Difference between revisions of "The Dynamics of a Great Higher Order Question"
From KNILT
DanFountain (talk | contribs) |
DanFountain (talk | contribs) |
||
| Line 10: | Line 10: | ||
==Mini-Lecture== | ==Mini-Lecture== | ||
| + | |||
| + | phrases to make higher order questions [http://www.teachers.ash.org.au/researchskills/Dalton.htm] | ||
==Activities== | ==Activities== | ||
Revision as of 12:53, 10 May 2009
Unit 3 Introduction
Unit 3 Objectives
1) In a social studies classroom the student (classroom teacher) will be able to evaluate and explain the dynamics of the components of a higher order thinking question.
2) In a social studies classroom the student (classroom teacher) will be able to create a higher order thinking question.
3) In a social studies classroom the student (classroom teacher) will be able to implement higher order questions at least 5 times a class period to enhance student learning.
Mini-Lecture
phrases to make higher order questions [1]
Activities
Conclusion
Go on to Unit 4 Encouraging Student Responses and Providing Engaging Feedback
