Difference between revisions of "The Dynamics of a Great Higher Order Question"
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phrases to make higher order questions [http://www.teachers.ash.org.au/researchskills/Dalton.htm] | phrases to make higher order questions [http://www.teachers.ash.org.au/researchskills/Dalton.htm] | ||
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| + | another bloom example [http://www.ops.org/reading/blooms_taxonomy.html] | ||
==Activities== | ==Activities== | ||
Revision as of 11:54, 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]
another bloom example [2]
Activities
Conclusion
Go on to Unit 4 Encouraging Student Responses and Providing Engaging Feedback
