Instructional Strategy Lessons for Educators Series (ISLES)

ISLES - Secondary Education

QUESTION & REVIEW:

HIGHER ORDER QUESTIONS
GAMES

Declarative Knowledge Level

EAST CAROLINA UNIVERSITY

 CHAPTER 1

HIGHER ORDER QUESTIONS

First Impressions
How do I gauge student content knowledge?
How do I encouraging students to make deep
connections?
What activities engage students in the learning
process?

 Section 1
Objectives
After viewing this
higher order thinking
document, you should
be able to:
1. Define higher order
thinking skills.
2. Identify the purpose
of using higher
order thinking
skills in the
classroom.
3. Identify at least two
examples of how to
use higher order
thinking skills in
the classroom.
4. Articulate the
benefits of using
higher order
thinking skills in
the classroom.

Definition & Purpose

Higher order thinking [H.O.T.] involves
processing information derived from research or
text, articulating it to others, and synthesizing it
in a format that shows an understanding beyond
rote memorization. Promoting higher order
thinking in the classroom requires students to
seek answers and arrive at their own conclusions.
Over time, the consistent use of higher level
2

questioning helps students with explaining,

defending, analyzing, and evaluating their own
perspectives.
Higher order thinking skills encourage the brain
to produce responses that illustrate an
individuals internal understanding of a concept
beyond a basic level.

A traditional pitfall that instructors frequently fall into is using

basic questioning strategies that only required students to recall
what they were directly taught. This type of questioning does not
take into account the brains ability to analyze, evaluate and create
responses.

Revised Blooms Taxonomy Activity

Drag the word or phrase to the correlating
level of Revised Blooms Taxonomy.

By answering higher levels questions, a student can prove that he/

she understands and has internalized the concept being taught.

Compose, Design

Higher order questions are also called open-ended, interpretive,

evaluative, inquiry, inferential, and synthesis questions (Cotton,
2001).

Debate, Critique

Categorize, Compare

Construct, Implement

Interpret, Summarize
Identify, Name

Categorize,
Interpret,

Identify, Name

Compose,

Debate,

Construct,

Check Answer

 Section 2

Asking Higher
Order Questions

1. Scaffolding starts
with basic skills or
information before
enhancing the
learning process with
higher order questions
that increase the depth
of student cognition.
2. Wait Time- Instead of
fearing silence,
teachers must accept
that thinking time is
necessary for
students to fully
process their responses
to a question.
3. Autonomy- Students
structuring their own
higher order questions
ensures that they are
deeply delving into
the material and
provides instructors
opportunities to
observe students
levels of cognition

Real Life Examples

1. Examples of Activities that Promote
Higher Order Thinking - This reference
contains activities that can be modified for
various grade levels to accommodate multiple
intelligences.

2. Stemming- This process uses sentence stems

to promote higher order thinking among
students. It can be used in large groups or
small.
3. Blooms Ball-This strategy uses a teachermade ball with revised Blooms Taxonomy

questions on it. The instructor should allow students to pass the

ball around the room. When a student catches it, he/she has to
delve deeper into the topic by using the higher order question
that is located on the top of the ball. This is a quick way to
ensure deeper responses and check students for their use of
higher order thinking.

within the scope of higher order thinking questions in classroom

discussions.
8. Digital Is: National Writing Project- This site contains
examples of higher order thinking projects for writing.
9. Book Sales: Project- This activity hones students abilities to
produce meaningful arguments using .....compare/
contrast..argumentative skills...cross-curricular studies

4. Comparing, Classifying, Structural Analysis, Supported

Induction/Deduction, Error Analysis, Construct
Support, Extending, Decision Making, Investigation,
Systems Analysis, Problem Solving, Experimental
Inquiry, and Invention [pp. 88-90]

Read and Respond

5. Instructional Resources for Higher Order Skills:

What are they?
What do they look like?
6. Debates- Debates are centered around central questions or
issues and require students to use higher order thinking skills in
order to create successful cases. These activities can take place
across various curricula and provide students the opportunity to
display their thought processes and reasoning skills.

Click on the notepad and

respond to the following
questions. Share your
responses.

7. Whole Class Discussions / Socratic Seminars- This

website features information, commentary, and research
regarding the quality of student responses, the mechanics of inclass discussions, and misuses of New Blooms Taxonomy
5

 Section 3

Overall Benef its

for Using Higher
Order Thinking
Questions in the
Classroom
1. Improved content
knowledge
2. Higher selfexpectations
3. Deeper connections
with content
4. Deeper investment
in their own
learning
5. Increased student
achievement
6. Enhanced 21st
Century life skills

Benefits
Complex, real-life problems often demand
complex solutions, which are obtained through
higher level thinking processes. Teaching higher
order thinking, then, provides students with
relevant life skills and offers them an added
benefit of helping them improve content
knowledge, lower order thinking, and self-

esteem (DeVries & Kohlberg, 1987; McDavitt,

1994; Son & VanSickle, 1993).
Engaging students in the learning process should
be the focus of each lesson a teacher designs.
Being part of the learning process not only
enhances discussions and responses; it also
creates a classroom culture where students hold

themselves accountable as partners in learning and establish high

expectations for themselves and their classmates.
Teaching and promoting higher order questions in the classroom
transforms the learning process by encouraging students to
formulate deep connections to the information with which they are
presented, creating learners who can analyze, evaluate, create, and
question sources. This process teaches students how to think,
rather than what to think: the ultimate goal of education.
Students who are taught via higher order questions are able to
make connections within and outside presented information, which
helps them understand content on a deeper level and retain that
information. Using higher order thinking questions in lesson
planning provides models for students that create blueprints for
how they should go about connecting with material.

General Benefits
Benefits of Higher Order Thinking: All Students
http://teachingasleadership.org/sites/default/files/RelatedReadings/LT_Ch5_2011.pdf [pp. 55 & 56]

Teaching students how to use higher order questions for

themselves ensures that they are equipped with the tools needed to
be successful learners across multiple disciplines, thereby
increasing achievement, proficiency, and growth.

Benefits for ELL Students

Finally, students that have been taught higher order questioning

are able to synthesize information and situations that they
encounter in their academic and professional life, making them
more successful and marketable as 21st century citizens.

Benefits for At-Risk Students

Benefits of Higher Order Thinking on ELL Students

http://www.tesol-journal.com/PDF/A6V2_TESOL.pdf

Benefits of Higher Order Thinking on At-Risk Students

http://www.ncrel.org/sdrs/areas/issues/students/atrisk/
at600.htm
7

Test Your Knowledge

Question 1 of 2

Which of the following does NOT require students to use a higher order thinking skill?

A. Recall the primary author of the Declaration of Independence.

B. Compose a response to the Declaration of Independence from the
perspective of the British.
C. Compare the Articles of Confederation to the United States
Constitution
D. Examine the United States Constitution to determine which of its
features have allowed it to be a living document that has lasted for
over 200 years.

Check Answer

 CHAPTER 2

GAMES: PBL & SIMULATIONS

Image: Morgue File

Image: Morgue File

First Impressions
How has the gamification of learning helped us
understand the effectiveness of problem-based
learning (PBL) and simulations?
How are teachers able to capitalize on students
identities to create motivating lessons?
Image: Todd Finley

 Section 1
Objectives:
Students will be
able to . . .
1. Identify two general
strategies supported
research on gaming.
2. Define and give
examples of PBL
and simulations.
3. Describe the benefits
of teaching with
PBL & simulations.
4. Distinguish between
examples and nonexamples of PBL &
Simulations
5. Articulate the
purposes for
incorporating
simulations and
PBL activities into
classroom
instruction.

Definition & Purpose

Increasing student engagement is a nation-wide
imperative supported by the Common Core State
Standards and other research linking
engagement to higher academic and literacy
achievement. James Gees recent research on
how learning should be more like video games
(2005b, p. 37) manifests the literacy practices
approach, primarily because both models view
10

literacies as an amplification of social practices

and are supported by new research on cognition
and motivation (2005c). Games, Gee explains,
are learning simulations: [] a game such as
Full Spectrum Warrior is a game when I buy it off
the rack, but it is a serious learning tool when a
soldier plays the professional-training
version (Gee, 2005a, p. 2).

in an addictive learning context like

Skyrim, adolescents assume multiple roles,
each one being developed in accordance
with a complex and prescribed
environment and various narratives.
Surviving means relying on a distributed
information system: multiple imbedded
and online texts, a complicated resource
and navigation system, and multimodal
conversations with peers who are also
playing the game or observing.
In this respect, games may be better sites
for preparing workers for modern
workplaces than traditional schools.
However, in the end, the real importance of
good computer and video games is that
they allow people to re-create themselves
in new worlds and achieve recreation and
deep learning at one and the same time
(Gee, 2003 p. 3).
Gaming as a heuristic for classroom
learning
Many interactive and immersive classroom
experiences it turns out, look a lot like a
game. Thus, in constructing engaging
curriculum, educators can think through

the principles that make a game successful.

In Gees book, What Video Games Have to
Teach Us About Learning and Literacy
(2003), the author explains 36 learning
principles that games concretize. A few that
most closely align with the literacy
practices approach include:
Identity: [P]layers become committed to
the new virtual world in which they will
live, learn, and act through their
commitment to their new identity.

Image: Morgue File

Interaction: Nothing happens until a

player acts and makes decisions.
Agency: Players feel a real sense of agency
and control.

Two Types of Learning Strategies

that Align with Gaming Principles

System Thinking: Games encourage

players to think about relationships, not
isolated events, facts, and skills (2005b, p.
36-37).

Two types of learning strategies align with

gaming principles:

Read Andrew James article in Edutopia,

Get Your Game On: How to Build
Curriculum Units Using the Video Game
Model.

11

1.

simulations

2.

problem-based learning (PBL)

In each of these learning scenarios,

adolescents assume multiple roles, each
one being developed in accordance with a

complex and prescribed environment and

various narratives. Additionally, students
have to rely on a distributed information
system: multiple imbedded and online
texts, a complicated resource and
navigation system, and multimodal
conversations with peers who are also
playing the game or observing
Simulations Definition
An educational simulation conveys an
experience in which a learner goes through
a sequential or non-sequential series of
events that models or emulates a realworld scenario. The experience does not
represent the entire complexity of a
learning experience; it highlights the
salient parts, however.
Educational simulations are used for a
variety of purposes: they engage students,
are memorable, and package complex
learning.
Components of a successful role-playing
simulation game include an Issue, Players/
Roles, Context, Rules, Enactments, and
Outcomes

1. Issue: A controversy, problem or

conflict that must be resolved, a
decision that must be made, or a
course of action that must be
determined.
2. Players/Roles: A variety of roles that
are representative of stakeholders in
the issue. These need to be individual
roles, but they can be played by a
small group, for example. In model U.
N. simulations, a single individual
represents a whole nation. However,
the nation is treated as a single
individual for the purpose of the
simulation.
3. Context: Context includes the
information provided for the
participants, which might include
background on the issue or documents
pertaining to its impact and scope. It
also includes the situation of the issue
within a larger social, cultural, or
historical framework.
4. Rules: The rules might also be
thought of as guidelines. They
constrain the activity to keep the game
12

Image: Morgue File

meaningful for participants. You

might insist that over the course of the
role-playing simulation all
participants act with the role during
class time, for example.
5. Enactment: The enactment of the
game includes all activities and
products in which participants engage
over the course of the simulation.
These might include research on their
roles, the issue, or the context; the
creation of written papers, Web sites,
MOO environments, or other
compositions; and, of course, real-

time discussion. It is important to get

a sense of an individual participant's
take on the issue before assuming a
role in the simulation.

6.
Outcome: How will the simulation end?
What does the action build toward, and
how does it conclude? How can
participants evaluate the effectiveness of
the simulation in developing their own
thinking and practice? How can we
represent the learning that has
occurred?

Image: Morgue File

Image: Morgue File

13

 Section 2

Examples
Examples of Simulations

Students must make the best choices for their health, safety, and
money. A great addition to the Gold Rush information in Social
Studies 10.

1. Civilization III:
Students are required in this game to plan, manage, and compete
with other civilizations. Students will learn about system of
governments, geography, and about different civilizations
historical leaders. This game requires students to use their
problem solving skills to build their civilization while learning
what cause the rise and fall of empires.

4. Age of Empires III:

2. Who Killed William Robinson:

5. Oregon Trail:

A great murder mystery surrounding the beginnings of BC

settlement. This online site provides information about the real
murder or William Robinson. Students must examine the
evidence and decide who is the potential murderer. A great
resource for both Law courses and Social Studies 10.

Students will learn what it is like to travel as a western settler.

They will understand more about the geography of the Americas
while learning about the impact humans have on the
environment. This would be great for students studying early
American settlement.

3. Cariboo Gold Rush Game:

6. Where In Time is Carmen Sandiego?:

Students are required to stake a claim and successfully mine for

gold during the period of the Cariboo Gold Rush. This simulation
is online and provides fact regarding costs of equipment, the
different stop towns, the Cariboo road and helpful guides.

Just like the old TV show, this classic game showcases many
historical events, people, and places. Students will attempt to
thwart Carmen Sandiego as she steals relics from history. This will

This game also allows students to learn about the causes of the
rise and fall of empires from all over the world. Students are able
to strategize based on military, resource development, and
expansion.

14

showcase problem solving skills and will help them learn historical
facts.

8. Law & Order:

This is a great simulation game that is based on the TV show. In
this simulation game students are searching for clues and building
a case that will be taken to court. This game allows students to
learn about the legal process as well as the ins and outs of the legal
system. This game is perfect for Law 12 or Social Studies 11 unit on
government and the legal system.

7. Pharaoh:
Pharaoh is a strategy game where students are building Egyptian
civilizations. The game involves Egyptian mythology, conflicts,
leaders, and vocabulary. This would be a great addition to a unit on
Egypt.

9. Sim City 4:
8. Making History:

This was one of the first simulation games that had widespread
success. Sim City allows for students to manage finances, growth,
resources in a city. Students can build cities in all types of
environments. This games allows students to gain an
understanding on human impact on the environment and also how
citizen are effected with the growth of a city. This game would be
best suited for geography or a sociology course.

Making History is also a strategy game that allows students to work

through the time period just before World War Two. Students will
make alliances, build weapons, command troops, and manage
international relations. Students will understand the impact of
their political decisions on diplomacy, aggression, and
international relationships. Great simulation for Social Studies 11
or History 12.

Problem-Based Learning (PBL)

7. Railroad Tycoon II:
Problem-based learning is a student-centered pedagogy in which
students learn about a subject and develop critical thinking by
helping to improve a situation that presents perplexity or difficulty.

This game allows students to learn about the railroads and the
basics and running a business. Students could build track, mange
resources, and buy and sell companies within a virtual stock
market. This game would be perfect for a Entrepreneurial class or
Social Studies 10 during the study of the railroad.

PBL is based on the principle that students learn best by

experiencing and solving real-world problems. With project-based
learning, students adopt a role in which they solve realistic
problems as they would in the real world, teachers serve
as facilitators of inquiry and reflection and students work
15

individually, in pairs, or in larger groups (Barron & DarlingHammond, 2008; Thomas, 2000),

Four. If researching or reasoning a critical piece of

information is beyond students' problem-solving skills, this
information should be presented to the learners rather than
have them struggle to learn it.

After a realistic problem is identified, a system of accountability is

set up for the students. The outcomesportfolios, white papers,
presentations, etc.should be identified before students problem
solve.

5. Reflect on the Learning. Reflect students' learning by

including multiple opportunities to check their progress in
the initial assignment and adjust instruction accordingly (for
example, let them know they need to keep a journal and
report to their supervisor on a weekly basis). The final
assessment should also be clearly described in the
assignment (for example, a final report, presentation, or
follow-up question or problem) and should allow learners to
reflect upon their overall learning and problem-solving
process.

A procedure for setting up the problem for students (adapted from

Hung, 2008) is as follows:
1. Define the Content. What do you want students to learn by
the end of the assignment? At the start of a PBL assignment,
teachers should provide students with clear and challenging
criteria or guidelines for success, using rubrics and examples
that demonstrate intended learning outcomes from local
professionals or former students (Ertmer & Simons, 2005;
Barron & Darling-Hammond, 2008).

Interactive 2.1
Examples of PBL
learning activities

2. List Possible Problems. Select the problem or project that

best presents the content objectives and that will be
appealing and relevant to learners.
3. Calibrate Your Project. To make the problem more realistic,
add time, budget, or location constraints that might occur in
an authentic professional situation.

Cynthia J. OHoras web

site

4. Describe the Task. To create a description of the task, remove

information from the most viable problem solution from Step
16

 Section 3

Simulation
software
Physics Abstraction
Layer
SimPy
CircuitLogix
Sim City
SIMUL8
The Stock Market
Game
Constitutional
Convention
Simulation

Image: Todd Finley

http://www.vwer.org/2013/04/25/april-25-2013-language-learning-in-virtual-worlds/

Real Life Examples

Jeopardy Review Game for A.P. Language Arts
Game On: Increasing Learning Through Online
Games

17

Free PowerPoint Games by Complabteacher at

Dallas ISD http://www.schooltube.com/
video/8645e01e181e609979fc/

Benefits of
games, PBLs and
simulations
1. Positively impact
learning.
2. Positively impact
learner motivation.
3. Vocabulary
development.
4. Produces high
quality learning.
5. Aids in long term
retention.
6. Improves problem
solving skills.
7. Improves students
attitudes toward
learning.

Balloons and Static Electrricity from http://phet.colorado.edu/en/

simulation/balloons

Benefits
Benefits of Simulations

positively impact learner motivation (Duffy &

Cunningham, 1996)

Simulations have been shown to do the

following:
positively impact learning

18

produce high-quality learning, (Forinash, &

Wisman, 2001.)

PBL offers the following benefits:

Aids long-term retention of content
Helps students perform as well as or better than traditional
learners in high-stakes tests
Enhances problem-solving and collaboration skills
Improves students' attitudes towards learning (Strobel & van
Barneveld, 2009; Walker & Leary, 2009.)

http://21centuryedtech.files.wordpress.com/2012/01/pbl9.jpg

19

 Section 4

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 CHAPTER 3

CREDITS
Development of the ISLES modules was supported
financially by the Teacher Quality Partnership grant
program of the U.S. Department of Education, Office of
Innovation and Improvement.
Creation, development, and editing were provided by the
following individuals:
Adu-Gyamfi, Kwaku; Berry, Crisianee; Brown, Cindi;
Flinchbaugh, Michael; Finley, Todd; Guidry, Allen; Harris,
Julie; Hutchinson, Ashley; Kester, Diane; Knight, Liza;
Jenkins, Kristen; Liu, Yan; Noles, Stephanie; Smith,
Jedediah; Todd, Clinton; Thompson, Tony; Williams, Scott.
Images used with permission.
2013 East Carolina University.