mathobs2 - Evidence of Higher Level Thinking Observation...

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Evidence of Higher – Level Thinking Observation Incorporating higher-level thinking into teaching requires careful planning. Higher-level thinking can be defined a variety of ways. Most commonly, it is used to distinguish between knowledge questions and those that involve analysis, application, and so on. You can usually distinguish between higher-level and lower-level thinking by the level of discussion and effort that is required to solve the task. In this observation, focus on the opportunities for students to engage in higher- level thinking. 1. Did the teacher encourage higher-level mathematical thinking? If so, what were some of the teacher’s actions? Cite specific examples and strategies (questions posed, tasks presented, etc.). The teacher encouraged higher level thinking with certain students based on skill level. Throughout the school year she has been observing what students can and cannot do as far as mathematics because it has shown to be something the students with disabilities have a hard time grasping. She encouraged higher level thinking to students whose levels for a little higher by asking questions
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This note was uploaded on 11/30/2011 for the course EDEC 330L taught by Professor Johanson during the Spring '11 term at Ohio University- Athens.

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mathobs2 - Evidence of Higher Level Thinking Observation...

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