FIVE KINDS OF TEACHER THINKING
Regardless of your preferred teaching style, what you teach, or who you are teaching, having a sound plan is essential to a successful lesson. In this in-service participants will learn how to design lessons using the "Five Kinds of Teacher Thinking." These five ways of thinking can guide a teacher in designing a lesson with the objective in mind that supports student mastery. Participants will gain insight on the quality of one's thinking that directly accounts for the effectiveness of student learning experiences. Learn how a clear, rigorous, and well articulated objective allows you as the teacher to anchor your assessment in solid ground while weaving non linguistic representation into your daily activities.The following is a summary from Mischel Miller on Five Kinds of Teacher Thinking:
- A mastery objective is created to state “what” you want the students to learn, and “how” you will know if they learned it.
- Mastery objectives are appropriate if they can be assessed, either informally or formally.
- All mastery objectives start with the learner as the subject, “students (teachers, principals, coaches) will be able to…THEN the all-important verb, explain, make, describe, compare, demonstrate (by)
- Criteria for success, as, “did you do it good enough.”
Reinforcing Effort & Providing Feedback:
Teachers will provide students with reinforcing statements that are related to individual knowledge contributions and learning goal attainment.
Identifying Similarities & Differences:
Teachers will provide students with reinforcing statements that are related to individual knowledge contributions and learning goal attainment.
Setting Objectives & Providing Feedback:
Provide every student with a direction for learning that is relative to a particular learning goal.
Generating& Testing Hypotheses:
Engage students in the mental process of using knowledge by generating and testing hypotheses:
Summarizing & Note Taking
Enhance the students’ ability to synthesize information in ways that captures the main ideas and supporting details of each instructional objective:
Questions, Cues & Advanced Organizers:
Provide in every lesson ways that students can use and organize what they are taught:
Nonlinguistic Representation:
Enhance the student’s ability to represent and elaborate on knowledge using mental images.
Cooperative Learning:
Provide students with opportunities to interact with each other in ways that enhance their learning.
Teachers will provide students with reinforcing statements that are related to individual knowledge contributions and learning goal attainment.
Identifying Similarities & Differences:
Teachers will provide students with reinforcing statements that are related to individual knowledge contributions and learning goal attainment.
Setting Objectives & Providing Feedback:
Provide every student with a direction for learning that is relative to a particular learning goal.
Generating& Testing Hypotheses:
Engage students in the mental process of using knowledge by generating and testing hypotheses:
Summarizing & Note Taking
Enhance the students’ ability to synthesize information in ways that captures the main ideas and supporting details of each instructional objective:
Questions, Cues & Advanced Organizers:
Provide in every lesson ways that students can use and organize what they are taught:
Nonlinguistic Representation:
Enhance the student’s ability to represent and elaborate on knowledge using mental images.
Cooperative Learning:
Provide students with opportunities to interact with each other in ways that enhance their learning.
Resource Materials
Five Kinds of Teacher Thinking: This PowerPoint presentation provides some insight on the quality of one's thinking that directly accounts for the effectiveness of student learning experiences.
Planning Masterfully: Provides a lesson plan guide for introducing the Five Kinds of Teacher Thinking
Blooms Action Verbs: List of Action Verbs associated with old taxonomy, only uses verbs that are in the higher cognative range by excluding knowledge and comprehension
A Model of Learning Objectives based on A Taxonomy for Learning, Teaching, and Assessing:A Revision of Bloom's Taxonomy of Educational
Objectives. The document represents a continuum of increasing cognitive complexity—from lower order thinking skills to higher order thinking skills and is useful for developing objectives for a common core lessons.
Objectives. The document represents a continuum of increasing cognitive complexity—from lower order thinking skills to higher order thinking skills and is useful for developing objectives for a common core lessons.
Webb’s Depth of Knowledge Guide Career and Technical Education Definitions: This DOK guide provides a model employed to analyze the cognitive expectation demanded by standards, curricular activities and assessment tasks (Webb, 1997).
Depth of Knowledge Chart: DOK chart provides a range of levels of knowledge useful when developing task or assessments.
Depth of Knowledge Overview: Defines DOK as it is applied to rubric development or summative assessments. Explains that the depth of knowledge is not determined by the verb, but the context in which the verb is used and the depth of thinking required to complete the assignment/task. Depth of Knowledge is represented by four levels of cognitive complexity; each describing the kind of thinking involved at that level.