Higher Order Thinking Activity

Rational: My classroom is a diverse population. I have struggling learners up through

students who score Pass + on the state standardized test. I chose to accelerate high ability
students on a self-paced, layered curriculum. The students selected for participating in the
high ability activity, scored above mastery level on previous in class assessments. These
students were far above where the majority of the classroom needed to begin, so I chose
to accelerate the curriculum to accommodate their abilities. They were allowed to move
on to the next topic of study, independently. I felt this was the best option for these
students because they were self-starters and generally did not need as much direct
instruction or practice to comprehend new concepts. By layering the curriculum,
requiring a certain amount of points per layer, and setting specific due dates, I was able to
continually check the learning process and knew that students were getting basic
knowledge of the topic first. The basic practice allowed me to check to make sure that
they were correctly interpreting the independent reading and learning about the topic, and
correct any misinterpretations before they became detrimental to learning.
The steps up the layers increased through Blooms Taxonomy, and required
students to implement different levels of brain activity about the topic. The layered
curriculum not only traveled through Blooms Taxonomy, but also hit on several of
Gardners Multiple Intelligences. Layered curriculum, presented in a self-paced method,
not only allows for acceleration but also enrichment. I believe this is the most beneficial
method to reaching the high ability learner in my general education classroom. After
implementing the layered curriculum, students were given a plus/delta T-chart to relay
their feelings about the modified curriculum. The students stated they liked the different
choices and found it challenging at the same time. I believe the layered curriculum was a
benefit for this section of my math curriculum; my test data supports that theory.
Original Method:
The original method of practicing this unit is:
Read the lesson
Practice the curriculum via text book, board practices, or workbook pages
Quiz over the material
Higher Order Curriculum:
Division of Decimals/Order of Operations
Layer 1: (choose 25 points worth of items)
***REQUIRED: Read lesson 1-9 p 43-45 and lesson 1-10 p.48-49
1) Take notes on how to divide decimals/order of operations

5 points

2) Do problems 1-17 odds from text book on pages 45-46

And problems 2-10 even page 49

15 points

4) Do practice worksheet (see teacher)

10 points

5) Have a friend/family member write down 10 problems

for you to solve: 5 division of decimals and 5 order of operations
(turn in the paper signed by friend or family)

10 points

All items from Layer 1 must be turned in by: __end of math class 9/10__
Layer 2: (choose 40 points worth of items)
1) Create 10 flash cards with division of decimals
(Problems on front/correct answers on back)

10 points

2) Teach a family member how to divide decimals & the order of operations
Create a 10 question quiz with an answer key
have your family member take the quiz
20 points
you grade the quiz
bring key and quiz in with your family members signature
3) Go online and play the division of decimal games at:
http://www.funbrain.com/football/
(you must choose division/play for at least 20 problems)

15 points

4) Create a Power Point showing someone how to correctly

divide decimals and the order of operations (6 slides max)

30 points

5) Create a math crossword using div. of dec. and order of op. problems for clues
(provide a key for the crossword, must have 20 problems: 10 down and
10 across)
20 points
6) Create a comic showing the order of operations

15 points

7) Create a new pneumonic device to remember how to div. decimals

OR the order of operations

10 points

8) Create a game which could be played in gym using the order of operations
OR division of decimals
10 points
All items from Layer 2 must be turned in by : end of math class 9/15

Layer 3 (choose 50 points worth of items AND the required 20 point quiz)

***Required: Div. of Dec. and Order of Op. quiz 20 points

1)

Peer tutor at least 5 students, give them practice problems,

Create a practice quiz, check, assist to help them find errors
25 points
(must have proof of tutor: quizzes, student names, time in small groups recorded, etc)
2) Prove why and how division of decimals AND order of operations
work using manipulatives, then write one to two paragraphs on both
explaining your findings.
25 points
3) Explain the importance of division of decimals AND order of operations
in the real world. Defend your opinion/findings by creating a
pictorial collage of where you see these two math skills in action
in your life or in the world around you.
25 points
4) How would you improve the teaching of division of decimals OR
the order of operations? Can you propose an alternate method?
How would you test your new method to ensure it is working better than
Before? (Write a 3 paragraph summary.)
25 points
All items from layer 3 must be turned in by: the beginning of math class 9/21