Teaching- Learning-

Assessment Strategies
Towards Higher Order Thinking
Skills

DEPARTMENT OF EDUCATION
Learning Objectives
At the end of the session, the participants should be
able to:
• identify relevant and appropriate teaching
pedagogies for higher order thinking competencies
• formulate questions for HOTS across learning areas
• discuss techniques of questioning
• realize the importance of the art of questioning for
HOTS by crafting the TLA Plan

Department of Education 2
s

The WHATs (content)

Department of Education 3
s

the HOWs of us

Department of Education 4
High order thinking-
Thinking that takes place in the
higher-levels of the hierarchy of
cognitive processing.

Department of Education 5
High order thinking-
• Determine which facts and formulas stored in
memory might be helpful for solving a problem.
• Recognize when more information is needed,
and where and how to look for it.
• Deal with uncertainty by 'brainstorming' possible
ideas or solutions when the way to proceed isn't
apparent.

Department of Education 6
What strategies help to develop HOT skills?

Help Students Organize Their Knowledge

Build on What Students Already Know
Facilitate Information Processing
Facilitate Deep Thinking Through Elaboration
Make Thinking Processes Explicit

Department of Education 7
 Differentiated Instruction:
a teacher’s response to learners’ needs

based on the general principles of differentiation

Ongoing
Clear Positive
Respectful Flexible assessment
learning learning
tasks grouping &
goals environment
adjustment

Teachers can differentiate

CONTENT PROCESS PRODUCT LEARNING ENVIRONMENT

Readiness Interests Learning Profile

DEPARTMENT OF EDUCATION
 Flexible Grouping
•Students can be part of many different
groups based on the match of the task to
student readiness, interest or learning style.
•TAPS
Total Group Effective instruction embeds each of
Alone these grouping methods into lessons to
assist student learning.
Partner
Small Group

DEPARTMENT OF EDUCATION
 Flexible Grouping
• Can be skills-based or interest-based groups
that are heterogeneous or homogenous
 Readiness
Interest
Reading Level
Skill Level ( subject area dependent)
Background Knowledge
Social Skills
• Sometimes students select work groups and
sometimes teachers select them.
• Sometimes student group assignments are
purposeful and sometimes random.
DEPARTMENT OF EDUCATION
 Flexible Grouping
HOW?
• Initially use whole group instruction
•Divide group for practice, remediation or
enrichment
•Not a permanent arrangement
•Use for an hour, day, week, etc.

DEPARTMENT OF EDUCATION
 Benefits to students
•Gives students and teachers a
voice in work arrangements
•Allows students to work with a
variety of peers
•Keeps students from being
“pegged” as advanced or
struggling

DEPARTMENT OF EDUCATION
 Activities to Use in Groups
Cooperative Learning Structures
• Structures to build community, engage students and make learning
fun

Round table
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
STEPS Round table

DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
 Planning for Differentiation: CONTENT
How to?
1. KNOW YOUR STUDENTS

Survey
Student
Interests Multiple Learning
Determine Inventorie Intelligences
the Level
• Styles of the
s of the students
Ability • Interview/
• Survey Students
Conferenc Gardner’s MI
Past e Test Barsch
records • Respond Learning
• Diagnostic to Open- Style
tests Inventory
Ended
Question
s

DEPARTMENT OF EDUCATION
 Planning for Differentiation: CONTENT
2. Align tasks and objectives to LEARNING GOALS
• Teaching Objectives
• Instructional strategies
• Learner Engagement
• Learning environment

According to RESEARCH
All GOOD INSTRUCTION must have:
 Active engagement
 Reading and Writing Strategies
 Address the Auditory, Kinesthetic, Visual and Tactile Learners
 Address Multiple Intelligences
 Developmentally appropriate

DEPARTMENT OF EDUCATION
 Ways to Differentiate: CONTENT
 Reading Partners / Reading Buddies
 Choral Reading / Antiphonal Reading
 Flip Books
 Split Journals ( Double Entry – Triple Entry
 Books on Tape
 Highlights on Tape
 Digests / “Cliff Notes”
 Varied Texts
 Varied Supplementary Materials
 Note taking Organizers
 Think-Pair-Share

DEPARTMENT OF EDUCATION
 Planning for Differentiation: PROCESS
How to? Examples
Flexible grouping • Use Tiered activities
• Interest Centers
• Personal Agendas for Completion of
Work
Direct Instruction • Manipulatives ( or ) Hands on support
• Varying the length of time
• Memorization

Inquiry-Based Learning • KWL

Cooperative Learning • Reciprocal Teaching
• Graphic Organizing
• Scaffolding
• Webbing
• Self-talk
• WebQuests
• Guided Notes

Classroom Management Organization and Routines

DEPARTMENT OF EDUCATION
 Ways to Differentiate : PROCESS
• Fun and Games
• RAFT ( Role, Audience, Format, Topic, Strong
Verb)
• Cubing, Think Dots
• Choices ( Intelligences)
• Centers
• Tiered Lessons
• Contracts

DEPARTMENT OF EDUCATION
 RAFT

• Role of the student. ( is the he/she the reporter?

Observer? Eyewitness? Object?)
• Audience is the one addressed by the RAFT.
( teacher, other students, a parent, people in the
community, an editor, another object)
• Format is the best way to present the information ( a
letter, an article, a report, a poem, a
monologue, a picture, a song)
• Topic is the subject of this writing ( a famous
mathematician, a prehistoric cave dweller, a
reaction to a specific event)

DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
 TIERED
LESSONS
DEPARTMENT OF EDUCATION
• Heuristics: Tools for Solving Problems

Heuristics are general problem-solving strategies that

may
help students tackle difficult questions.
• You can practice these techniques with your students
and
then provide novel situations for them to apply their
newly
acquired skills

DEPARTMENT OF EDUCATION
• 10 Heuristics Problems Solving
• strategies
• 1) Do not focus only on the details; try to see the
• forest as well as the trees.
• 2) Do not rush to a solution rashly.
• 3) Try working backwards by starting with the
goal.
• 4) Create a model using pictures, diagrams,
• symbols or equations.

DEPARTMENT OF EDUCATION
•6) Look for unconventional or new ways
to use the available tools.
•7) Discuss a problem aloud until a
solution emerges.
•8) Keep track of partial solutions so you
can come back to them andresume
where you left off.
•9) Break the problem into parts.
•10) Work on a simpler version of the
problem.
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
Three Differentiation Strategies

Tiered Instruction

RAFT
Role-Audience-Format-
Topic

Think-Tac-Toe
 What is Tiered Instruction?

Provides teachers with a means of assigning

different tasks to students within the same
lesson or unit.
• The tasks will vary according to the students’:
• Readiness
• Interest
• Learning Profile
 Tiered Instruction & Common Core

• All students focus on the skills of common

core but at different levels of complexity.

• Keeping the focus of the activity the same, but

providing routes of access at varying degrees
of difficulty will maximize each student being
challenged.
 Tiered Instruction Example

Students are to understand the effect of global

warming.
Tier 2 Tier 3
Tier 1 Students conduct a Students debate
Students write a survey of peer the issue about
public service awareness and global warming,
announcement using understanding of each side
jingles, slogans, or art global warming. expressing a
to convey why global They design different viewpoint
warming is a problem questions and report with credible
and what people can their results using evidence to
do to prevent it. charts and news support the
format. argument.
 What Can be Tiered?
• Assignments
• Activities
• Homework
• Centers
• Experiments
• Materials
• Assessments
• Writing Prompts
 When Tiering Adjust…
• Level of Complexity
• Amount of Structure
• Materials
• Time/Pace
• Number of Steps
• Form of Expression
• Level of Dependence
 What is Think-Tac-Toe
• A simple way to give students
alternative ways of exploring key
ideas
• Designed to help students think
about a topic from different angles
• Game-like—motivates children
• A grid consisting of 9 or more boxes
 Think-Tac-Toe & Common Core
Knowledge Comprehension Application
list, define, tell, describe, summarize, describe, apply, demonstrate, calculate,
identify, show, label, collect, interpret, contrast, predict, complete, illustrate, show,
examine, quote, name, who, associate, distinguish, solve, examine, modify, relate,
when, where estimate, discuss, extend change, classify, experiment,

Analysis Synthesis Evaluation

analyze, separate, order, combine, integrate, modify, assess, decide, rank, grade,
explain, connect, classify, rearrange, substitute, plan, test, measure, recommend,
arrange, divide, compare, create, design, invent, what convince, select, judge,
select, explain, infer if?, compose, formulate, explain, discriminate, support,
prepare, generalize, rewrite conclude, compare

Comprehension or Evaluation Application or Evaluation Knowledge or Analysis

 Algebra Think-Tac-Toe Board
Summarize the most Draw the sequence of Create a way to
important information events to graph a linear remember how to graph
about linear functions and equation on a timeline. linear equations given in
put it to a beat. standard form.

Reflect on the application WILD CARD !!! Create a series of at least

of linear functions to Your choice after getting six cartoon frames to
something in your life in approval. capture the most
your journal. important information
about linear functions.

Condense the information Act a short skit that Write a poem that
about linear functions and conveys the life of a conveys the main ideas
create an advertisement, linear function. about linear functions.
banner, or slogan.
LEARNING CONTRACTS

DEPARTMENT OF EDUCATION
 Planning for Differentiation: PRODUCTS
How to? Examples
Initial & On-going Assessment of Student Give students options of how to express
Readiness and Growth ( very essential) required learning:
Create a Puppet
Write a letter
Develop Mural with labels
Authentic Assessment
Students are active and responsible
explorers

Vary Expectations and requirements for • Use rubrics that match student’s
student responses varied level skill
 RubiStar.com
• Performance-Based Assessment

Consider each student’s Multiple • Student Portfolios

Intelligences & Learning Styles Based on • Knowledge Mapping
Outcomes

DEPARTMENT OF EDUCATION
 Ways to Differentiate : PRODUCTS
• Choices based on readiness, interest and
learning profile
• Clear expectations
• Timelines
• Agreements
• Product Guides
• Rubrics
• Evaluation

DEPARTMENT OF EDUCATION
 Possible Products

• Map • Tour • Research

• Diagram • Painting Product
• Recipe
• Sculpture • Scrapbook
• Puzzle
• Poem • Questionnaire
• Biography
• Chat • Scrapbook
• Journal
• Dance • Graph
• Article
• Quiz Show • Learning
Center • Diary
• Brochure • Timeline
• Advertisement
• Debate • Speech
• Book
• Flow Chart • Cartoon
• Calendar
• Puppet Show • Game
• Coloring Book
• Tour • Graphic
• Mural
DEPARTMENT OF EDUCATION Organizer
 Planning for Differentiation: LEARNING ENVIRONMENT

How to? Examples

How classroom is ORGANIZED • Places in Room Free of Distractions
• Place that invite Student
Collaboration
• Materials that reflect a variety of
Cultures and Home setting

Classroom Behavior Management • Clear Guidelines for Independent

 Systems is in Place Work
Procedures • Develop Routines
Consequences • Students understand DIFFERENCES
Positive Interventions of learners

DEPARTMENT OF EDUCATION
 Differentiated Instruction:
a teacher’s response to learners’ needs

based on the general principles of differentiation

Ongoing
Clear Positive
Respectful Flexible assessment
learning learning
tasks grouping &
goals environment
adjustment

Teachers can differentiate

CONTENT PROCESS PRODUCT LEARNING ENVIRONMENT

Readiness Interests Learning Profile

DEPARTMENT OF EDUCATION
 Flexible Grouping
•Students can be part of many different
groups based on the match of the task to
student readiness, interest or learning style.
•TAPS
Total Group Effective instruction embeds each of
Alone these grouping methods into lessons to
assist student learning.
Partner
Small Group

DEPARTMENT OF EDUCATION
 Flexible Grouping
• Can be skills-based or interest-based groups
that are heterogeneous or homogenous
 Readiness
Interest
Reading Level
Skill Level ( subject area dependent)
Background Knowledge
Social Skills
• Sometimes students select work groups and
sometimes teachers select them.
• Sometimes student group assignments are
purposeful and sometimes random.
DEPARTMENT OF EDUCATION
 Flexible Grouping
HOW?
• Initially use whole group instruction
•Divide group for practice, remediation or
enrichment
•Not a permanent arrangement
•Use for an hour, day, week, etc.

DEPARTMENT OF EDUCATION
 Benefits to students
•Gives students and teachers a
voice in work arrangements
•Allows students to work with a
variety of peers
•Keeps students from being
“pegged” as advanced or
struggling

DEPARTMENT OF EDUCATION
 Activities to Use in Groups
Cooperative Learning Structures
• Structures to build community, engage students and make learning
fun

Round table
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
STEPS Round table

DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
Learning Cycle in Planning and Implementing D.I.

Adapted from Oaksford, L. & Jones, L. 2001

DEPARTMENT OF EDUCATION
 Planning for Differentiation: CONTENT
How to?
1. KNOW YOUR STUDENTS

Survey
Student
Interests Multiple Learning
Determine Inventorie Intelligences
the Level
• Styles of the
s of the students
Ability • Interview/
• Survey Students
Conferenc Gardner’s MI
Past e Test Barsch
records • Respond Learning
• Diagnostic to Open- Style
tests Inventory
Ended
Question
s

DEPARTMENT OF EDUCATION
 Planning for Differentiation: CONTENT
2. Align tasks and objectives to LEARNING GOALS
• Teaching Objectives
• Instructional strategies
• Learner Engagement
• Learning environment

According to RESEARCH
All GOOD INSTRUCTION must have:
 Active engagement
 Reading and Writing Strategies
 Address the Auditory, Kinesthetic, Visual and Tactile Learners
 Address Multiple Intelligences
 Developmentally appropriate

DEPARTMENT OF EDUCATION
 Ways to Differentiate: CONTENT
 Reading Partners / Reading Buddies
 Choral Reading / Antiphonal Reading
 Flip Books
 Split Journals ( Double Entry – Triple Entry
 Books on Tape
 Highlights on Tape
 Digests / “Cliff Notes”
 Varied Texts
 Varied Supplementary Materials
 Note taking Organizers
 Think-Pair-Share

DEPARTMENT OF EDUCATION
 Planning for Differentiation: PROCESS
How to? Examples
Flexible grouping • Use Tiered activities
• Interest Centers
• Personal Agendas for Completion of
Work
Direct Instruction • Manipulatives ( or ) Hands on support
• Varying the length of time
• Memorization

Inquiry-Based Learning • KWL

Cooperative Learning • Reciprocal Teaching
• Graphic Organizing
• Scaffolding
• Webbing
• Self-talk
• WebQuests
• Guided Notes

Classroom Management Organization and Routines

DEPARTMENT OF EDUCATION
 Ways to Differentiate : PROCESS
• Fun and Games
• RAFT ( Role, Audience, Format, Topic, Strong
Verb)
• Cubing, Think Dots
• Choices ( Intelligences)
• Centers
• Tiered Lessons
• Contracts

DEPARTMENT OF EDUCATION
 RAFT

• Role of the student. ( is the he/she the reporter?

Observer? Eyewitness? Object?)
• Audience is the one addressed by the RAFT. ( teacher,
other students, a parent, people in the
community, an editor, another object)
• Format is the best way to present the information ( a
letter, an article, a report, a poem, a
monologue, a picture, a song)
• Topic is the subject of this writing ( a famous
mathematician, a prehistoric cave dweller, a
reaction to a specific event)

DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
 TIERED
LESSONS
DEPARTMENT OF EDUCATION
• Heuristics: Tools for Solving Problems

Heuristics are general problem-solving strategies that may

help students tackle difficult questions.
• You can practice these techniques with your students and
then provide novel situations for them to apply their newly
acquired skills

DEPARTMENT OF EDUCATION
• 10 Heuristics Problems Solving
• strategies
• 1) Do not focus only on the details; try to see the
• forest as well as the trees.
• 2) Do not rush to a solution rashly.
• 3) Try working backwards by starting with the goal.
• 4) Create a model using pictures, diagrams,
• symbols or equations.
• 5) Use analogies: “What does this remind me of?”
• 6) Look for unconventional or new ways to use the available tools.
• 7) Discuss a problem aloud until a solution emerges.
• 8) Keep track of partial solutions so you can come back to them and
• resume where you left off.
• 9) Break the problem into parts.
• 10) Work on a simpler version of the problem.

DEPARTMENT OF EDUCATION
DEPARTMENT OF EDUCATION
Three Differentiation Strategies

Tiered Instruction

RAFT
Role-Audience-Format-
Topic

Think-Tac-Toe
 What is Tiered Instruction?

Provides teachers with a means of assigning

different tasks to students within the same
lesson or unit.
• The tasks will vary according to the students’:
• Readiness
• Interest
• Learning Profile
 Tiered Instruction & Common Core

• All students focus on the skills of common

core but at different levels of complexity.

• Keeping the focus of the activity the same, but

providing routes of access at varying degrees
of difficulty will maximize each student being
challenged.
 Tiered Instruction Example

Students are to understand the effect of global

warming.
Tier 2 Tier 3
Tier 1 Students conduct a Students debate
Students write a survey of peer the issue about
public service awareness and global warming,
announcement using understanding of each side
jingles, slogans, or art global warming. expressing a
to convey why global They design different viewpoint
warming is a problem questions and report with credible
and what people can their results using evidence to
do to prevent it. charts and news support the
format. argument.
 What Can be Tiered?
• Assignments
• Activities
• Homework
• Centers
• Experiments
• Materials
• Assessments
• Writing Prompts
 When Tiering Adjust…
• Level of Complexity
• Amount of Structure
• Materials
• Time/Pace
• Number of Steps
• Form of Expression
• Level of Dependence
 What is Think-Tac-Toe
• A simple way to give students
alternative ways of exploring key
ideas
• Designed to help students think
about a topic from different angles
• Game-like—motivates children
• A grid consisting of 9 or more boxes
 Think-Tac-Toe & Common Core
Knowledge Comprehension Application
list, define, tell, describe, summarize, describe, apply, demonstrate, calculate,
identify, show, label, collect, interpret, contrast, predict, complete, illustrate, show,
examine, quote, name, who, associate, distinguish, solve, examine, modify, relate,
when, where estimate, discuss, extend change, classify, experiment,

Analysis Synthesis Evaluation

analyze, separate, order, combine, integrate, modify, assess, decide, rank, grade,
explain, connect, classify, rearrange, substitute, plan, test, measure, recommend,
arrange, divide, compare, create, design, invent, what convince, select, judge,
select, explain, infer if?, compose, formulate, explain, discriminate, support,
prepare, generalize, rewrite conclude, compare

Comprehension or Evaluation Application or Evaluation Knowledge or Analysis

 Algebra Think-Tac-Toe Board
Summarize the most Draw the sequence of Create a way to
important information events to graph a linear remember how to graph
about linear functions and equation on a timeline. linear equations given in
put it to a beat. standard form.

Reflect on the application WILD CARD !!! Create a series of at least

of linear functions to Your choice after getting six cartoon frames to
something in your life in approval. capture the most
your journal. important information
about linear functions.

Condense the information Act a short skit that Write a poem that
about linear functions and conveys the life of a conveys the main ideas
create an advertisement, linear function. about linear functions.
banner, or slogan.
LEARNING CONTRACTS

DEPARTMENT OF EDUCATION
 Planning for Differentiation: PRODUCTS
How to? Examples
Initial & On-going Assessment of Student Give students options of how to express
Readiness and Growth ( very essential) required learning:
Create a Puppet
Write a letter
Develop Mural with labels
Authentic Assessment
Students are active and responsible
explorers

Vary Expectations and requirements for • Use rubrics that match student’s
student responses varied level skill
 RubiStar.com
• Performance-Based Assessment

Consider each student’s Multiple • Student Portfolios

Intelligences & Learning Styles Based on • Knowledge Mapping
Outcomes

DEPARTMENT OF EDUCATION
 Ways to Differentiate : PRODUCTS
• Choices based on readiness, interest and
learning profile
• Clear expectations
• Timelines
• Agreements
• Product Guides
• Rubrics
• Evaluation

DEPARTMENT OF EDUCATION
 Possible Products

• Map • Tour • Research

• Diagram • Painting Product
• Recipe
• Sculpture • Scrapbook
• Puzzle
• Poem • Questionnaire
• Biography
• Chat • Scrapbook
• Journal
• Dance • Graph
• Article
• Quiz Show • Learning
Center • Diary
• Brochure • Timeline
• Advertisement
• Debate • Speech
• Book
• Flow Chart • Cartoon
• Calendar
• Puppet Show • Game
• Coloring Book
• Tour • Graphic
• Mural
DEPARTMENT OF EDUCATION Organizer
 Planning for Differentiation: LEARNING ENVIRONMENT

How to? Examples

How classroom is ORGANIZED • Places in Room Free of Distractions
• Place that invite Student
Collaboration
• Materials that reflect a variety of
Cultures and Home setting

Classroom Behavior Management • Clear Guidelines for Independent

 Systems is in Place Work
Procedures • Develop Routines
Consequences • Students understand DIFFERENCES
Positive Interventions of learners

DEPARTMENT OF EDUCATION
 84
DEPARTMENT OF EDUCATION
 Let’s Talk About It
• What can you say about the questions
you have framed?
• What did you consider in asking
questions?
• Why is it important to ask questions?
• What are your insights/realizations about
asking questions?

85
DEPARTMENT OF EDUCATION
 86
DEPARTMENT OF EDUCATION
 REMEMBERING
Can the student recall or remember information? 87
DEPARTMENT OF EDUCATION
 88
DEPARTMENT OF EDUCATION
Questions

89
DEPARTMENT OF EDUCATION
 90
DEPARTMENT OF EDUCATION
 Activities and Products
• Make a story map showing the main events of the
story.
• Make a time line of your typical day.
• Make a concept map of the topic.
• Write a list of keywords you know about….
• What characters were in the story?
• Make a chart showing…
• Make an acrostic poem about…
• Recite a poem you have learnt.

91
DEPARTMENT OF EDUCATION
 Understanding
Can the student explain ideas and concepts?
92
DEPARTMENT OF EDUCATION
 93
DEPARTMENT OF EDUCATION
• The questions require answers that are not directly stated in the text
but are suggested or implied:
 Inferences
Implications
Generalizations
Comparisons and contrasts
Main Idea
Motive Question
• ers

94
DEPARTMENT OF EDUCATION
 Cause and effect relationships
 Anticipation of events
Prediction of outcomes
Identification of character traits
 Identification of emotional reactions of
characters
 Identification of motives of characters

95
DEPARTMENT OF EDUCATION
 Questions
• Can you explain why…?
• Can you write in your own words?
• How would you explain…?
• Can you write a brief outline...?
• What do you think could have happened next...?
• Who do you think...?
• What was the main idea...?
• Can you clarify…?
• Can you illustrate…?
• Does everyone act in the way that …….. does?
(Pohl, Learning to Think, Thinking to Learn, p. 12)

96
DEPARTMENT OF EDUCATION
 Activities and Products
• Write in your own words…
• Cut out, or draw pictures to illustrate a particular event in the story.
• Report to the class…
• Illustrate what you think the main idea may have been.
• Make a cartoon strip showing the sequence of events in the story.
• Write and perform a play based on the story.
• Write a brief outline to explain this story to someone else
• Explain why the character solved the problem in this particular way
• Write a summary report of the event.
• Prepare a flow chart to illustrate the sequence of events.
• Make a colouring book.
• Paraphrase this chapter in the book.
• Retell in your own words.
• Outline the main points.

97
DEPARTMENT OF EDUCATION
 Applying
Can the students use the information in a new way?

98
DEPARTMENT OF EDUCATION
 99
DEPARTMENT OF EDUCATION
 Questions
• Put yourself in the place of one of the characters and
tell what you would have done….. ?
• What would result if….. ?
• Compare and contrast….. ?
• What questions would you to find out … ?
• How would the character solve the similar situation
of….. ?
• Put the main character in another story setting, how
would he act?
• If you had to plan a vacation for the main character,
where would they go?

100
DEPARTMENT OF EDUCATION
 Activities and Products
• Construct a model to demonstrate how it looks or works
• Practise a play and perform it for the class
• Make a diorama to illustrate an event
• Write a diary entry
• Make a scrapbook about the area of study.
• Prepare invitations for a character’s birthday party
• Make a topographic map
• Take and display a collection of photographs on a particular topic.
• Make up a puzzle or a game about the topic.
• Write an explanation about this topic for others.
• Dress a doll in national costume.
• Make a clay model…
• Paint a mural using the same materials.
• Continue the story…

101
DEPARTMENT OF EDUCATION
 Analyzing
Can the students distinguish between the different parts?

102
DEPARTMENT OF EDUCATION
 103
DEPARTMENT OF EDUCATION
 104
DEPARTMENT OF EDUCATION
 Questions
• What motive does ____ have…..?
• What conclusions can you draw about…..?
• What is the relationship between…..?
• How is ______ related to …..?
• What ideas support the fact that…..?
• What evidence can you find…..?
• What inferences can you make about…..?
• What generalizations can be made about …..?
• What assumptions do you make about …..?
• What is the theme of…..?

105
DEPARTMENT OF EDUCATION
 106
DEPARTMENT OF EDUCATION
 Evaluating
Can the students justify a stand or decision?

107
DEPARTMENT OF EDUCATION
 108
DEPARTMENT OF EDUCATION
• It involves the making of personal judgment on the text by the reader,
usually based on his/her experience:
 Evaluation of accuracy
 Discrimination of fact and opinion
 Recognition of emotionally charged words
 Identification of author's purpose, mood, tone,
intent
 Evaluation of values presented

109
DEPARTMENT OF EDUCATION
 Questions
• Compare two characters in the selection….which was a
better person…why?
• Which character would you most like to spend the day
with?
• Do you agree with the actions of…..?
• How could you determine…..?
• Why was it better that…..?
• What choice would you have made about…..?
• How would you explain…..?
• What data was used to make the conclusion…..?
• Would it be better if…..?

110
DEPARTMENT OF EDUCATION
 Activities and Products
• Write a letter to the editor
• Prepare and conduct a debate
• Prepare a list of criteria to judge…
• Write a persuasive speech arguing for/against…
• Make a booklet about five rules you see as important. Convince
others.
• Form a panel to discuss viewpoints on….
• Write a letter to. ..advising on changes needed.
• Write a half-yearly report.
• Prepare a case to present your view about...
• Complete a PMI on…
• Evaluate the character’s actions in the story

111
DEPARTMENT OF EDUCATION
 Creating
Can the students create new products or
points of view?

112
DEPARTMENT OF EDUCATION
 113
DEPARTMENT OF EDUCATION
• involves coming up with new ideas or reproducing the text
information in other forms: dramatizing, writing another ending,
writing a letter, musical interpretation

114
DEPARTMENT OF EDUCATION
 QUESTIONS
• Can you design a...to...?
• Can you see a possible solution to...?
• If you had access to all resources, how would you deal
with...?
• Why don't you devise your own way to...?
• What would happen if ...?
• How many ways can you...?
• Can you create new and unusual uses for...?
• Can you develop a proposal which would...?

(Pohl, Learning to Think, Thinking to Learn, p. 14)

115
DEPARTMENT OF EDUCATION
 ACTIVITIES AND PRODUCTS
• Invent a machine to do a specific task.
• Design a robot to do your homework.
• Create a new product. Give it a name and plan a marketing campaign.
• Write about your feelings in relation to...
• Write a TV show play, puppet show, role play, song or pantomime about..
• Design a new monetary system
• Develop a menu for a new restaurant using a variety of healthy foods
• Design a record, book or magazine cover for...
• Sell an idea
• Devise a way to...
• Make up a new language and use it in an example.
• Write a jingle to advertise a new product.

116
DEPARTMENT OF EDUCATION
How should
questions be
asked?

117
DEPARTMENT OF EDUCATION
• Simple
• Clear
• Definite
• Relevant
• Challenging and though-provoking
• Adapted to the age, abilities and
interests of the students
• Require an extended response
• Use common vocabulary
• Properly directed

118
DEPARTMENT OF EDUCATION
Effective Questioning should:

• Reinforce and promote the learning objectives

• Include “staging” questions to draw pupils towards key
understanding or to increase the level of challenge in a lesson as it
proceeds.
• Involve all pupils
• Engage pupils in thinking for themselves
• Promote justification and reasoning

119
DEPARTMENT OF EDUCATION
• Create an atmosphere of trust where pupils’
opinions and ideas are valued
• Show connections between previous and new
learning
• Encourage pupils to speculate and hypothesize
• Encourage pupils to ask as well as to “receive”
questions
• Encourage pupils to listen and respond to each
other as well as to the teacher

120
DEPARTMENT OF EDUCATION
Questioning Techniques in the Classroom

• Encourage students to ask questions at any time.

• Give adequate consideration to all questions--never
evade a question.
• Scatter questions over the entire class.

121
DEPARTMENT OF EDUCATION
• Pose questions within
the ability of the
student to whom the
question is
addressed.
• Ask questions to the
inattentive.
• Require students to
give complete
answers.

122
DEPARTMENT OF EDUCATION
• Do not permit frequent
group responses.
• Ask open-ended questions
• Avoid asking questions
that can be answered by
guessing.
• Use the key words of
questioning--how, why,
when, where, what,
which.

123
DEPARTMENT OF EDUCATION
 • Have students speak loudly
so that all may hear.
• Use correct grammar and
terminology.
• Keep questions on the
subject.
• Write questions in your
lesson plan.

124
DEPARTMENT OF EDUCATION
 Then……. what?MY TLA PLAN
CONTENT PROCESS/ ASSESSMENT ACTIVITIES/
PEDAGOGIES PRODUCTS
(Higher How teacher For formative Performance
order plans for: and tasks
competen • INSTRUCTION summative
-cies) (whole Oral/written
class?
Groups?
pairs)

125
DEPARTMENT OF EDUCATION
 WHAT DO YOU HAVE IN MIND?
MY TLA PLAN

CONTENT PROCESS/ ASSESSMENT ACTIVITIES/

PEDAGOGIES PRODUCTS
Noting Think-Pair-Share Collaborative/ Create a story
details from Book on Tape Individual map
a selection Write a letter to
read the character
you like best
If collaborative,
During LAC
Sessions?

126
DEPARTMENT OF EDUCATION
 127
DEPARTMENT OF EDUCATION
 References
• Diaz, L. ( 2015). Power Point Presentation during the NTOT Grade 4
Implementation of K to 12 Curriculum
• Hall, T. (2002). Differentiated Instruction. Wakefield, MA: National Center on
Accessing the General Curriculum. Retrieved October 22, 2008 from
http://www.cast.org/publications/ncac/ncac.diffinstruc.html
• Kozleski, E. (2003). Guidelines that make differentiation possible for teachers
to attain. Retrieved November 1, 2008 from
www.urbanschools.org/events.docs/Penn320062.ppt
• Nunley, K. (2008). Layered Curriculum. Retrieved November 1, 2008 from
http://helpforteachers.com/
• Tomlinson C. (1999). The Differentiated Classroom: Responding to the Needs
of All Learners
• Tomlinson, C. (2000). Differentiated Instruction in the Elementary Grades.
Retrieved October 1, 2008 from
http://www.ericdigest.org/2001.2/elementary.html

DEPARTMENT OF EDUCATION
 References
• Diaz, L. ( 2015). Power Point Presentation during the NTOT Grade 4
Implementation of K to 12 Curriculum
• Hall, T. (2002). Differentiated Instruction. Wakefield, MA: National Center on
Accessing the General Curriculum. Retrieved October 22, 2008 from
http://www.cast.org/publications/ncac/ncac.diffinstruc.html
• Kozleski, E. (2003). Guidelines that make differentiation possible for teachers
to attain. Retrieved November 1, 2008 from
www.urbanschools.org/events.docs/Penn320062.ppt
• Nunley, K. (2008). Layered Curriculum. Retrieved November 1, 2008 from
http://helpforteachers.com/
• Tomlinson C. (1999). The Differentiated Classroom: Responding to the Needs
of All Learners
• Tomlinson, C. (2000). Differentiated Instruction in the Elementary Grades.
Retrieved October 1, 2008 from
http://www.ericdigest.org/2001.2/elementary.html

DEPARTMENT OF EDUCATION