As we teach our students to be leaders of their own learning and we delve into problem based learning, professional technique indicator 2b (modeling and facilitating higher-level thinking, problem solving, creativity, and flexibility) becomes indispensable. To professionally grow in the direction of “highly effective” means we need to model and create structures that facilitate the transfer of higher-level thinking to new and/or unpredictable situations resulting in high levels of student engagement and student-generated questions.

With 2b in mind, here are some “look-fors” that indicate we are meeting our students needs:

• Intentional planning for and development of critical thinking (flexible thinking, problem-solving, many perspectives) is evident
• Provides structures to allow for all students to have higher-level thinking opportunities (intentional modeling of expectations, sentence stems, visual representations, scaffolding questions and teacher think aloud)
• Appropriate balance of teacher vs. student talk
• Students use a variety of tools to construct and deepen their thinking
• Implement reciprocal grouping or flexible groups of students
• Activities allow students to access their learning in a variety of ways
• Open-ended, probing questions elicit thoughtful student response and construction of their own learning
• Questions encourage students to think flexibly and creatively from different perspectives
• Elicits thoughtful responses from students
• Teacher facilitates student learning using Higher level of taxonomy (analysis, synthesis, application, evaluation, creativity)

A science example*

Lower level of thinking: The student can identify and define pH levels.

Higher level of thinking: The student can describe the factors that affect the pH levels in an aquarium.

Highest level of thinking: The student can design and create an aquatic ecosystem that accounts for varying pH levels.

*Students obviously need additional lower level knowledge to be able to master some higher level activities. In this example, students may also need to learn about nutrient requirements of the species in the ecosystem etc.

In a nutshell

Our lessons and units should include a variety of opportunities for students to show growth over its duration. The learning process is scaffolded so our students acquire essential understandings but they also have an opportunity to apply and reflect on the essentials. It is not expected that a lesson include every look-for. However, every attempt should be made to intentionally plan for one or more aspect of higher level thinking and/or problem solving within a lesson.

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The best way to meet our students needs is to go Emeril Lagasse and add some BAM to lessons. Identify two look-fors you feel are strengths in your teaching technique. With an asset based mindset, anchor the lessons you plan with these good practices. Now, pinpoint two look-fors that you will explore. Employ a growth mindset with the conviction you will give it a hack. Lastly, contact me if you need to bounce ideas off an impartial observer or would like someone to provide non-evaluative feedback. Thanks for your time and remember to put “first things” first.

CLICK here for a detailed outline of indicator 2b

CLICK here for the complete teachers rubric

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