Instructional Strategy Lessons for Educators
Secondary Education (ISLES-S)
QUESTION & REVIEW:
Higher Order Questions
Games
Declarative Knowledge Level
Higher Order Questions
Instructional
Strategies
First Impressions
• How can I engage students in higher order thinking?
• How can I scaffold students learning so that they move
from basic knowledge to deep understanding?
• How can I encourage students to become more
autonomous learners?
Objectives:
Section 1
Definition and Purpose
Students will be able to...
1. Define higher order
questions.
2. Identify the purpose of
using higher order
questions in the classroom.
3. Identify at least two
examples of how to use
higher order questions in
the classroom.
4. Articulate the benefits of
using higher order
questions in the classroom.
Instructors often use basic questioning strategies to encourage students to recall what they are
directly taught. However, relying solely on this type of questioning neglects the students’
capacity for higher order thinking.
Higher order questions charge students to actively engage with content. As they evaluate,
synthesize, analyze, and apply information, students’ understanding of concepts becomes
internalized.
Graduating students to higher order questions promotes a deeper understanding of content. A
student who has developed these thinking skills will be able to process information, articulate it
to others, and synthesize it, all activities illustrated by Bloom’s Revised Taxonomy.
Over time, the consistent use of higher level questions helps students with explaining,
defending, analyzing, and evaluating their own perspectives.
What's This?
Higher order questions...
• elicit responses that go beyond simple information and
rote memorization.
• are open-ended and may have many possible "right"
answers.
• engage students in higher order thinking skills, such as
interpretation and problem-solving.
• require more complex thinking, such as evaluating and
justifying opinions and synthesizing ideas.
• develop skills that are used in real life decision making,
such as generating and supporting hypotheses.
“Complex, real-life problems often demand complex solutions, which are obtained through higher level thinking processes.
Teaching higher order thinking, then, provides students with relevant life skills and offers them an added benefit of helping
them improve content knowledge, lower order thinking, and self-esteem” (DeVries & Kohlberg, 1987; McDavitt, 1994; Son &
VanSickle, 1993).
Take a Look
How do you utilize higher order questioning throughout a unit?
Consider the types of questions you ask students to elicit critical thinking during any part of a lesson. Do the questions...
• challenge students to construct a response based on their on thoughts rather than basic recall?
• ask students to infer based on textual evidence?
• engage students to give open-ended responses or constructed responses rather than one word answers?
In what classroom situation would you use higher order questions?
• Whole group discussion.
• Small group discussion.
• Seminar.
• Tests, both multiple choice and constructed response.
• Study guides.
Instructional
Strategies
Revised Bloom’s Taxonomy Activity
Drag the word or phrase to the correlating
level of Revised Bloom’s Taxonomy.
Compose, Design
Debate, Critique
Categorize, Compare
Construct, Implement
Interpret, Summarize
Identify, Name
Categorize…
Identify, …
Compose, …
Interpret, …
Debate, …
Construct, …
Check Answer
Section 2
Real Life Examples
How will higher order thinking look in my classroom?
A wealth of strategies exist to engage students in higher order thinking. Most can be modified to accommodate a wide range of age
and ability levels.
Watch this short video to see higher order thinking in action.
• Whole class discussions, Socratic seminars, and debates
• Bloom’s Balls
• Question stems
Think About
Consider the concept of a Paideia Seminar, a classroom practice that can challenge students to engage in higher order thinking
skills in any discipline.
1. Using resources from the National Paideia Center, choose the category that
most closely fits your discipline.
Asking Higher Order Questions
2. Which text would add to the content of your lesson?
3. After reading through a seminar plan for the text of your choosing, which
questions seem to be higher order questions?
4. What types of responses might those questions spark?
5. What questions of your own could you add to either enrich or scaffold the
existing questions?
Scaffolding Start with basic skills or
information and build up to higher order
questions that increase the depth of
student cognition.
Wait Time Instead of fearing silence,
teachers must accept that thinking time is
necessary for students to fully process
their responses to a question.
Autonomy By formulating their own
higher order questions, students delve
even more deeply into the material.
Student-generated questions also allow
instructors to observe students’ levels of
engagement and understanding.
7
Classroom Examples
Question 1 of 2
Which of the following does NOT require
students to use a higher order thinking skill?
A. Recall the primary author of the
Declaration of Independence.
B. Compose a response to the
Declaration of Independence
from the perspective of the
British.
C. Compare the Articles of
Confederation to the United
States Constitution.
D. Examine the United States
Constitution to determine which
of its features has allowed it to
endure as a “living document”
that has remained relevant for
over 200 years.
Check Answer
8
Section 3
Benefits
Why use higher order questions?
To encourage depth of understanding. Asking higher
order questions compels students to hone their natural abilities
to analyze, evaluate, create, and question sources. This effort, in
turn, deepens their comprehension of concepts being taught.
Learn More About Higher
Order Questions
Teaching Higher Order Thinking
Benefits for At-Risk Students
“H.O.T.” activities for a variety of
disciplines.
To foster engagement with content. Carefully formulated
questions are blueprints that demonstrate to students how to
connect with material using a variety of higher order thinking
skills, from synthesis to application.
To champion students’ investment in their own
learning. Higher order questions teach students how to think,
rather than what to think. In addition, the personal connections
made by higher order thinking establish the relevance and value
of learning to the individual student.
To enrich their futures. Students capable of formulating and
responding to higher order questions are able to synthesize
information and analyze situations that they encounter in their
academic and professional life, making them more successful
and marketable as 21st century citizens.
Section 4
Resources
Barron, B., & Darling-Hammond, L. (2008). Teaching for
meaningful learning: A review of research on inquiry-based and
cooperative learning. Powerful learning: What we know about
teaching for understanding, 11-70. Del Lisi, R., & Wolford, J. L. (2010). Improving children's mental
rotation accuracy with computer game playing. The Journal of
Genetic Psychology: Research and Theory on Human
Development , 163(3), 272-282.
Brown, G. A., & Edmondson, R. (1984). Asking questions. In E. C.
Wragg (ed.), Classroom Teaching Skills. The Research
Findings of the Teacher Education Project. New York: Nichols
Publishing. Retrieved from ERIC database. (ED241530)
Duffy, T. M., & Cunningham, D. J. (1996). Constructivism:
Implications for the design and delivery of instruction, In D. H.
Jonassen, (Ed.) Handbook of Research for Educational
Communications and Technology. NY: Macmillan Library
Reference.
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition
and the culture of learning. Educational Researcher. Retrieved
from http://www.sociallifeofinformation.com/
Situated_Learning.htm
Burden, P. R., & Byrd, D. M. (2013). Methods for effective
teaching (6th ed.). Boston: Pearson.
Coelho, E. (2007). Adding English: A guide to teaching in
multilingual classrooms. Don Mills, Ontario, Canada: Pippin
Publishing.
Ericsson, K. A., Krampe, R. T., & Tesch-Romer, C. (1993). The role
of deliberate practice in the acquisition of expert performance.
Psychological Review, 100(3), 363-406.
Ernst-Slavit, G., Moore, M., & Maloney, C. (2002). Changing lives:
teaching English and literature to ESL students. Journal of
Adolescent & Adult Literacy, 46, 116-128. Retrieved from ERIC
database. (EJ653524)
Ertmer, P. A., & Simons, K. D. (2005). Scaffolding teachers' efforts
to implement problem-based learning. International Journal
of Learning, 12(4), 319-327.
Resources
Forinash, K., & Wisman, R. (2001). The Viability of Distance
Education Science Laboratories. THE Journal, 29(2), 40-41+.
Frederick, A. (2005). The complete idiot’s guide to success as a
teacher. New York, NY: Alpha Books.
Games-to-Teach Project (2006). Retrieved from http://
icampus.mit.edu/projects/GamesToTeach.shtml
Games for the ESL/EFL Classroom. (2005). Retrieved from
http://iteslj.org/games/
Gee, J. P. (2004). Learning by design: Game as learning
machines. Retrieved from http://greav.ub.edu/der/
index.php/der/article/download/73/161
Gee, J. P. (2005a). Good videogames and good learning, Phi
Kappa Phi Forum, 85-92.
Gee, J. P. (2005b). Learning by design: Good video games as
learning machines. E-learning and digital media, 2(1).
Retrieved from http://www.academiccolab.org/resources/
documents/Game%20Paper.pdf
Gee, J. P. (2005c) Why video games are good for your soul:
Pleasure and learning. Australia: Common Ground.
Gersten, R., Taylor, R., & Graves, A. (1999). Direct instruction
and diversity. In R. Stevens (Ed.) , Teaching in American
schools. (pp. 81-106). Upper Saddle River, NJ: Merrill/
Prentice Hall.
Goldenberg, C. (2008, Summer). Teaching English language
learners: what the research does – and does not – say.
American Educator, 8-44.
Gordon, A. K. (1970). Games for growth; Educational games in
the classroom. Palo Alto, CA: Science Research Associates.
Retrieved from ERIC database. (ED058715)
Grant, L., Hindman, J., & Stronge, J. (2010). Planning,
instruction, and assessment. Larchmont, NY: Eye on
Education.
Hill, J., & Flynn, K. (2006). Classroom instruction that works
with English language learners (14-22). Alexandria, VA:
Association for Supervision and Curriculum Development.
Hung, W., Jonassen, D. H., & Liu, R. (2008). Problem-based
learning. Handbook of research on educational
communications and technology, 3, 485-506.
11
Resources
Internet Second Language Collective (2009). Let me introduce
myself. Retrieved from http://en.islcollective.com/resources/
printables_page?id=673
Kirriemuir, J., & McFarlane, A. (2002). Literature review in
games and learning: A report for NESTA Futurelab.
Retrieved from http://hal.inria.fr/docs/00/19/04/53/PDF/
kirriemuir-j-2004-r8.pdf
Krashen, S., & Terrell, T. (1983). The natural approach:
Language acquisition in the classroom. San Francisco, CA:
The Alemany Press.
Marzano, R., Pickering, D., & Pollock, J. (2001). Research-based
strategies for increasing student achievement. Classroom
instruction that works. Alexandria, VA: Association for
Supervision and Curriculum Development.
McDavitt, D. S. (1994). Teaching for understanding: Attaining
higher order learning and increased achievement through
experimental instruction. Retrieved from ERIC database. (ED
374093)
Meluso, A., Zheng, M. Spires, H. A., & Lester, J. (2012).
Enhancing 5th graders’ science content knowledge and selfefficacy through game- based learning. Computer &
Education, 59(2), 497-504. doi:10.1016/j.compedu.
2011.12.019
Moursund, D. (2007). Introduction to using games in education:
A guide for teachers and parents. Eugene, OR: University of
Oregon. Retrieved from http://darkwing.uoregon.edu/
~moursund/Books/Games/Games.pdf
Orlich, D., Harder,R., Callahan, R., & Gibson, M.
(1998).Teaching strategies: A guide to better instruction.
Boston, MA: Houghton Mifflin.
Pivec, P. (2009). Game-based learning or game-based teaching?
London: Becta. Retrieved from http://dera.ioe.ac.uk/1509/1/
becta_2009_emergingtechnologies_games_report.pdf
Son, B., & VanSickle, R. L. (1993, April). Problem-solving
instruction and students’ acquisition, retention and
structuring of economics knowledge. Paper presented at the
Annual Meeting of the American Educational Research
Association, Atlanta, GA. Retrieved from ERIC database.
(ED366627)
12
Resources
Strobel, J., & van Barneveld, A. (2009). When is PBL more
effective? A meta-synthesis of meta-analyses comparing PBL
to conventional classrooms. Interdisciplinary Journal of
Problem-based Learning, 3(1), 4.
Taba, H., Durkin, M. C., Fraenkel, J. R., & NcNaughton, A. H.
(1971). A teacher's handbook to elementary social studies: An
inductive approach (2nd ed.). Reading, MA: Addison-Wesley.
Taylor, B., Pearson, P., Peterson, D., & Rodriquez, M. (2003).
Reading growth in high poverty classrooms: The influence of
teacher practices that encourage cognitive engagement in
literary learning. The Elementary School Journal, 104(1),
121-135.
Teachers of English to Speakers of Other Languages. (2010).
TESOL Comments on the Common Core State Standards
(Letter to Council Chief State School Officers and National
Governors Association). Alexandria, VA 22314. Retrieved
from http://www.tesol.org/docs/pdf/13225.pdf?sfvrsn=2
Thomas, A. & Thorne, G. (n.d) Higher Order Thinking. Retrieved
from http://www.cdl.org/resource-library/articles/
highorderthinking.php
Vogler, K. E. (2008). Thinking Skills NOW. Educational
Leadership. Retrieved from http://www.ascd.org/
publications/educational-leadership/summer08/vol65/
num09/Asking-Good-Questions.aspx
Walker, A., & Leary, H. (2009). A problem based learning meta
analysis: Differences across problem types, implementation
types, disciplines, and assessment levels. Interdisciplinary
Journal of Problem-based Learning, 3(1), 6.
Warren, S., Dondlinger, M. J., Stein, R., & Barab, S. (2009).
Educational Game as Supplemental Learning Tool: Benefits,
Challenges, and Tensions Arising from Use in an Elementary
School Classroom. Journal of Interactive Learning Research,
20(4), 487-505.
Thomas, J. W. (2000). A review of research on project-based
learning. Retrieved from http://www.ri.net/middletown/
mef/linksresources/documents/
researchreviewPBL_070226.pdf
13
Games
Instructional
Strategies
First Impressions
• How can I use games to increase student engagement in
the learning process?
• How does game design mirror lesson planning?
• How can I use games to provide feedback and
remediation?
Objectives:
Section 1
Definition and Purpose
Students will be able to...
1. Recognize elements that
define games and
simulations.
2. Identify the purpose of
using games and
simulations in the
classroom.
3. Provide at least two
examples of educational
games and simulations.
4. Describe the benefits of
teaching with games and
classroom.
Increasing student engagement is a nation-wide imperative. Heightened engagement has been
linked with higher academic and literacy achievement, according to the Common Core State
Standards and other research.
Using games in an academic setting provides an informal social learning environment that
motivates students while increasing focus and participation through competition and teamwork.
What’s This?
Games...
• are activities comprised of competition, engagement, and immediate rewards.
• support academic work when designed in such a way that learning objectives are integral to game play.
• may be used to energize the classroom, increase interest in a topic, and motivate student learning.
• use score-keeping elements or completion prerequisite conditions to encourage students to monitor their own progress.
• promote intrinsic motivation through challenge, curiosity, control and fantasy.
• offer immediate rewards, such as points, descriptive feedback, recognition, or victory.
Instructional
Strategies
16
Take a Look
How can instructors use games to craft curriculum?
When constructing engaging curriculum, educators can utilize those principles that make particular games successful. In fact, many
of the interactive and immersive activities used in classrooms already look a lot like games.
The Power of Game-Based Learning
Learning with Video Games
Katie Salen (Big Thinkers Series) from eduTopia
James Paul Gee - eduTopia
Educators interested in creating game-based lessons should ask themselves the following questions:
• What is the final goal of the game? This is the big question in a lesson plan.
• What skills must the player demonstrate to move forward? These are the lesson objectives.
• What are outcomes of success or failure? These are the assessments of the student’s work.
How are gaming simulations used in the classroom?
An gaming simulation conveys an experience in which a learner goes through a sequential or non-sequential series of events that
models or emulates a real-world scenario. The experience does not represent the entire complexity of a learning experience; however,
it highlights the salient parts.
A simulation provides a conceptual structure in which students may model a behavior in order to better understand that behavior.
This modeling process highlights relationships between concepts. Participating in simulations provides students with a concrete format for theoretical information. This helps students develop
effective situational strategies and improves critical thinking. When multiple storyline pathways are provided, students are able to test
a variety of outcomes in a safe environment.
Instructional
Strategies
Section 2
Real Life Examples
How will the use of games look in my classroom?
Scavenger hunts, physical activities, board and card games, role playing, video games - educational games abound. A quick search online will
yield hundreds of options.
Wheel of Geology
Disaster Dynamics
Scrabble Clubs
Times Table Football
Classroom Examples of Gaming Simulations
The internet connects educators and students with numerous gaming simulations that allow students to virtually confront and solve real
world problems in a safe environment.
Civilization V
Who Killed William Robinson
Age of Empires III
Oregon Trail
Free online physics, chemistry, biology, earth science,
and math simulations
Making History
Railroad Tycoon II
Sim City 4
Salem: Witchcraft Hysteria
PhET Interactive Simulations
University of Colorado
http://phet.colorado.edu.
20
Think About
Having clearly defined procedures can prevent frustration from both students and teachers during a game in the classroom. Identify
procedures for implementing games in your classroom.
1. Have students been taught the procedures?
2. Are the guidelines outlined clearly enough for students to understand?
3. Have students had an opportunity to practice procedures?
4. Have you identified any potential misunderstandings or problem spots?
Instructional
Strategies
21
Section 3
Benefits
Why use games?
To improve students’ attitudes towards learning. Integration of games into classroom settings has been associated with
student achievement and motivation.
To aid in long term retention. The gamification of classroom instruction provides an opportunity to make connections and
transfer existing information to new situations. These connections reinforce information used during game play, making it more
memorable.
To provide immediate feedback. Students don’t always recognize when they have failed to learn something. The use of games
and simulations in the classroom can provide students with immediate feedback as they test their understanding of the material.
To provide opportunities for remediation and practice. For every action or decision made within the framework of a game,
there is a reaction. This provides prompt remediation and practice when necessary and redefines failure as an opportunity to
improve.
To scaffold learning. As players complete tasks, master skills, or acquire points, they move to increasingly difficult levels where
they apply and synthesize skills and information learned previously.
Learn More About Games
The 10 Best Reasons to Use Classroom Games
Gamifying Student Engagement
100 Great Game Based Learning and Gamification
Resources
Level Up: Video Games Are the New Educational
Hack
Video Games in Learning? These 50 Videos
Explain What’s Possible
What Video Games Have to Teach Us About
Learning and Literacy
Instructional
Strategies
23
Section 4
Resources
Barron, B., & Darling-Hammond, L. (2008). Teaching for
meaningful learning: A review of research on inquiry-based
and cooperative learning. Retrieved from http://
www.edutopia.org/pdfs/edutopia-teaching-for-meaningfullearning.pdf
Brown, G. A., & Edmondson, R. (1984). Asking questions. In E. C.
Wragg (ed.), Classroom Teaching Skills. The Research
Findings of the Teacher Education Project. New York: Nichols
Publishing. Retrieved from ERIC database. (ED241530)
Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition
and the culture of learning. Educational Researcher. Retrieved
from http://www.sociallifeofinformation.com/
Situated_Learning.htm
Burden, P. R., & Byrd, D. M. (2013). Methods for effective
teaching (6th ed.). Boston: Pearson.
Coelho, E. (2007). Adding English: A guide to teaching in
multilingual classrooms. Don Mills, Ontario, Canada: Pippin
Publishing.
Del Lisi, R., & Wolford, J. L. (2010). Improving children's mental
rotation accuracy with computer game playing. The Journal of
Genetic Psychology: Research and Theory on Human
Development, 163(3), 272-282.
Duffy, T. M., & Cunningham, D. J. (1996). Constructivism:
Implications for the design and delivery of instruction, In D. H.
Jonassen, (Ed.) Handbook of Research for Educational
Communications and Technology. NY: Macmillan Library
Reference.
Ericsson, K. A., Krampe, R. T., & Tesch-Romer, C. (1993). The role
of deliberate practice in the acquisition of expert performance.
Psychological Review, 100(3), 363-406.
Ernst-Slavit, G., Moore, M., & Maloney, C. (2002). Changing lives:
teaching English and literature to ESL students. Journal of
Adolescent & Adult Literacy, 46, 116-128. Retrieved from ERIC
database. (EJ653524)
Resources
Ertmer, P. A., & Simons, K. D. (2005). Scaffolding teachers'
efforts to implement problem-based learning. International
Journal of Learning, 12(4), 319-327.
Forinash, K., & Wisman, R. (2001). The Viability of Distance
Education Science Laboratories. THE Journal, 29(2), 40-41+.
Frederick, A. (2005). The complete idiot’s guide to success as a
teacher. New York, NY: Alpha Books.
Games-to-Teach Project (2006). Retrieved from http://
icampus.mit.edu/projects/GamesToTeach.shtml
Gee, J. P. (2005c) Why video games are good for your soul:
Pleasure and learning. Australia: Common Ground.
Gersten, R., Taylor, R., & Graves, A. (1999). Direct instruction
and diversity. In R. Stevens (Ed.) , Teaching in American
schools. (pp. 81-106). Upper Saddle River, NJ: Merrill/
Prentice Hall.
Goldenberg, C. (2008). Teaching English language learners: what
the research does – and does not – say. American Educator,
Summer, 8-44.
Games for the ESL/EFL Classroom. (2005). Retrieved from
http://iteslj.org/games/
Gordon, A. K. (1970). Games for growth; Educational games in
the classroom. Palo Alto, CA: Science Research Associates.
ERIC ED058715.
Gee, J. P. (2004). Learning by design: Game as learning
machines. Retrieved from http://greav.ub.edu/der/
index.php/der/article/download/73/161
Grant, L., Hindman, J., & Stronge, J. (2010). Planning,
instruction, and assessment. Larchmont, NY: Eye on
Education.
Gee, J. P. (2005a). Good videogames and good learning, Phi
Kappa Phi Forum, 85-92.
Hill, J., & Flynn, K. (2006). Classroom instruction that works
with English language learners (14-22). Alexandria, VA:
Association for Supervision and Curriculum Development.
Gee, J. P. (2005b). Learning by design: Good video games as
learning machines, E-learning and digital media, 2(1).
Retrieved from http://www.academiccolab.org/resources/
documents/Game%20Paper.pdf
25
Resources
Hung, W., Jonassen, D. H., & Liu, R. (2008). Problem-based
learning. Handbook of research on educational
communications and technology, 3, 485-506.
Internet Second Language Collective (iSL, 2009). Let me
introduce myself. Retrieved from http://en.islcollective.com/
resources/printables_page?id=673
Kirriemuir, J., & McFarlane, A. (2002). Literature review in
games and learning: A report for NESTA Futurelab.
Retrieved from http://hal.inria.fr/docs/00/19/04/53/PDF/
kirriemuir-j-2004-r8.pdf
Krashen, S., & Terrell, T. (1983). The natural approach:
Language acquisition in the classroom. San Francisco, CA: The
Alemany Press.
Marzano, R., Pickering, D., & Pollock, J. (2001). Research-based
strategies for increasing student achievement. Classroom
instruction that works. Alexandria, VA: Association for
Supervision and Curriculum Development.
McDavitt, D. S. (1994). Teaching for understanding: Attaining
higher order learning and increased achievement through
experimental instruction. Retrieved from ERIC database. (ED
374093)
Meluso, A., Zheng, M. Spires, H. A., & Lester, J. (2012).
Enhancing 5th graders’ science content knowledge and selfefficacy through game- based learning. Computer & Education,
59(2), 497-504. doi:10.1016/j.compedu.2011.12.019
Moursund, D. (2007). Introduction to using games in education:
A guide for teachers and parents. Eugene, OR: University of
Oregon. Retrieved from http://darkwing.uoregon.edu/
~moursund/Books/Games/Games.pdf
Orlich, D., Harder,R., Callahan, R., & Gibson, M. (1998).Teaching
strategies: A guide to better instruction. Boston, MA:
Houghton Mifflin.
Pivec, P. (2009). Game-based learning or game-based teaching?
London: Becta. Retrieved from http://dera.ioe.ac.uk/1509/1/
becta_2009_emergingtechnologies_games_report.pdf
Son, B., & VanSickle, R. L. (1993). Problem-solving instruction
and students’ acquisition, retention and structuring of
economics knowledge. Paper presented at the Annual Meeting
of the American Educational Research Association, Atlanta,
GA. Retrieved from ERIC database. (ED366627)
26
Resources
Strobel, J., & van Barneveld, A. (2009). When is PBL more
effective? A meta-synthesis of meta-analyses comparing PBL to
conventional classrooms. Interdisciplinary Journal of
Problem-based Learning, 3(1), 4.
Taba, H., Durkin, M. C., Fraenkel, J. R., & NcNaughton, A. H.
(1971). A teacher's handbook to elementary social studies: An
inductive approach (2nd ed.). Reading, MA: Addison-Wesley.
Taylor, B., Pearson, P., Peterson, D., & Rodriquez, M. (2003).
Reading growth in high poverty classrooms: The influence of
teacher practices that encourage cognitive engagement in
literary learning. The Elementary School Journal, 104(1),
121-135.
Teachers of English to Speakers of Other Languages. (2010).
TESOL Comments on the Common Core State Standards
(Letter to Council Chief State School Officers and National
Governors Association). Alexandria, VA 22314. Retrieved from
http://www.tesol.org/docs/pdf/13225.pdf?sfvrsn=2
Thomas, A. & Thorne, G. (n.d.) Higher Order Thinking. Retrieved
from http://www.cdl.org/resource-library/articles/
highorderthinking.php
Vogler, K. E. (2008). Thinking Skills NOW. Educational
Leadership. Retrieved from http://www.ascd.org/publications/
educational-leadership/summer08/vol65/num09/AskingGood-Questions.aspx
Walker, A., & Leary, H. (2009). A problem based learning meta
analysis: Differences across problem types, implementation
types, disciplines, and assessment levels. Interdisciplinary
Journal of Problem-based Learning, 3(1), 6.
Warren, S., Dondlinger, M. J., Stein, R., & Barab, S. (2009).
Educational Game as Supplemental Learning Tool: Benefits,
Challenges, and Tensions Arising from Use in an Elementary
School Classroom. Journal of Interactive Learning Research,
20(4), 487-505.
Thomas, J. W. (2000). A review of research on project-based
learning. Retrieved from http://www.ri.net/middletown/mef/
linksresources/documents/researchreviewPBL_070226.pdf
27
Subject Specific
Instructional
Strategies
Career & Technical Education
Section 1
Career & Technical Ed.
Question & Review
Per the ISLES Module, question and review is limited to (1) higher level questions that ask for explanations and (2) educational
games. While Bloom’s revised taxonomy delineates several categories of thinking skills, for the purposes of this chapter, higher
order thinking skills will refer to just the three highest—analyzing, evaluating, and creating.
Higher order questions tend to be open-ended and lead to divergent thinking. Examples of higher order question types include
application questions, analytical questions, synthesis questions, interpretive questions and evaluative questions.
Some examples of higher-level questions in the Business and Marketing Education curriculum follow:
Computer Applications (Analyzing): What would happen if you removed the ROM memory from this computer?
Marketing (Creating): Using your computer, create an advertisement that contains copy, graphics, a headline, a tag
line, and company contact information.
Marketing (Analyzing): Why was Coca-Cola unable to successfully introduce “New Coke” 25 years ago? Make a
PowerPoint that justifies your response.
E-Commerce (Evaluating): Given two e-commerce websites, pick the ad that is most successfully promotes its
company’s products. Provide support for your choice.
CTE
Instructional
Strategies
Games
Using games in class can be beneficial when teaching kids to apply learned skills and concepts to real-world scenarios. Virtual
simulations games allow students to implement problem solving and critical thinking skills. The following sites and games have
been listed according to specific courses, but can be applied to a variety of classroom setting and used in a variety of lessons.
Some examples of when to use games in the classroom:
• When assigning independent work time, allowing students to work on and complete simulations on their own time, whether at
home or after completing assignments in class.
• Bell ringers: a great way to get students working from the get-go! Best for quick-to-play games that only take a few minutes to
complete. • Team/Group Activity: Allow students to complete the simulations or challenges together. Sites like Virtual Business actually have
built-in challenges that allow the students to work in teams that can either be self-selected or teacher-selected.
• Formative Assessment: to check for students’ understanding concepts. Games allow students to attempt and reattempt completing
various challenges in order to master a particular skill. • Summative Assessment: Give students are particular task to complete in a given amount of time. Games in Career & Technical Education
Students learn and practice when games are used in a formal education setting, and the flexibility and variety of games means
teachers can take into consideration the class climate as well as the learning styles of individual students when they choose or create
games. Leadership, innovation, and the ability to adapt and upgrade skills are among the core values of Career and Technical
education cited by the Department of Public Instruction Planning Guide, and all can be mastered through the use of games. 21st
century learners should be able to think creatively, work cooperatively, and solve problems; games are a perfect venue for
practicing these facilities.
A few reliable online resources for games in the classroom include:
Quia.com
Teacher can use activities on Quia for free; however, you must have a subscription, which costs $49/year, to use more advanced
features such as creating a roster or original content. Because student features are always free, Quia is best used for students to
access on an individual basis to gauge their understanding of material.
UNCW Educational Games
The University of North Carolina at Wilmington (UNCW) has gathered an assortment of educational games to meet every need:
whole class, individual, PowerPoint-based, Excel-based, and more. The games templates are free of charge, and teachers can
download templates and modify them without worrying about copyright and trademark issues. More games are available in the
Teacher Pay Teachers store for minimal prices.
Educade.org
A collective database of teacher-made
educational material, educade.org allows you
to refine your search by tool types, platform,
grade level, and subject matter to find exactly
what you need. The Design & Engineering
section and the Business section will prove
particularly useful for CTE teachers.
Entrepreneurship
Virtual Business ® requires a paid prescription
Knowledge Matters provides web-based simulations designed for high school curriculum in various areas including Retailing, Sports,
Management, Restaurant Management and Personal Finance. For Entrepreneurship, the Restaurant Management simulation includes lesson plans for the teacher to connect the simulation
activities to their specific curriculum. Each lesson requires the students to complete Reading and Math components and to follow the
instructions for each of the simulation challenges. The Lemonade Stand ®
Lemonade Stand Game game is a quick-to-play simulation game that challenges players to make as much money in 30 days as
possible. Students utilize skills in sales forecasting, inventory maintenance, analyzing market conditions and customer service.
Just for Clicks Business Game ™
TeachingKidsBusiness.com has created a game that allows students to create their own product and business idea. The game takes
kids through the process of starting their own business including naming the business, product development, targeting a market and
creating advertising. Personal Finance
Gen I Revolution ©
In this mission-based game players battle the "Murktide" - a pandemic of financial illiteracy. Players scavenge the environment for
information, clues and tutorials to help them make the decisions needed to solve the mission. This game covers a broad gamut of
financial decisions but specializes in saving, investing and diversifying. This game requires a student to reach educated decisions
based upon their understanding of the information presented and therefore it is not easy.
EverFi ™
This financial literacy certification program builds on their middle school programs (Vault - Understanding Money, Ignition - Digital
Literacy, & Radius - STEM readiness). EverFi has 9 modules with pre and post assessments that cover a variety of topics including
banking, insurance, financing higher education and taxes. There are instructional videos throughout the modules and the modules
are delivered in a step-by-step method that provides an easy delivery.
Financial Entertainment ©
Celebrity Calamity is one of four games offered on the site. These games are just that: games. They have financial themes that a
player will more subtly familiarize themselves with. For example, Celebrity Calamity deals with priorities, debit, and credit limits and
interest rates. Students can log in and pick up where they left off, which makes it a good activity for students to do if they complete
assignments early. Keep a leader-board in class and encourage achievement but it would be very difficult to create a lesson around
these games.
YouAreHere
The Federal Trade Commission brings us this interactive shopping mall to help teach lessons on Advertising & Marketing, Privacy &
Identity Theft, Frauds and Scams, and Competition. The website is intended for middle school but the activities and lesson plans
provided to coincide with the activities are great starting points to teach some tricky topics in consumer awareness and safety.
Wall Street Survivor ®
There are several stock market games and simulators out there but Wall Street Survivor provides one that is very interactive and
engaging and FREE. The stocks prices change with the market, the customization options for the teacher are good, recommendations
and Motley Fool advice are at their fingertips. As a bonus there are courses built into the site that cover the stock market and other
personal finance topics like buying a car, so a teacher can assign courses and students can earn badges to prove they've passed the
courses. Students can also see how they match up against classmates, they can continue to enter other leagues and compete on their
own, and teachers can play too to show them how it’s done.
Spent
Players are given a dire financial situation: home foreclosure,
job layoff, etc., and are given choices to make regarding their
financial future. The task is to make it to 30 days with money
remaining in your account. This game is very quick to play and
allows students to see the impact that certain choices have on
their lives.
Spent: Financial Decision Making Game
Marketing
Logo Quiz
Logo Quiz is an available as an app on your smartphone or tablet. Players guess which company the logo or trade character belongs
to. Great as a bell ringer or ice breaker with students.
MarketPlace ®
MarketPlace Live Simulations offers several different simulations suited for
various courses. Teachers can select the criteria that best matches their
particular course and the site will match their course to the appropriate
simulation.
MarketPlace Target Market Lesson
MarketPlace Introduction
MSITA
Ribbon Heroes
Ribbon Heroes provides the ability for students to learn the various ribbons in an interactive environment.
Sports & Entertainment Marketing
Federal Reserve Bank of Boston: Peanuts & Crackerjacks
Sponsored by the Federal Reserve Bank of Boston, this sports-based scenario teaches economic concepts for everyday life. While
focused on sports, the topic is simply a hook to get students interested.
Phase One of Peanuts and Crackerjacks Game
Peanuts and Crackerjacks Quiz Feature
Show Business: Economics of Entertainment
Sponsored by the Federal Reserve Bank of Boston, this activity is based on the entertainment industry. It covered a broad range of
economic topics, including some pieces of economic history.
CTE
Instructional
Strategies
Credits
Development of the ISLES modules
was supported financially by the
Teacher Quality Partnership grant
program of the U.S. Department of
Education, Office of Innovation and
Improvement.
Images used with permission.
©2014 East Carolina University
Creation, development, and editing were provided by the following individuals:
Adu-Gyamfi, Kwaku; Barker, Renea; Berry, Crisianee; Brown, Cindi; Eissing, Jennifer; Finley, Todd;
Flinchbaugh, Michael; Garner, Kurt; Guidry, Allen; Harris, Julie; Hodge, Elizabeth; Hutchinson, Ashley;
Jenkins, Kristen; Kester, Diane; Knight, Liza; Lewis, Greg; Liu, Yan; Noles, Stephanie; Nunns, Kristen; Passell,
Robert; Pearce, Susan; Perkins, Ariel; Phillips, Joy; Phillips-Wagoner, Ashleigh; Ross, Chad; Sawyer, Eric;
Smith, Lisa; Smith, Jedediah; Steadman, Shari; Swope, John; Thompson, Tony; Todd, Clinton; Ware, Autumn;
Williams, Scott; Zipf, Karen.