When have I experienced How have I used this strategy

Strategy Focus questions

this in the past? as a teacher?
Deep Are higher-order Firstly, I deem it necessary to The most widely used framework for
knowledge thinking and define higher-order thinking. teaching thinking is known as the
and higher critical analysis Higher order thinking is defined Blooms Taxonomy framework. There
order occurring? by Brookhart (2010) as are stages in which are: Teaching
thinking involving three different language and concepts of higher order
categories which are identified thinking; planning questioning and
as transfer, critical thinking discussion time; teaching of key
and problem solving. These concepts; providing supportive
abilities allow for students to scaffolding and encourage higher order
transfer learnt critical thinking thinking among students. "Curriculum &
and problem solving into Leadership Journal | Skills For The 21St
Century: Teaching Higher-Order Thinking")
everyday life, encouraging the
To achieve teaching this in my
development of skills in new
classroom, I would:
situations rather than recalling
Encourage group reflections and
what is learnt. So, when have I
sharing of scientific ideas, evaluating
experienced this? I have used
validity and reliability of information.
higher order thinking in my
Continual use of scientific higher
past studies of Paramedic
order thinking language such as (via
Science. When arriving on
use of word walls etc.) evaluating,
scene to a patient, I have to
hypothesizing, observing, examining
use my acquired knowledge to
and criticize to name a few. These
assess the patient, reflect on
words imply to students that they
my knowledge to determine
must apply knowledge to achieve
what condition or injury the
the goal.
patient may be suffering and Structure lessons to ensure students
then utilize my knowledge of are aware of key knowledge
treatments and
 required. This is done by using
questions such as what are we
learning? How will we learn it? What
we already know; what will we know
pharmaceuticals to determine by the end of todays lesson and
what the patient requires to where do I go in search of
achieve the goal eg. pain relief, assistance?
relief of vomiting/ nausea. Make lessons interesting and create
the desire and passion for learning
where students will apply higher
order thinking in every class to
achieve goals.
I the sequencing of lessons will allow for
Does the lesson
expansion of knowledge eg. Students
sequence cover
working on ecosystems and determining
operational fields
n/a what living organisms inhabit the area.
in any depth,
They will then be asked to create/
detail or level of
design a living organism that will suit the
specificity?
environment.
In my classroom, I will ensure that I
At school, assessments allowed for
continually allow for students to have
Do the work and my teachers to gain the level and
class discussions based on what was
response of the depth of understanding of the
learnt throughout the lesson and take
students provide concepts and ideas that were
home messages and interests that the
evidence of depth taught in class. Unfortunately, it
students had for that particular lesson.
of understanding wasnt until assessment (if you
Pre-testing tasks are incorporated in the
of concepts or didnt say you needed help) that
curriculum to gauge students
ideas? teachers were able to reflect on the
knowledge prior to assessable
level of understanding.
assessments.
 I will encourage children to ask
Does classroom
questions and queries if they were to
talk break out of
arise when they would like to ask.
the
Allowing for students to initiate
initiation/response When I was at school, this was not
Collaborative questioning ensures that they are
/evaluation really the case. Unfortunately a lot
and social directing their learning and taking
pattern and lead of conversations were not initiated
learning responsibility for their learning.
to sustained by students but rather teachers who
Conversations and discussions can
dialogue between directed learning.
arise from these opportunities which are
students, and
valuable for building collaborative skills,
between teachers
communication skills and build teacher-
and students?
student relationships.
Knowledge as I think it is important to critique/ Questioning and critiquing of ideas and
complex and question ideas that teachers knowledge will be encouraged in my
linked to Are students present. Throughout my degree I classrooms. Students will be
interests and critiquing and was given this opportunity and I encouraged to express verbally or
experience second-guessing believe that this furthered my written questions that they may want to
texts, ideas and knowledge and allowed for me to pose to the teacher or the class. These
knowledge? find subjects/topics that I was more questions could be written on coloured
passionate about (drove my slips of paper and pulled out and
learning experience). answered during class time as a group.
Does the lesson n/a I believe that delivering lessons
sequence range creatively is important to keeping
across diverse students engaged and motivated to
fields, disciplines succeed but I do think that lessons
and paradigms? should be sequenced relatively the
same throughout diverse areas to
ensure that students have consistency
in their learning and lesson plans. I
 believe that learning sequentially can
add to developing plans and goals.
In my classroom I will ensure that I
Is there an Throughout my degree, we had to
connect with students background
attempt to draw on background knowledge as
knowledge by reflecting on the past
connect with the course progressed. An example
lessons and retrieving information from
students of this is understanding a disease
those to go through and gain
background process, requiring information
relationships between past and new
knowledge? about chemical processes.
content material.
Problems An example of an experience I
that are real have had is in Year 11 and 12
and relevant biology at school. My assessment
to students tasks at school related directly to
real life situations. An example of
Following on from my experience, I
Do the lesson this includes testing pH and
would incorporate these activities into
sequence and the chemical levels in fish tanks and
my classrooms also. I find that these
assigned work reflecting and evaluating on the
activities are more engaging for
have any effect to the fish. Another example
students when they are able to connect
resemblance or of this is germination of mungbeans
the assessment. An example of this is
connection to in relevance to the effect on growth
germinating seeds eg beans, testing
real-life contexts? of different soils and amount of
water values etc.
water provided (changing of
variables). This is applicable in
everyday life as it is a growing
necessity to grow your own
produce and become sustainable.
Is there a focus on As stated above, science In my classrooms I will be using a hands
identifying and assessments embedded real life on approach to tackle assessments and
solving situations in which I as a student will continually relate assessment tasks
 and learning content to real life
situations to allow students to draw from
existing knowledge that they may have.
I will encourage students to use higher
had to solve. The assessments in order thinking skills as a group to reflect
intellectual and/or
which I learnt at school can be on a whole class knowledge of content
real-world
applied to real life situations and or a topic eg. a class discussion on
problems?
can be built on. environmental impact of green house
gasses and determine levels of
knowledge among the students group
and gain real life application on which
the students can draw on.
Student Do students have When I was a student at school, my Although it is important to scaffold
direction any say in the teachers did not give me the lessons, I believe that being prepared to
pace, direction or opportunity to work at the pace I suit learners of all levels is vital to
outcomes of the required which was more advanced ensure equity in the classroom.
lesson sequence? in some subject areas. Ensuring that you have additional work
Unfortunately my teachers didnt for fast/ learners that are ahead
meet my learning demands in some academically and support for students
areas due to me requiring who are further behind will ensure that
additional work. Although school all students needs are met. Reflecting
wasnt a good example of this for on previous lessons content will assist
me, I found the university study students in understanding outcomes of
allowed for me to study at my own lessons and how knowledge will be built
pace whilst providing some on. I believe providing students with
direction (flexible scaffolding) and direction of learning is very important in
the outcomes of my studies. This supporting students learning and
allowed for me to go beyond what providing them a path for academic
was required and allow for me to success.
 gain knowledge in areas of interest
without tutors determining what was
more important.
Students will be provided day by day
with learning goals for each topic. An
As a student at school, assessment example of this is a lesson on the
Explicit Are the criteria for and task criteria sheets were characteristics of bugs where students
quality judging student provided for all assessments. will be provided with what will be taught,
performance performance Explicit criteria sheets helped guide how it will be taught and the lesson
criteria made explicit? my learning and extent of outcomes. Students will be informed of
knowledge that was required. what is required to achieve the task and
how what knowledge they are required
to achieve this.
Cultural Are diverse I have had to incorporate diverse In the classroom, I will be utilising
knowledges cultural cultural knowledge in my work on cultural knowledge to meet the needs of
Active knowledges road as a paramedic student in my diverse students. Talking to the
citizenship brought into play? order to respectfully communicate children and gaining information about
and treat patients. I have had the their cultures and discussing with
opportunity to come into contact parents how to meet cultural needs will
with people of varying cultures and be a priority. Incorporating varying
have learnt ways in which their cultures in our everyday class work will
cultures determine my practice. enable all students to gain an
Furthermore, my previous work as understanding of cultures and
a teacher aide in a majority appreciation of diversity.
Indigenous school in Far North Qld
has given me a wealth of
knowledge of Indigenous cultures
and how to work with the children to
meet their cultural needs.
 When attending school from 2000-
2012, I was given many
In my classroom, I will foster the
opportunities to gain citizenship
development of active citizenship
qualities. The students in my year
through encouraging leadership skills,
level were given the opportunity to
group collaborations, problem solving
Are attempts become student leaders and
and decision making using learnt skills
made to foster participate in community
such as critical thinking and
active citizenship? volunteering events. Furthermore,
responsibility. Giving students roles
skills such as problem solving,
within the classroom and making them
decision making and collaborating
feel significant and supported within
were developed through school
the classroom.
years to enable growth of
citizenship attributes.

References

Brookhart, S. (2010), How to Assess Higher Order Thinking Skills in Your Classroom,
ASCD, http://www.ascd.org/Publications/Books/Overview/How-to-Assess-Higher-Order-Thinking-Skills-in-Your-Classroom.aspx

Curriculum & Leadership Journal | Skills for the 21st Century: teaching higher-order thinking. (2017). Curriculum and Leadership
Journal. Retrieved 21 March 2017, from http://www.curriculum.edu.au/leader/teaching_higher_order_thinking,37431.html?
issueID=12910