Higher Order Thinking Strategies Templatecomplete The Higher Order Thi ✓ Solved

Higher-Order Thinking Strategies Template Complete the Higher-Order Thinking Strategies Template by selecting a standard, objective, and activity that encourages higher-order thinking for the content area of your choice. Part 1: Higher-Order Thinking Skills: Content Area National/State Learning Standard(s) Specific Learning Targets/Objective(s) Higher-Order Thinking Strategies Anticipatory Set: How will you activate students’ prior knowledge and link previous learning to the learning activity? Multiple Means of Engagement: How will students engage in higher-order questioning skills and metacognitive processes? Describe the steps of the learning activity, including how the activity requires higher-order questioning and processing.

Examples of Higher-Order Questions: What are five questions that promote higher- order thinking skills, stimulate discussion, and create engagement within this activity? Multiple Means of Expression: What informal assessment could be used to capture students’ higher-order thinking and learning? Describe the informal assessment and how you will measure higher-order thinking and learning. Technology and Collaborative Tools: What technology and collaborative tools are appropriate for this activity? Describe the tool, how it will be used, and how it will elicit creative and innovative thinking from students.

Provide any links as necessary. Part 2: Reflection In words, summarize and reflect on the activity you developed for higher-order thinking, as well as how you will design learning experiences in your future classroom to promote engagement, use questioning for higher-order thinking, and encourage deep discussion. Support your ideas with 2-3 scholarly resources. © 2019 Grand Canyon University. All Rights Reserved. © 2019 Grand Canyon University. All Rights Reserved.

Higher-Order Thinking Strategies Template and Reflection It is crucial for teachers to be aware of and implement several strategies that promote higher-order thinking. Part 1: Higher-Order Thinking Strategies Template For this assignment, complete the “Higher-Order Thinking Strategies Template.†Select a national or state standard that differs from the lesson you delivered in your Clinical Field Experience and create a unique learning activity to engage students in higher-order thinking. Part 2: Reflection In words, summarize and reflect on the activity you developed for higher-order thinking, as well as how you will design learning experiences in your future classroom to promote engagement, use questioning for higher-order thinking, and encourage deep discussion.

Support your ideas with 2-3 scholarly resources. APA style is not required, but solid academic writing is expected. This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completio

Paper for above instructions

Higher-Order Thinking Strategies Template

Part 1: Higher-Order Thinking Strategies

Content Area: Science – Environmental Science
National/State Learning Standard(s):
Next Generation Science Standards (NGSS):
- MS-ESS3-4: Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems (NGSS Lead States, 2013).
Specific Learning Targets/Objective(s):
- Students will analyze the effects of human activities on Earth’s systems.
- Students will develop an argumentative stance on a specific environmental issue based on scientific evidence.
Higher-Order Thinking Strategies:
1. Anticipatory Set:
To activate students’ prior knowledge, initiate a class discussion on recent environmental news. Ask students to share any environmental issues they have heard about and their opinions on these matters. This encourages students to link prior learning about ecosystems and human impact on nature.
2. Multiple Means of Engagement:
Students will engage in a project-based learning assignment where they will choose an environmental issue (e.g., deforestation, plastic pollution, climate change) and research its impacts. They will collaborate in groups, using critical thinking to evaluate various perspectives on their chosen issue and develop their own argumentative stance.
Examples of learning activity steps:
- Step 1: Introduction of environmental issues; group formation based on interest.
- Step 2: Research phase where students gather scientific data and opinions.
- Step 3: Group discussions to share findings and refine arguments.
- Step 4: Creation of a presentation to argue their stance, incorporating scientific evidence and addressing counterarguments, ensuring higher-order questioning and processing throughout.
Examples of Higher-Order Questions:
1. What evidence can you provide to support your argument about the environmental issue you selected?
2. How do the consequences of your chosen issue differ for various populations around the world?
3. In what ways can human consumption patterns be altered to reduce the negative impacts on Earth’s systems?
4. What are the long-term implications of inaction in addressing your environmental issue?
5. How can scientific research inform policy decisions about your selected environmental issue?
Multiple Means of Expression:
An informal assessment will take place through peer reviews of group presentations. Students will assess each other’s work based on criteria such as clarity of argument, supporting evidence, creativity, and engagement. This feedback will help to measure their critical thinking abilities and understanding of the topic.
Technology and Collaborative Tools:
- Collaborative Tools: Google Docs will be used for note-taking and collaborative writing. Each group can create a shared document to compile their research findings and arguments.
- Presentation Software: Prezi or Google Slides can be utilized for the presentation aspect, encouraging creativity in their presentations.
- Innovative Thinking: Using online databases (e.g., JSTOR) for research will encourage students to think critically about the quality of their sources and synthesize information from multiple viewpoints (Wiggins & McTighe, 2005).

Part 2: Reflection

The learning activity designed to promote higher-order thinking in environmental science emphasizes the importance of critical analysis and argumentation. By activating prior knowledge through discussions on relevant environmental issues, students can connect their own experiences with substantive scientific inquiry.
Encouraging engagement through group projects fosters collaboration and peer learning, which is essential for developing critical thinking skills. This approach allows students not only to delve deep into an environmental issue but also to consider the perspectives of various stakeholders.
In my future classroom, I will design learning experiences that integrate inquiry-based approaches similar to the one outlined in this activity. By incorporating question-based learning, I aim to stimulate dialogue and encourage students to explore topics beyond surface-level understanding. Rigorous questioning strategies, such as those advocated by Anderson and Krathwohl (2001), will be pivotal in pushing students to analyze, evaluate, and create.
Continuous assessment of higher-order thinking through peer review and formative assessments will lead to a deeper understanding of the material and allow for adjustments to instructional practices.
In conclusion, building learning experiences that cultivate engagement, use effective questioning strategies, and encourage collaborative discussion will not only foster higher-order thinking but also prepare students to critically engage with the world around them. Engaging students in meaningful discourse and empowering them to articulate and defend their ideas is essential for developing informed and conscientious citizens.

References

1. Anderson, L.W., & Krathwohl, D.R. (Eds.). (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. Longman.
2. NGSS Lead States. (2013). Next Generation Science Standards: For States, By States. National Academies Press.
3. Wiggins, G., & McTighe, J. (2005). Understanding by Design. ASCD.
4. Bransford, J.D., Brown, A.L., & Cocking, R.R. (2000). How People Learn: Brain, Mind, Experience, and School. National Academy Press.
5. Fisher, D., & Frey, N. (2008). Checking for Understanding: Formative Assessment Techniques for Your Classroom. ASCD.
6. Thomas, J.W. (2000). A Review of Research on Project-Based Learning. Stanford University.
7. Hattie, J. (2012). Visible Learning for Teachers: Maximizing Impact on Learning. Routledge.
8. Dede, C. (2010). Comparing Frameworks for 21st Century Skills. Harvard University.
9. Resnick, L. B. (1987). Education and Learning to Think. National Academies Press.
10. Csikszentmihalyi, M. (1997). Finding Flow: The Psychology of Engagement with Everyday Life. Basic Books.