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This month we are going to focus on questioning/inquiry using Costa's theory. Endorsed and used by AVID, teachers at Cross Creek should consider, if they are not doing so, incorporating this structure within their classroom so that students are exposed to this strategy and understanding becomes routine.
Costa’s levels of learning and thinking, is a relative newcomer to the intellectual taxonomy world of cognitive theories. Note: sometimes his taxonomy is called “levels of inquiry,” or “levels of questioning” or “levels of intellectual thinking.” No matter what it is called, it all means the same thing—a way of categorizing and labeling the amount and depth of thinking a student is actually doing. His taxonomy has three levels—a lower level of intellectual thinking, a moderate level of intellectual thinking, and a high level of intellectual thinking.
His learning taxonomy is primarily used by the AVID (Advancement Via Individual Determination) program, which is a successful program targeting kids who normally would not be thinking about going to college. Costa’s Levels of Creative Thinking are used in AVID to encourage both teachers and students to increase their level of intellectual rigor, in the products they make and in the process they go through to make the product. Because his learning taxonomy is relatively simple—there are only three different levels of learning difficulty—Costa’s learning taxonomy has been picked up by many other educators. It’s not hard to see why many individuals have preferred to use Costa’s learning taxonomy other those which have been created by others. His taxonomy is easier for many people to understand because it involves only three different levels of intellectual complexity, as compared with Bloom’s six levels and Schank’s 12 types of cognitive processes."
No matter which learning taxonomy you like or use, the important thing is to make sure students are thinking in multiple ways, rather than relying on one or two thinking or learning processes.
The video link below is targeted to help students understand Costa, but it may also help you if you are unfamiliar.
In the comments below- Using Examples of Costa's Levels of Questions create a level 1,2, 3 question for the photograph featured in the video. Due by Feb 13.
Click on your subject for more specific example samples of levels within each subject
This month will challenge you to be mindful of the types of questions used within the classroom. Using the Example Samples from your subject and with the general understanding of Costa's Three Levels of Thinking and Questioning, you will observe (Veteran) or be the observed (Newbie) within a given time, 30-45 minutes in length and denote the type and quantity of questions asked.
Your team must choose a time where direct instruction or some method of inquiry is used. Observations are due by NLT Feb 22nd. Template is provided below. Please make comments in your learning log. All log entries are due by February 27.
Your team must choose a time where direct instruction or some method of inquiry is used. Observations are due by NLT Feb 22nd. Template is provided below. Please make comments in your learning log. All log entries are due by February 27.
Level 1: Describe the picture, listing the 3 primary elements it contains: the gun, the gavel and the scale.
Level 2: Examine which one weighs more.
Level 3: Speculate why the photographer portrayed a gun as making the scales of justice become unlevel.
1) Gathering Question: What are the items in the picture and when and where would someone use this items?
2) Processing Question: How do you think these items are being portrayed in the picture?
3) Applying Question: Find a current event that would represent this image. Explain why you chose this event.
Level 2: Infer the purpose behind using a gun and a gavel in this picture instead of other objects.
Level 3: Imagine a different way to convey this same message.
1. What items appear in the picture/
2. Compare the uses of each of these items.
3. Why do you think a gun and a gavel were chosen as counter-weights on a scale, and why do you think the gun is so much heavier(or appears to be)?
2. Analyze the connections that can be inferred with a real world scenario between the three items: gun, gavel, scale.
3. Imagine you are reporting on a court trial. Find an actual story from the past 5 years where someone has been charged with a gun violence related incident, and evaluate the appropriateness of the outcome from the jury and the judge, based on the facts given in the report.
Level 2: Which item is heavier and what does that mean?
Level 3: Will this picture be true for all scenarios, or can there exist a situation in which the gavel would be heavier? Explain.
Level 2: Analyze why the items were used.
Level 3: Speculate two different items that could have been used in place of the gun and gavel to convey the same message.
Level 1: What objects can be seen in the image?
Level 2: Analyze the symbolic meaning behind each item. Explain the importance of the "imbalance" of the items. How else could these items in this balance be interpreted?
Level 3: Evaluate the commentary being made about the judicial system and firearms - determine if this image, based on your reading of it, is pro-gun or anti-gun.
Level 2: What makes the gun weigh more than the gavel?
Level 3: How is the situation on the picture related to real life event? Why did they use gun and gavel instead of other things?
2. Analyze the picture and determine the meaning between the gun having more mass then the gavel.
3. In your opinion how does the comparative weight of the gun and gavel relate to today's issues in society?
Level 2: What kind of message is being sent by using the selected items in the picture?
Level 3: Are there other items that could be used to convey a similar message?
1. What do the scales represent? the gun? The gavel?
2. Why is the gavel being weighed against a gun?
3. What do you think is the overarching message of the meme?
Level two: Symbolically, what do the three images represent?
Level three: Devise a scenerio that includes all of the imagery used in the photo.