- Houston Independent School District
- Effective Practices
- I-4 Higher Level Thinking
Professional Development
- PD Operations / HELC
- Design, Media, and Online Learning (DMOL)
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Effective Practices
- PL Toolkit
- PL-1 Develops Student Learning Goals
- PL-2 Data-driven instruction
- PL-3 Design Effective Lesson Plans, Units & Assessments
- I-1 Objective Driven Lessons
-
I-2 Check for Understanding
- Assess Mastery
- Begin with the End
- Checkpoints
- Chunking Text
- Closure
- Cold Call
- Exit Ticket
- Graphic Organizer
- Guided Practice
- Non-Verbal Signals
- Open-Ended Responses
- Post It
- Randomizing Responses
- Right is Right
- Running Roster
- Stretch It
- Structured Peer Conversation
- Student Conferences
- Student-Generated Questions
- Teach Back
-
I-3 Differentiation
- Chunking Text
- Double Plan
- Exit Ticket
- Flexible Grouping
- Graphic Organizer
- Grappling
- HOT Question
- Independent Practice
- Leveled Text
- Multimedia
- Open-Ended Responses
- Post It
- Product Menus
- Right is Right
- Running Roster
- Stretch It
- Structured Peer Conversation
- Student-Generated Questions
- Take a Stand
- Tiered Assignments
- Workstations
- I-4 Higher Level Thinking
-
I-5 Maximizing Instructional Time
- 100 Percent
- Academic Posture
- Call and Response
- Cold Call
- Do Now
- Entry Routine
- Exit Routine
- Job Assignments
- Material Organization
- Non-Verbal Interventions
- Non-Verbal Signals
- Open-Ended Responses
- Pacing Tools
- Right is Right
- Stretch It
- Strong Voice
- Student Conference
- Teach Back
- Tight Transitions
- Work the Clock
- Workstations
- I-6 Communicating Content/Concepts
- I-7 High Academic Expectations
-
I-8 Student Engagement
- Academic Posture
- Call and Response
- Closure
- Cold Call
- Do Now
- Engage and Connect
- Graphic Organizer
- HOT Question
- Independent Practice
- J-Factor
- Job Assignments
- Leveled Text
- Non-Verbal Signals
- Open-Ended Responses
- Product Menus
- Randomizing Responses
- Real-World Connections
- Reinforcers
- Structured Peer Conversation
- Student-Generated Questions
- Workstations
- Work Hard, Get Smart
- I-9 Classroom Management
- I-10 Classroom Climate
- Literacy Routines
- Academics
- Swivl Pilot Program
- eLearning
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I-4 Higher Level Thinking
Engages students in work that develops higher-level thinking skills
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Teacher
Ms, Diquana ShieldsContent
ReadingGrade
1stObjective
Make inferences based on illustrations. -
Teacher
Mr. Brad PearlContent
GeographyGrade
9thObjective
Expose students to issues related to commercial, factory farming methods vs. organic, animal and environmentally friendly, sustainable farming methods and practices.
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I-4 Engages students in work that develops higher-level thinking skills
The following best describes a teacher performing at Level 3 in this criterion:
- Teacher embeds higher-level thinking skills into the lesson objective so that mastery of the objective requires students to meaningfully employ higher-level thinking skills.
- Teacher provides students the support and guidance (e.g., scaffolding) needed to exercise higher-level thinking skills.
- Teacher embeds higher-level thinking skills into the lesson objective so that mastery of the objective requires students to meaningfully employ higher-level thinking skills.
- Students employ higher-level thinking skills to engage with lesson concepts, questions, and tasks and to demonstrate understanding of the lesson’s objectives.
- Students use online resources and/or instructional tools to research, gather, synthesize, and create information.
Link to the complete Instructional Practice Rubric
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Use the following reflection questions to guide thinking prior, during, or after watching the video exemplar. They can be used individually or to facilitate conversation during PLCs, department meetings or as an entire faculty.
- How can asking questions at different levels of Bloom’s Taxonomy develop higher-level thinking?
- What evidence was seen of higher-level thinking?
- Why is it essential to provide scaffolding and guidance for students?
