Edit First Lesson: A Group Revision Stage 3 For All 2 Lesson
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As a group, revise stage 3 for all 2 lessons of one of the Curriculum Plan Units developed by one of your group members in your EDG 6250 course. Make sure you revise your unit following the guidelines below. Include all levels of Costa's questioning techniques you have learned in this course (Level 1, 2 and 3 - mostly level 3 and 2). Every activity needs to include a questioning technique. I want to see questions that pushes students to think deeply.
Include a Visible Thinking Routine to each of your activities. Use the Making Thinking Visible textbook and the Visible Thinking Links to an external site. Routines website Links to an external site. provided to select the most appropriate routine for each experience. Remember that each routine has a specific purpose. Therefore, the VT routines you include in your activities have to be aligned with the purpose and objective of that activity.
If you have received feedback on your unit from your EDE 6250 professor, make sure the unit is revised based on those comments. Please strikethrough what you are deleting from the unit and highlight all questions and VT activities you add.
Paper For Above instruction
The task involves a comprehensive revision of a specified curriculum unit, specifically focusing on stage 3 of two lessons. The core objective is to enrich these lessons by integrating multiple levels of Costa's questioning techniques, emphasizing higher-order thinking questions (Levels 2 and 3). This approach stimulates deeper cognitive engagement and critical thinking among students.
Introduction
Curriculum design is pivotal in fostering meaningful learning experiences. By applying Costa's questioning framework, educators can scaffold student understanding, gradually guiding them from basic comprehension to analytical and evaluative thinking (Costa & Kallick, 2000). Incorporating visible thinking routines further enhances this process by structuring opportunities for students to articulate their thinking, reflect, and deepen understanding (Ritchhart et al., 2011).
Revising Stage 3 of Lessons
The revision process begins by analyzing the existing activities within stage 3, identifying opportunities where questioning techniques and visible thinking routines can be seamlessly integrated. Level 1 questions, which target recall and basic understanding, are foundational and should be interspersed with more complex Level 2 (application and analysis) and Level 3 (evaluation and creation) questions. For instance, in a science lesson discussing ecosystems, a Level 1 question might be, "What are the main components of an ecosystem?" whereas a Level 3 question could be, "How might changing one component of an ecosystem affect the whole system?" (Costa & Kallick, 2009).
Questioning Techniques
The key to fostering higher-order thinking is purposeful question design. Examples include:
- Level 1: Recall—"What is the definition of photosynthesis?"
- Level 2: Application—"How can we apply the concept of photosynthesis to real-world situations?"
- Level 3: Analysis/Evaluation—"Why is photosynthesis essential for life on Earth, and how might it be affected by climate change?"
Implementing these questions throughout activities encourages students to not only recall information but also analyze implications and evaluate concepts critically (Beck et al., 2013).
Visible Thinking Routines
Each activity should incorporate a visible thinking routine aligned with its purpose. Examples include:
- See-Think-Wonder: To activate prior knowledge and generate curiosity.
- Claim-Support-Question: To develop argumentation skills and deepen understanding.
- Circle of Viewpoints: To foster perspective-taking and empathy.
For example, in a social studies lesson about different cultures, the "Circle of Viewpoints" routine allows students to consider and articulate various perspectives, aligning with the activity’s analytical goal.
Revising Based on Feedback
If you have received feedback from your instructor, ensure that relevant comments are addressed by revising your unit. Clearly indicate deletions with strikethroughs and highlight added questions and routines to emphasize improvements.
Conclusion
Effective revision of curriculum lessons by integrating tiered questioning techniques and thoughtful routines promotes deeper understanding and critical thinking. This process aligns with best practices in instructional design and supports learners in developing higher-order thinking skills necessary for academic success and life-long learning.
References
- Beck, I. L., McKeown, M. G., & Kucan, L. (2013). Thinking literacy: How to read and write (and think) across the curriculum. Stenhouse Publishers.
- Costa, A. L., & Kallick, B. (2000). Learning and leading with habits of mind: 16 classroom practices for концептуальне thinking. ASCD.
- Costa, A., & Kallick, B. (2009). Dispositions: Reframing teaching for higher achievement. Association for Supervision & Curriculum Development.
- Ritchhart, R., Church, M., & Morrison, K. (2011). Making thinking visible: How to promote engagement, understanding, and independence for all learners. Jossey-Bass.
- Additional references include scholarly articles on questioning techniques and visible thinking routines for comprehensive coverage of best practices.