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Higher Order Thinking and

Questioning in Science

Presented by Pat OBrien

























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Higher Order Thinking and
Questioning in Science
Pat OBrien
Why Thinking and Questioning 1?
Factual learning alone does not develop full potential.
Deep learning requires deep exploration of fundamental
concepts.
Higher order thinking approaches enhance conceptual
understanding.
High order thinking and questioning is a prerequisite for top
universities and creative industries.
Questioning techniques, creative activities allow self
regulation and reflection, choices of approach and risk
taking in the learning process the development of
Metacognition.
Why Thinking and Questioning 2?
Metacognition allows students to:
Make links between new and established
knowledge
Select appropriate thinking strategies
Plan, analyse, and evaluate their learning
High ability to do these are characteristics of
giftedness within Sternbergs model
Able pupils and questions in
science
The ablest pupils will often not respond to what they see as trivial
questions.
Off-the-wall answers can indicate a train of lateral thought.
Closed questions can lead to a downward spiral of thinking.
Open questions are more likely to lead to an upward (and outward)
spiral of reasoning.
Rich/big questions challenge everybody but this is lost if there is an
expected answer.
Socratic questioning explores ideas in depth and breadth, it is
about reasoning not recall, evidence not answers.
Bloom and questioning
Knowledge
Evaluation
CriticalThinking
Comprehension
Analysis
Synthesis
Creativethinking
Application
Level1Questions
Level2Questions
Level3Questions
Example Thinking 6: 5W + H Grid
How?
Why?
When?
Where?
Who?
What?
What if..?
Could?
Should?
The 5Ws and an H
formula may not be
enough to require new
thinking
To make it more
challenging it might
need more speculative
or predictive questions
Questions that require thinking about
Sequencing ordering
information
Looking at Pros
and Cons
Setting
Priorities
Decision
Making
Planning
Monitoring
Evaluating
outcomes
Goal
setting
Determining
solutions
Defining, clarifying
problems
Recognise Cause
and Effect
Fair testing Controlling
Variables
Generating
Ideas
Identify Bias and
Reliability
Drawing
Conclusions
Predicting and
Hypothesising
Comparing and
Contrasting
Analysing and Identifying
Relationships and
Correlations
Sorting, Classifying,
Grouping using
criteria
Thinking and
Questioning Skills
Swartz and Parks non-hierarchical Taxonomy
Different combinations of the skill sets
can be used to solve problems and for
differentiation in the classroom but
grouping is important
Elements of Reasoning
All reasoning has a purpose,
It is an attempt to figure something out, settle some
questions, solve some problems.
All reasoning is based on assumptions, data, information,
and evidence, and is done from some point of view.
All reasoning is expressed through, and shaped by,
concepts and ideas.
All reasoning involves inferences by which we draw
conclusions and give meaning to data, it leads somewhere
and has implications and consequences.
Inference Squares
Whatquestionsdoyouaskaboutthis
resourceandwhatdoesittellyou?
Whatdoesthisresourcenot
tellyou?
Whatcanyouinfer
fromthisresource?
Whatdoes
thisresource
tellyoufor
certain?
Improving questioning rich questions
Research evidence (Black et al) suggest that questioning can be
improved by:
Allowing more thinking time;
Using more open questions;
Avoiding hands up;
Accepting the value of all sensible answers and using these to
create a chain of reasoning;
Starting with the rich or big question and then structuring the
learning experience around this.
Chunking Up and Down Questions
Chunking - simple questioning technique for determining varying levels of
detail with two phases:
Chunking down getting more detail by probing for more information:
How did you do that? - Tell me more about...
Why did that happen? - What is the cause of ...?
What happened when ...? - What, specifically,..?
Chunking up looking for more generalised understanding:
What does ... mean? - How does that relate to...?
What are we trying to achieve? - Let's look at the bigger picture...
Who is this for? - What do we really want?
Funnel Questioning
Funnel questioning seeks further information either that goes into
more specific detail or becomes more general.
Asking 'tell me more' is a very open and general question that
also focuses the other person on a particular area, giving you
more information about this.
As an open request it allows the other person more leeway in
what they say, and gets you more detail.
Using words like 'specifically', 'actually' or 'particularly' gives the
person subtle direction to give you more detail in a particular
direction.
The reverse of narrowing the funnel is to broaden the funnel,
asking questions that give you less specific information and more
information about more general topics.
Socratic Questioning
Socratic Questioning technique is an effective way to
explore ideas in depth. It can be used at all levels and is a
helpful tool for all teachers.
Socratic Questioning promotes independent thinking and
gives them ownership of what they are learning.
Higher-level thinking skills are present while students think,
discuss, debate, evaluate, and analyse content through
their own thinking and the thinking of those around them.
See What am I?
Clashing currents
T. Why do we need a complete
circuit for a bulb to light?
P. Because the electricity has to
get from each terminal of the
battery to the bulb.
What would your next question
be?
What is mould?
T: This orange has mould on it.
Where does the mould come from?
P: The mould is like a kind of gas.
It is in the air and when it lands on
the orange it makes it go mouldy.
Continue the series of questions
and answers.
Candle can turn about the central
point.
Describe what will happen when the candle is lit
simultaneously at both ends so it will burn at both ends?
Explain why the candle does what it does and what is
causing the effect.
Burning the candle at both ends?
What is the difference between
temperature and heat?
Use the photographs to help your
thinking and explain the difference
Example Thinking 3: Argument
Scaffold
How do you construct an argument and what conclusions does this lead to and
which pieces of evidence were helpful in forming the argument?
An argument depends upon the range and quality of the evidence available.
Objective is to support students to be able to construct a logical argument.
P&S Consultancy
Primary Frames
1 to 2
Secondary Frame
Flash Card What am I?
P&S Consultancy
What am I?
Where am I
found?
How big am I?
What am I
associated with?
Why am I
important?
Evidence to
support your
answers.
Caterpillar in 6 steps (2 min!) Candle
Example Thinking 7: 6 Degrees
Six Degrees of Separation
1. A caterpillar is the larva of a butterfly
2. Butterflies are insects which are classified as animals
3. Animals respire in order to provide themselves with energy
4. Energy can exist in many forms
5. One form of energy is thermal energy
6. Thermal and light energy are produced when a candle burns
A response from a 14 year old pupil
P&S Consultancy
Reading for Purpose PQR
3
S
Preview - Look at titles / subtitles / diagrams / photos. List them and
predict nature of text - gives general idea of text.
Questions - Form ask simple / difficult questions based upon titles and
illustrations. Teacher adds questions to class list, share the questions.
Read - Read passage to try and answer questions. Bullet point answers
for reflection. Ask more questions about the reading.
Reflect - Have we answered all our questions? If not research more and
read some more perhaps use the internet.
Retell - Bullet point answers to the questions turned into prose: The
main idea in the text? How it relates to me? How I feel about it?
What does it mean?
Questioning Changes Learning
Research shows when teachers use a thinking skills approach
students make enhanced academic gains (Alexander and others).
The Teachers role in this is to:
Promote dialogue through higher order and Socratic
questioning.
Involve students in the exploration of the concepts.
Construct questions to explore issues; critical to the
development of students understanding.
The Students role in this is to:
Be more active learners.
Understand that learning depends on readiness to express
ideas and discuss them; not on getting right answers.
General Messages
The curriculum should contain a balance of different
teaching and learning strategies. These approaches can
be absorbed into everyday teaching and everyday
classrooms.
A variety of approaches allows conceptual challenge to
promote high order questioning and thinking in all
students.
Feedback from teachers suggests that these techniques
can be used with a range of abilities and promotes
identification and progression in learning.
Pat OBrien P&S Consultancy
Activity: Variety of Life Read, think, discuss and draw

1. The following plants are trees but live in different climate conditions in the
world. Your task is to look at all the evidence about them and decide with
reasons the climate in which they live. (Drawings have nothing to do with
drawing activity)

Plant A. Welwitschia mirabilis plants:
This plant has an iron hard woody stem.
This stem is about 0.75 metres above the
ground and a further 2.7 metres underground.
The stem is 1.5 metres in diameter.
It grows two to five long green leaves.
These leaves sprout from the stem growing at a
rate of 15 centimetres a year and can be up to 9
metres long.
In the strong winds that blow the leaves writhe
on the ground where fine particles of rock cause
the leaves to tear. The torn leaf ends get
tangled into a ball covering approximately 20
square metres.
From the stem grows a single root that goes
down many metres. This root can store both
food and water over long periods.
The plants can be male or female and bear different types of cones that form
seeds.
The seeds can wait up to five years before germinating. Unlike other plants
the first growing leaves or cotyledons can last for up to five years.

Plant B. Rhizophora plants:
These plants have long slender woody stems that grow tall.
On the top are branches that grow out and up like a normal
tree. The lower branches grow out and down without
leaves. They act as stabilisers for the long slender stem.
The top branches produce many small rounded evergreen
leaves that form an impenetrable forest.
The lower branches and roots form a scaffold or web of
wood, which acts as a safe habitat for coelenterates,
molluscs, crustaceans and other water life.
Fruits are produced on the upper branches and seeds form
inside the fruits.
In the damp atmosphere of the fruit the seeds germinate
and produce a single root that grows downwards for 25
centimetres. When the seed is ready it detaches from the
tree and falls root downwards.
The root spears the underlying surface and the root
supports the seed that then continues to grow into an adult
plant.



Pat OBrien P&S Consultancy
Extension Work

1. Draw a diagram of either plant A and B labelling all the plant organs you can.

2. Each plant has leaves but they are different in shape and structure. Decide
what the important features of a leaf on your plant should be. Then using the
information you have, draw the possible leaf shape of one of the plants A or B

3. Explain the possible adaptations of each plant, A or B to their environment.
How might the cells and their organisation have adapted to these different
environments?

4. Explain why you think the two seeds have such strange germinating styles.

DARTS Example 1: Filtration and Distillation

This learning challenge requires the students to work in pairs. They are to review a given
text, find and, note down on Post-its, a defined number, generally 4-6, of the most
important words (in their view) in the text.

Meanwhile the teacher draws a large filter funnel on the board or one can be projected
onto the white board.

When the groups have finished reading and noting, the teacher asks one pair to the front
to write down a third to half of their words inside the filter funnel. Others follow but can
only add words not already on the list. All pairs should contribute to the list.

When complete the class debates the word list to decide the five or ten words they will let
through the filter as being a good representation of the sense of the text. This decision is
based upon the importance of the words to the topic backed up by their evidence.

The words let through become the subjects for making notes as definitions, a piece of
prose, a concept map, or single sentences.

Try with the following example:

DARTS Example 2: Ambassadors

Students work in groups of four. One student is nominated to be the ambassador; two of
the others are to be analysers and one to be the decision maker (these can be called civil
servants and chief secretary).

As a group they read the text highlighting what they think are important points. They decide
between themselves the important pieces of information and isolate these into a set of notes.
The ambassador and decision maker decide what the focus of the work the others decide how
the text can be best summed up in a set of bullet points and a verbal presentation.

The ambassador will take this verbal presentation to another group who have been
reading another piece of related text. They will present their presentation asking for
questions and use the prepared notes for clarification. The ambassador will return to their
group with any questions they could not answer. These will require a written answer to be
sent to the other group.

Try with the following examples Odd numbered groups take the first and even second:




DARTS Example 3: Story Boarding

Students take a series of storyboards and create a logical sequence of the events.

They annotate the storyboards with bubble frames describing the action, which has
been extracted from a text.

Try the following example:


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Pros and Cons

What are the positives and what are the negatives of the discussions?
How does this make you feel towards the proposal?
Can any of the pros and cons be resolved to sway you one way or the other?

Setting Priorities

What do you need to do and in what order?
Why do you need to prioritise?
Can any be left for another time?
What needs to be done soon to avoid another problem developing?

Making decisions

What decisions need to make and why do need to make those decisions?
What are the options?
What are the consequences of each option?
How important are the consequences?
What is the best option?

Planning and monitoring

What are you trying to achieve?
What must be considered when planning
What are the options to help you achieve those aims?
How do they fit together to help you achieve your aims?
How will you know if it has worked?

Evaluating outcomes

What are the results of the proposal?
Is the outcome as you expected is it better or worse?
How might the outcome be improved?
What will be the new outcomes?

Goal setting

What do you want to achieve?
What do you need to do to achieve those outcomes?
How these things are best accomplished?
When will you know you have achieved your goal?

Determining Solutions

What is it that you need to be able to do?
What is stopping you?
What are your options?
What are the consequences of these options?
Which will best help you to do what you need to do?




Defining and clarifying problems

Why might your idea not work?
Has everything been done as it was intended
Are there any flaws in your reasoning
What are the options?

Recognising cause and effect

What are the possible causes of the events in question?
What evidence would support or oppose the possibilities?
What evidence do you have that is relevant to determining what caused the event?
Which is the most likely possibility based on the evidence?

Generating ideas

What do you need these ideas for
How do you best generate ideas?
What are the most obvious ideas?
Are there any unusual possibilities?

Identifying bias and reliability

What is the source of the information?
Is it trusted by others who work in this area?
Was it found by careful research and has it verified by more than one source?
What was the reason for finding out the information and does it relate to the question?

Drawing conclusions

What is the source trying to convince you of?
How are they trying to do this?
Does the language they use influence you?
What reasons do they provide for their opinion?
Is there any evidence for this?
What conclusions do you reach about what the source is saying?

Predicting and hypothesising

What might happen?
What changes will occur?
How big are they likely to be?
What evidence indicates this?
Based upon the evidence, is the prediction likely or not?

Comparing and contrasting

How are the items similar?
How are the items different?
Which similarities and differences are significant?
What patterns are suggested?
What conclusions can you draw from the patterns and significant differences and
similarities?


Analysing and identifying relationships and correlations

What are the parts that make up the whole?
Are there any relationships that mean variables affect each other?
Are there correlations that indicate complex relationships?
If any of the parts were missing what would happen to the whole?
What is the function of the parts?

Sorting, classifying, grouping using criteria

What features do the items possess that become key criteria?
What classification does this suggest?
Why should we classify these items?
What is the best way of doing that for this purpose?
Which items fit this category?

Sequencing, ordering information

Why do we need to order the items?
What is the best way to do this?
What do we need to know to order them?
Where does each fit and are there any patterns?

Based on three key principles

1. The more explicit the teaching of thinking is, the greater the impact it will have on
students.

2. The more classroom instruction incorporates an atmosphere of thoughtfulness, the
more open students will be to valuing good thinking.

3. The more the teaching of thinking is integrated into content instruction, the more
students will think about what they are learning.

NOTES

















































NOTES

















































NOTES

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