The objectives of secondary education engineering are already designed with the Depth of Knowledge levels: EngineeringĮngineering standards are embedded within the next generation science standards and are engineered with higher-level thinking in mind. The SBBC Department of Instructional Technology has developed a comprehensive chart of both teacher-directed and student-directed activities pushing students to higher-level thinking skills. Conduct an investigation, from specifying a problem to designing and carrying out an experiment, to analyzing its data and forming conclusions. And finally, form conclusions from experimental data.īased on provided data from a complex experiment that is novel to the student, deduct the fundamental relationship between several controlled variables. Solve non-routine problems, then develop a scientific model for a complex situation. Identify research questions and design investigations for a scientific problem. Formulate a routine problem given data and conditions. Select a procedure according to specified criteria, and perform it. Describe and explain examples and non-examples of science concepts. Specify and explain the relationship between facts, terms, properties, or variables. Perform a routine procedure such as measuring length. Provide or recognize a standard scientific representation for a simple phenomenon. Represent in words or diagrams a scientific concept or relationship. Recall or recognize a fact, term, or property. Science Webb (2002) offers some of the following activities for using higher levels in science. However, let’s take a look at how to do this specifically within the STEAM areas. Here’s a basic list of higher order thinking questions to get your started. However, moving to the higher levels things become a little more difficult. Creating opportunities for students to work within the recalling and remembering level is relatively simple because we are asking students to identify or recall information. Take a look at this Higher Order Thinking Chart to help you organize these methods and see how to apply them in your own lessons:Īll 3 of these methodologies provide building blocks for increasing the level of thinking. Costa’s Levels of Questioning, Bloom’s Taxonomy and Webb’s Depth of Knowledge are two common references for building higher level thinking. There are many resources for higher level thinking. Higher level thinking is simply taking our students to the next level by pushing for more than simple recall or comprehension.
0 Comments
Leave a Reply. |