Professional Support & Development / I-4 Higher Level Thinking

I-4 Higher Level Thinking

Engages students in work that develops higher-level thinking skills

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
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?

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