EvaluateGeneralizeImagineJudgePredictSpeculate

InferSequenceAnalyzeSynthesizMake AnalogiesReason

CompareContrastClassifySortDistinguishExplain (Why)

If/ThenHypothesizeForecastIdealizeApply a

Principle

Th

ree

Sto

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telle

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hre

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tory

Inte

llect

Three Story IntellectThree Story IntellectJigsaw ActivityJigsaw Activity

1. Form Groups of three. These are your “home” groups.

2. Number off by 3’s. Now all 1’s sit together, all 2’s, etc. These are your “expert” groups.

3. In expert groups, read and discuss your segment.

4. Return to home groups to shareyour expert group discussion.

Why is this important?Why is this important?

State and National surveys indicatethat approximately 90% of the questions K-12th grade students are exposed to are lower level questions.In college this trend reverses, andstudents deal primarily with high level critical questions.

Developed by

The AVID TeamThe AVID Team

© 2002All rights reserved