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Part II: Engaging Students in Higher Order Thinking, Reasoning, and Writing with CER

Presented by:

Jocelyn Washburn, Ph.D.

Director of Professional Development

KU Center for Research on Learning

Janice Creneti

SIM Professional Developer

Instructional Staff Developer

Assistant Project Manager SPDG SIM Project

With Special Guest:

Janis Bulgren, Ph.D.

Author of Several Content Enhancement Routines

Research Professor, KUCRL

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Partnership Principles

Active Engagement

Community

Principles

Learning Rituals

Course Map

This Course:

includes

Performance

Options

Presenters:

Critical Concepts

Learned in these

Units

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CER Webinar Series

Jocelyn & Janice

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Session Objectives

What, why, and how of reasoning
Connections to planning and leading learning through critical questions
Connecting HOTR to writing
Learning the Cross-Curricular Argumentation Routine
Co-constructing digitally
Q & A with the Author: Janis Bulgren

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Content

Use is based on demands in standards and student need

Enhancement

Visual devices are used
Language needed to talk about the content is explicitly stated
How-to “linking” steps are embedded

Routine

Follows an instructional sequence “Cue-Do-Review”
Teachers and students use regularly

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��Let’s Demystify REASONING

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WHAT are types of reasoning?

WHY is understanding reasoning important?

HOW do we understand and answer questions that require different types of reasoning?

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What are the types of higher order reasoning?

1. Explaining a main idea

2. Tracing causes and effects

3. Comparing and contrasting

4. Making a decision

5. Identifying a claim with an argument

Other related terms such as Critical Thinking and Problem Solving often require use of one or more type of higher order thinking and reasoning.

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�Why is understanding reasoning important?

Response to national standards
Performance on assessments
Use in the real world everyday life
Learning in the modern world
Job requirements

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Demystifying Higher Ordering Thinking and Reasoning that we use Everyday

I think what you are saying is …..

Explaining a main idea

We had three inches of rain, so the river will rise.

Tracing causes and effects

We should buy this brand of cookie because it is cheaper than this brand.

Comparing and contrasting

Let’s discuss two suggestions for where to go on vacation.

Making a decision

Here is a report from the CDC with data and expert commentary that proves the value of vaccines.

Identifying a claim with an argument

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What types of questions do we need to deconstruct (take apart)?

HIGHER ORDER THINKING AND REASONING QUESTIONS such as those that ask students to:

Explore and explain an important Main Idea
Trace Causes and Effects of an event or idea
Compare and Contrast two or more event or ideas
Make a Decision about choosing among options.
Analyze a Claim and Argument and its evidence, reasoning

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What is this question really asking?

Deforestation has reached levels of about 40 million acres each year. More than 50 percent of the rain forests have been cut. About 2% of the rest of the rain forests are destroyed in each succeeding year. What brought about deforestation, and what could result?

� � © J. Bulgren 2021

�

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How do we deconstruct questions?

Simplify – remove extra information
Synonyms-use words with similar meanings
Paraphrase – put into your own words
Break apart – isolate those sentences that present the question.

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SMARTER Instructional Cycle

Shape critical questions that are aligned with standards foundational, permeating, persisting questions drawn from standards that guide teaching and learning

Map critical content & relationships visual representation of the critical questions; shows organization of the content

Analyze critical content & relationships to design assessments consideration of student needs, difficulty of content, and access to higher level thinking

Reach instructional enhancement decisions selection of simple and complex enhancers to make learning understandable and memorable; use of specially designed instruction

Teach strategically application of the Cue-Do-Review instructional sequence and explicit instruction, partnership learning and interactive dialogue to guide learning

Evaluate learning formative assessment to provide feedback to students on their learning and to teachers on the effectiveness of instruction

Revisit learning outcomes and critical questions adjustments in response to formative assessment in a timely manner related to mastery of critical content

Lenz, B.K. & Deshler, D.D. (2004). Teaching content to all. Evidence-based inclusive practices in middle and secondary schools. Boston: Pearson. Updated by Lenz, B.K. & Spriggs, C. June 2015

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Let’s try it! Select one question. Type in the chat what HOTR CER would help students deconstruct the question.�Word Bank: Concept Comparison, Cause and Effect, Question Exploration (main idea), Argumentation, Decision-making

What are similarities and differences in independent and dependent variables?
How did the war of 1812 affect the United States?
How did Jefferson argue his political points?
Explain qualitative and quantitative data.
What is the difference between exponential and logistic population growth?
How do mutations in the cell cycle lead to uncontrollable cell division (cancer)?
How is light energy converted to chemical energy?
Take a position on whether the President of the US should have a 2-term limit.
How does DNA mutation affect protein function?
How did Darwin’s observations lead to his conclusions on natural selection?
How is the structure of the plasma membrane related to its function?
Explain the position that Alexander Hamilton took regarding federal powers.
How were Jefferson and Hamilton’s views alike and different?

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Don Brunner, Civics Teacher, on the Question Exploration Routine and Writing

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How to use the Question Exploration Guide as Writing Support

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� Professional Developer’s Guide developed by Janis A. Bulgren �

An Overview: Teaching

Cross-Curricular Argumentation

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Cross-Curricular Argumentation

Multiple exposures to the steps of analyzing and evaluating arguments in different classes can lead to greater student ownership of the process.
Students will come to understand generalization of use of different types of reasoning in many situations.

© J. Bulgren 2021

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�� Common Argumentation Components Across Standards

Argument
Claim
Evidence
Facts
Evaluation
Judgment of relevant and sufficient evidence
Reasoning

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Cross-Curricular Argumentation Guide A

Name:	Date:	Class:	Topic:

1. Clarify the claim with any qualifier and define key terms.
2. List the evidence.	3. Analyze the reasoning.
4. Identify other arguments for or against the claim.
5. Make a judgment about the quality of evidence, the reasoning, and other arguments.
6. State why you accept or reject the claim.

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The Heart of CCAR

Argument: a claim backed by reasons that are supported by evidence

Argumentation: the process of making a claim, presenting evidence, and producing reasons why the evidence supports the acceptance of the claim

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Three Common Components to All CER

Visual Device:

Linking Steps:

Cue-Do-Review Instructional Sequence

Two CCAR Guides

Guide A: Basic
Guide B: Basic with additional terms

CLAIMS

Cue-Do-Review Instructional Sequence

Specific Components within CCAR

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Cross-Curricular Argumentation Guide A

�

Name:	Date:	Class:	Topic:

1. Clarify the claim with any qualifier and define key terms.
2. List the evidence.	3. Analyze the reasoning.
4. Identify other arguments for or against the claim.
5. Make a judgment about the quality of evidence, the reasoning, and other arguments.
6. State why you accept or reject the claim.

Claim: A statement that something is true

Evidence: Information used to support the claim

p. 6

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Cross-Curricular Argumentation Guide A

�

Name:	Date:	Class:	Topic:

1. Clarify the claim with any qualifier and define key terms.
2. List the evidence.	3. Analyze the reasoning.
4. Identify other arguments for or against the claim.
5. Make a judgment about the quality of evidence, the reasoning, and other arguments.
6. State why you accept or reject the claim.

Reasoning: The thinking process used to show how the evidence supports or proves the claim

Other arguments

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Cross-Curricular Argumentation Guide A

�

Name:	Date:	Class:	Topic:

1. Clarify the claim with any qualifier and define key terms.
2. List the evidence.	3. Analyze the reasoning.
4. Identify other arguments for or against the claim.
5. Make a judgment about the quality of evidence, the reasoning, and other arguments.
6. State why you accept or reject the claim.

Judgments: The process of forming decision through careful evaluation

Decision

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��Guide B �contains the same basic steps as Guide A with additional prompts to support deeper analysis at each step.

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The Cognitive Thinking Strategy:�CLAIMS �

Step 1: Clarify the claim with any qualifier and define key terms (including author, date, source, era).

Step 2: List the evidence (facts, data, authority, theory, precedent).

Step 3: Analyze the reasoning (cause-effect, correlation, generalization).

Step 4: Identify other arguments for or against the claim (rebuttal, counterargument, corroboration).

Step 5: Make a judgment about quality of evidence (accurate, adequate, objective, relevant), reasoning (type of reasoning), and other arguments.

Step 6: State why you accept or reject the claim.

Acronym: CLAIMS

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�“Cue-Do-Review” �Instructional Sequence

Cue - Introduces the Cross Curricular Guide and explains expectations for student participation.

Do - Teacher and class collaboratively construct the device using the Strategy steps cued by CLAIMS.

Review – Confirm

knowledge gained from using the guide,
process and steps of using the guide, and
generalization of use of the strategy

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Example of CCAR Guide and Model

The Guide with a claim to analyze: The cyclic pattern of lunar phases can be observed and predicted.

Model for students to use: Model of the Sun-Earth-Moon system to use to develop the Guide.

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Cross-Curricular Argumentation Guide A

�

Name:	Date:	Class:	Topic: Lunar phases (sample background on following slide)

1. Clarify the claim with any qualifier and define key terms. The cyclic pattern of lunar phases can be observed and predicted. cyclic pattern - a pattern that recurs at regular intervals lunar phases - the shapes of the directly sunlit portion of the Moon as viewed from Earth
2. List the evidence. The Earth rotates on its axis in approximately 24 hours. The Moon revolves around the Earth in approximately 29 days. During the Moon’s revolution around the Earth, light from the sun is reflected off the Moon’s surface. The portion of the Moon’s surface that is visible from Earth depends on the relative position of the Moon, the Earth, and the Sun.	3. Analyze the reasoning. Since the Earth rotates on its axis in approximately 24 hours, there is the cyclic pattern of day and night. Since the Moon revolves around the Earth in approximately 29 days, the position of the Moon relative to the Earth and the Sun changes daily. Because the light from the sun reflects off the Moon, we can see the Moon’s shape which is a lunar phase. Since the position of the Moon relative to the Earth and the Sun changes daily, then the portion of the Moon visible from the Earth also changes daily; this results in a cyclic pattern of lunar phases.
4. Identify other arguments for or against the claim. I have observed different lunar phases when looking at the night sky. I can predict that I will see a full moon about once a month.
5. Make a judgment about the quality of evidence, the reasoning, and other arguments. The evidence presented is good because it is based on scientific facts and personal observation. The reasoning that ties the evidence to the claim is logical.
6. State why you accept or reject the claim. I accept this claim because the evidence is based on scientific facts, the reasoning is logical, and I have observed it myself.

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Use these models of the Sun-Earth-Moon system to respond to the claim on the previous slide “The cyclic pattern of lunar phases can be observed and predicted”.

Model 1. Motion of the Earth-Moon-Sun System

Earth rotates (spins) on its axis in about 24 hours
Moon revolves (orbits) around the Earth in about 29.5 days
The Earth-Moon System revolves around the Sun.

Model 2. Lunar Phases

Day 0

Day 25

Day 21

Day 3

Day 7

Day 11

Day 14

Day 18

As the Moon orbits around the Earth, the half of the moon that faces the sun is lit up. As a result, different shapes of the lit portion of the Moon that can be seen from the Earth each night.

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��

Let’s Connect to Writing!

See Chapters 4 & 5 of the Teaching Cross-Curricular Argumentation Routine for further information.

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Options for Co-constructing Digitally in classroom or in Zoom Room

CORGI
Google slides with text boxes
Apps that interact with PDF files, such as Lumin and Kami
Tech-Enhanced CER Instruction

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with SIM Author Janis Bulgren

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Closing Remarks

Adaptive, comprehensive professional learning to empower and support teachers

high-quality PD, instructional coaching, and infrastructure support grounded in partnership principles

SIM micro-credentials available to support onsite capacity building for sustainability

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Wrap up

Thank you for attending!
You will receive an email with a Google Form to sign-up to learn more about the Course First! Approach to CER PD.
Follow-up could include viewing additional examples and resources, and a 1:1 conversation (phone or Zoom) about SIM in your context.