AVID Announcements Tutorials CSGs on Tomorrow Please turn

AVID Announcements § Tutorials & CSGs on Tomorrow § Please turn in Midterm Progress Report Cards with parent signature! § Last day of the quarter is 12/18/19. You have 2 weeks to get your grades up! § 9 th – Costa’s Level of Thinking: Short Story due today, § Juniors § ACT Testing start today § Khan Academy Worksheet due Friday § Seniors § Order Cap & Gowns by December 31 st!! § Scholarship Tracker is due this Friday

9 th Grade ■ Today you will work on the following: – TRF Sheet for tutorials tomorrow – Costa’s Level of Thinking & Questioning ■ Read “All Summer in a Day” By Ray Bradbury and answer the reading questions. ■ Pay close attention to the questions that you are answering. 2

“All Summer in a Day” By Ray Bradbury ■ What did you notice about the questions? ■ Did they feel like they got harder as you answered the questions? ■ How did you decide what was a Level 1 question? ■ How did you decide what was a Level 3 question? 3

Costa’s Levels of Thinking

Titan Target & EQ Notes Questions/ Key Terms Titan Target 1. Explain the difference between higher and lower-level questions. 2. Practice writing questions from each of Costa’s 3 levels. Essential Question How can inquiry/questioning help me to better understand what I’m learning in my classes?

What is Inquiry? Inquiry is “a seeking for truth, information, or knowledge— seeking information by questioning. ” Being able to recognize different levels of thinking is beneficial for all students in many areas of learning. In AVID, we will be developing higher level questions for Cornell Notes, tutorials and Socratic Seminars It’s true, there is no such thing as a bad question, but some are definitely better than others. We want to use questions that require some serious brain activity!!!

Arthur Costa • Educational researcher • Divided questions into three categories depending on the quality of the question. • If we learn to use these categories, we’ll become better thinkers.

What’s the big deal? • Learning takes place when you produce knowledge not reproduce it. • Recognize a higher-level thinking question: Colleges want you to be able to dig deeper, use higher level thinking questions. • Needed for Cornell Notes, Tutorials and Socratic Seminars…so we can have a common language

Overview of the Levels of Thinking: Level 1 - Readers can point to one correct answer right in the text. Level 2 - Readers infer answers from what the text implicitly states, finding answers in several places in the text. Level 3 - Readers think beyond what the text states. Answers are based on reader’s prior knowledge/experience

Level 1: Level One thinking causes students to recall information. Usually has only one answer. Answers are found RIGHT in the text. Info is recalled in the exact manner/form it was heard. Short answers (usually 1 or 2 words). Ex: What are the names of the planets in the Solar System.

Level 2: Level Two thinking enables students to process information. More than one possible answer w/evidence from the text More abstract, one must manipulate or use the information from the text to find the answer Involves finding info. that supports generalizations or decision-making Short answer or essay Ex: Compare and contrast the planets of

Level 3: Level Three thinking requires students to go beyond the concepts or principles they have learned. Answer goes beyond text. Answer depends on personal experiences, values, interpretation of literature, etc. Asks for judgments to be made from information Gives opinions about issues, judge validity of ideas Essay questions Ex: Use what you know about Earth to analyze

Costa’s Three-Story House

Make your notes FNT notes… Binder Check Formative – FNT Notes Phase 1 – Taking Notes Total of five notes, that are detailed and address all areas of the topic. Essential Question recorded for each note. All Dates are in Pen. Phase 2 – Processing Notes At least TWO of the following are evident: Highlighting, Underlining, Circling, Starring, Boxing. Evidence of added and/or deleted information or thoughts. At least TWO different colors are evident, other than the color you wrote your notes in (total of 3). All five notes have original and authentic questions. Questions use higher-level inquiry and thinking (Costa’s Levels/Bloom’s Taxonomy). All five notes have a well written, thoughtful summary that is at least THREE sentences long. Summary reflects the essential question, higher-level questions, and answers the question “What have I learned? ” Phase 3 – Connecting Thinking Phase 4 – Summarizing and Reflecting

Pledge of Allegiance n n Create one Level 1, Level 2, and Level 3 question using the Pledge of Allegiance. I pledge allegiance to the flag of the United States of America and to the Republic for which it stands; one nation under God indivisible with liberty and justice for all. ¡ Level one: Define liberty. ¡ Level two: Analyze what “justice for all” really means. ¡ Level three: Imagine you were on a committee to reevaluate the Pledge. Would you change it or leave it the same? Explain.

ACT TESTING 11 th Grade 17

12 th Grade ■ Today you can continue to work on the following: – CSG Sheet for Collaborative Study Groups tomorrow – Scholarship Tracker & Search – College Applications 18