Research Brief Oregon GEAR UP（研究短暂的俄勒冈州的齿轮）.pdfVIP

Research Brief High Level Thinking and Questioning Strategies Questions: What does the research say about higher level thinking activities for students? What about questioning strategies for teachers? How does a principal work with teachers to strengthen their instructional skills in these areas? In a Nutshell Higher-order thinking is an instructional strategy supported by research. Often referred to as critical thinking skills, it is more than simple recall of facts or information. It is a function of the interaction between cognitive strategies, meta-cognition, and nonstrategic knowledge when solving problems. Higher-order thinking is based on the concepts in the cognitive domain of Bloom’s Taxonomy. It suggests that some types of learning require more cognitive processing than others. Bloom’s Taxonomy suggests that skills involving analysis, evaluation and synthesis are of a higher order, requiring different instructional practices. It also suggests that higher-order thinking involves “the learning of complex judgmental skills such as critical thinking and problem solving.” Higher -order thinking is thought to be more useful because such skills (analysis, synthesis) are considered more likely to be useable in situations other than those in which the skill was initially learned. Questioning is one of the “essential nine” instructional practices identified by Marzano, Pickering Pollock, 2001). It is closely linked to higher-level thinking and Bloom’s Taxonomy. While teachers’ use of questions is predominantly low-level, professional development can help teachers develop the skill to design and use questions that engage students in higher-level instructional processes. Summary of Findings: Authentic instruction is a model for high-quality instruction developed by Fred Newmann (1993). He