Five Kinds of Teacher Thinking Description
Regardless of your preferred teaching style, what you teach, or who you are teaching, having a sound plan is essential to a successful lesson. In this in-service participants will learn how to design lessons using the "Five Kinds of Teacher Thinking." These five ways of thinking can guide a teacher in designing a lesson with the objective in mind that supports student mastery. Participants will gain insight on the quality of one's thinking that directly accounts for the effectiveness of student learning experiences. Learn how a clear, rigorous, and well articulated objective allows you as the teacher to anchor your assessment in solid ground while weaving non linguistic representation into your daily activities.
The following is a summary from Mischel Miller on Five Kinds of Teacher Thinking:
- A mastery objective is created to state “what” you want the students to learn, and “how” you will know if they learned it.
- Mastery objectives are appropriate if they can be assessed, either informally or formally.
- All mastery objectives start with the learner as the subject, “students (teachers, principals, coaches) will be able to…THEN the all-important verb, explain, make, describe, compare, demonstrate (by)…
- Criteria for success, as, “did you do it good enough.”
Resource Links Below to Five Kinds of Teacher Thinking
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PlanningMasterfully
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Provides a lesson plan guide for introducing the Five Kinds of Teacher Thinking |
| Lesson Objectives |
Provides a review of the definitions associated with Five Kinds of Teacher Thinking |
| Blooms Action Verbs |
List of Action Verbs associated with old taxonomy, only uses verbs that are in the higher cognative range by excluding knowledge and comprehension |
| Revised Bloom for Common Core |
represents a continuum of increasing cognitive complexity—from lower order thinking skills to higher order thinking skills and is useful for developing objectives for a common core lesson
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| Theory of Critical Thinking |
New revisions the six major categories of the cognitive domain were changed from noun to verb format and some subcategories were reorganized. |
| DOK Guide |
This DOK guide provides a model employed to analyze the cognitive expectation demanded by standards, curricular activities and assessment tasks (Webb, 1997). |
| DOK Chart |
DOK chart provides a range of levels of knowledge useful when developing task or assessments.
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| DOK Overview Information |
Defines DOK as it is applied to rubric development or summative assessments. |
| Depth of Knowledge Overview |
Provides a crossover chart of blooms and DOK levels and is useful for developing levels of rigors and relevance to a given task. |
| Teaching and Learning Grid |
Provides a quatrant to establish the perfomance level of a task as it applies the knowledge taxonomy and task relevance. |
| Teaching for Rigor & Relevance |
This guide provides information on how to design Common Core assessments based on the Rigor and Relevance Model.
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