Lesson Plan

Name: Paige Elsasser

Topic: Higher Level Thinking
Class Section: 1
Date: 9/10

Practice 13:02
Practice 12:48

Lesson Goal / Standards: Have students see the importance of engaging their future students with higher level
activities, and asking higher level questions. To see how to engage students with higher level thinking students must
also understand that higher level thinking is when students understand content deep enough that they can develop
and process the skill at hand.

Lesson Objectives:
1. Students will be given an activity, and can identify if it is higher or lower level thinking correctly.
2. When given a picture of Blooms Taxonomy, students will recognize it and understand the levels of
thinking shown with application to the classroom.
3. Students will understand how different types of questions can draw more thought on a topic, and will be
able to recognize and create the questions.

A. The Lesson

1. Introduction (include time allotment) 2min

Get attention from students by asking a quick poll with raise of hands about how they learn best
Through memorization and worksheets, or through hands on real world connected activities
Discuss goal of the lesson

2. Content Delivery (include time allotment) 8min

What Blooms Taxonomy and how it relates to Higher Level Thinking

o Ask if students can remember the highest level of thinking from Blooms

o Each level from the bottom becomes a higher level of thinking

o Mentioned in class once

What exactly is Higher Level Thinking, and how can it be beneficial or difficult.

o Define Higher Level Thinking

o Can benefit ELL students, students with difficulties learning, and help average students excel

o It is difficult because it is more work, can be chaotic

o With technology, we have more options

The questions we can ask students that can support Higher Level Thinking

o Recall vs Recognize

Quiz students on this to see if they remember it from midterm

o Study guide example

 o Types of questions and how they rank on a lower to higher level thinking scale

o Key words that cue levels of thinking

HOTs vs LOTs activities in classrooms

o Have students decide if each activity is a higher or lower level activity

Small Group Discussion

o Have students discuss a time their teacher took a higher order thinking approach and how it
engaged them more

3. Closure (include time allotment) 4min

Look over quiz answers, and categorize them into higher and lower level questions
Quick summary of points

B. Assessments items
(Include the items presented to students (i.e., multiple-choice, matching, short-answer, essay, performance))

Items

1.

2.
3.

4.
5.

D. Resources
(Citations for web or print resources you have used)

http://engagingstudents.blackgold.ca/index.php/division-iv/hotsd4/hotsd3s

http://www.livebinders.com/play/play?id=713727

http://www.ecu.edu/cs-educ/TQP/upload/ISLES-S-Question-Declarative-Aug2014.pdf

http://www.curriculum.edu.au/leader/teaching_higher_order_thinking,37431.html?
issueID=12910