NJ PEP: Virtual Academy (NJ Professional Education Port)

Thinking is Important in the Standards Movement

1. Why we Need a "Thinking Curriculum"

The Thinking Curriculum is an essay on the North Central Regional Educational Laboratory (NCREL) Web site. The author says:
1. The scope of a thinking curriculum promotes in-depth learning.
2. Content and process objectives are situated in real-world tasks.
3. Tasks are sequenced to situate holistic performances in increasingly challenging environments.
4. A thinking curriculum actively connects content and processes to learners' backgrounds.

2. Questioning as Strategy for Developing Thinking

In Questioning to Promote Higher Order Thinking, the Prince George's County Public Schools, MD, guides teachers in how to question students. Use the links on the left of their Web site to examine Maryland's Assessment Initiatives (including performance assessment) and Instructional Strategies.

3. Be Aware of Different Levels of Thinking

Bloom's Taxonomy - look at this linked site to see the thinking/competence and the related outcome verbs.
*Knowledge *Comprehension *Application *Analysis *Synthesis *Evaluation

***EXAMPLES ***

Elementary	Middle	High
The "The Hen and the Apple Tree" which is among the Elementary Sample Items on the NJDOE Web site. You could imagine some simple and/or beginning questions based on this story, such as: a) Why did the tree have furry toes?, or b) Where is the tree?, or c) What was on the top of the tree?	Memories of Dating which is among the GEPA sample Items on the middle school NJDOE Web site. You could imagine some simple and/or beginning questions based on this story, such as: a) What is this story about?, or b) Who is the author of the story?, or c) Did you like the story, Yes / No and Why?	See examples of multiple choice and open-ended questions.
Then look at the questions that were really asked. They require the student to listen or read carefully, and then think beyond the superficial facts. How can you make this happen?	But look at the questions that were really asked. They require the student to listen or read carefully, and then think beyond the superficial facts. How can you make this happen?	You can see that the questions move beyond asking the students to recall. They require the student to read carefully, and then think beyond the superficial facts. How can you make this happen?
Create a math question.	Test yourself on thinking levels!

Inquire Further

A Thinking Curriculum from NCREL

Good questions are the key to good research, showing how Bloom's Taxonomy may be applied in the primary classroom (in Australia). See also: Applying Bloom's Taxonomy by Joan Dalton which gives question stems and possible related activities.