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Implementing Higher Order Thinking Tasks in an Algebra Class

Jeanette Rausch
Saint Mary’s University of Minnesota
Schools of Graduate and Professional Programs
Portfolio Entry for Wisconsin Teacher Standard 1 and 7
EDUW 699 Higher Order Thinking Skills in Standards Based Grading
Stephanie Belter
December 1st, 2017
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Selected Wisconsin Teacher Standard Descriptors

Wisconsin Teacher Standard 1 Teachers know the subjects they are teaching

Knowledge. The teacher understands how students’ conceptual frameworks and their

misconceptions for an area of knowledge can influence their learning.

Dispositions. The teacher realizes that subject matter knowledge is not a fixed body of

facts but is complex and ever-evolving. S/he seeks to keep abreast of new ideas and

understandings in the field.

Performances. The teacher effectively uses multiple representations and explanations

of disciplinary concepts that capture key ideas and links them to students' prior

understandings.

Wisconsin Teacher Standard 7 Teachers are able to plan different kinds of lessons

Knowledge. The teacher understands learning theory, subject matter, curriculum

development, and student development and knows how to use this knowledge in planning

instruction to meet curriculum goals.

Dispositions. The teacher believes that plans must always be open to adjustment and

revision based on student needs and changing circumstances.

Performances. The teacher plans for learning opportunities that recognize and

address variation in learning styles, learning differences, and performance modes.

Pre-assessments
Self-assessment of Instruction Related to WTS and Targeted Student Learning Objective
For Wisconsin Teaching Standards (WTS) 1 and 7, I want to incorporate higher order

thinking tasks into my mathematics classes. I teach Algebra 1 and Geometry at Baraboo High

School. Our students are required to take three credits of mathematics in order to graduate. Some

students are able to enter straight into Geometry or Algebra 2 when they become freshmen.
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Otherwise, these students must take and pass Algebra 1 to earn their first math credit at the high

school. Because the majority of our students are required to take these courses, it is incredibly

important that students are working with and understanding the material at a deeper level.
I chose two knowledge descriptors to help guide my implementation of the higher order

thinking tasks. WTS 1 indicates the importance of understanding misconceptions and the

framework of the material, while WTS 7 talks about the importance of learning theory to plan

curriculum. These two have to blend together in order for the higher order tasks to be useful. The

instructor must be well versed in their content so they can pick out areas where students will

make mistakes and also know how to lead students to the correct way of thinking when they

approach common misconceptions. The disposition descriptors mirror this as well. WTS 1 talks

about how the subject is ever evolving and allows for the conversation of new ideas. WTS 7

supports this by stating the importance of adjustments and revisions during lessons. These both

encourage the educator to allow conversations about the topics to lead them into deeper topics.

Finally, the performance descriptors guide me to develop different types of tasks. Therefore,

students are able to utilize various learning styles (WTS 7) and employ their prior knowledge

(WTS 1).

Assessment of Student Performance Related to Targeted Student Learning Objective

During previous semesters, I have tended to focus on easy questions for my students to

answer and a direct instruction style. I have noticed that my students don’t interact with the

material as much as I would like them to and, in turn, they struggle retaining it. I want to

implement higher order thinking tasks to encourage my students to engage in a productive

struggle and increase their retention.

Assessment of Learning Environment While Learning Targeted Objective
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Often, my classroom looked very traditional, with students taking notes and then

practicing the material. I wanted to work on changing this by incorporating more tasks that allow

my students to engage their critical thinking skills.

Assessment Conclusion and Essential Question to Guide Research
The self-assessment, assessment of student performance, and learning environment

assessment show students interacting very little with the material they are learning. I want my

students to think about what they are learning instead of just taking my word. The essential

question that directly relates to my learning goal is: Will implementing higher order thinking

tasks increase student retention?

Research Summary

When I decided to implement higher order thinking tasks, I turned to the book “Principles

to actions: Ensuring mathematical success for all” written by the National Council of Teachers of

Mathematics in 2014. This book lays out 8 practice standards for students as well as teaching

standards. One of the effective mathematics teaching practices is “Implement tasks that promote

reasoning and problem solving” (National Council of Teachers of Mathematics, 2014).

“Principles to actions” emphasizes the importance of these tasks to student learning. Tasks focus

on the following practice standards: SMP 1 emphasizes the importance of making sense of

problems and encourages students to persevere through solving them, SMP 6 constructs viable

arguments and critique the reasoning of others, and SMP 3 attends to precision.

“Principles to actions” continues on to describe how to tell if a task requires high

cognitive demand. The tasks must include more than just memorization of material. The tasks

must include some of the following: explain your thinking, make new connections, describe your

process, make viable arguments, and critique others (National Council of Teachers of

Mathematics, 2014). Students must be able to make sense of the task and persevere when they
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get stuck. Students are not only expected to work through these tough tasks, but they also must

be precise in their work and calculations.

Research Implications
This book assisted me in deciding what tasks were actually higher order thinking tasks

and allowed me to adjust previously made lessons to incorporate higher order thinking tasks. I

went to a few different places to seek out higher order thinking tasks. I had previously been to

professional development sessions with Dan Meyer, a math teacher turned blogger/math

education resource provider. He had a number of different options on his website. One idea that I

was drawn to was called a “3 Act Task” (Artifact B). These tasks include videos and structure.

The students are initially asked to analyze the information that is given to them. They are then

asked to estimate an answer. Students have to explain their thinking and processes once they are

given more information. There is then an answer provided so students can analyze their process

and determine how accurate they are. I have used these a few times and the structure that is

provided is wonderful. Students know exactly what is being asked of them and can focus on the

mathematics part of the problem.

Another resource from Dan Meyer is the teacher section of the website desmos.com. This

page provides a variety of activities for teachers to go to and implement in their classes. They

provide questions built in that ask students to explain their thinking, make connections, and

critique processes. This resource was packed with activities and I implemented these multiple

times.
Research-based Action Plan
Action Plan Summary Outline
1. Research and implement at least one higher order thinking task into every chapter of

the Algebra 1 curriculum.

2. I will implement these tasks using technology such as the chromebooks as well as

paper tasks.
Targeted Student Learning Objective
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1. Standardized goal: Implement tasks that promote reasoning and problem

solving. Effective teaching of mathematics engages students in solving and

discussing tasks that promote mathematical reasoning and problem solving and

allow multiple entry points and varied solution strategies. (National Council of

Teachers of Mathematics, 2014).

2. Targeted learning objective: Same

Task and Essential Proficiency Criteria for Targeted Learning Objective

1. Task: I will include at least one higher order-thinking task into every chapter in

Algebra.

2. Criteria that Prove Proficiency in Meeting Targeted Learning Objective

a. I will monitor the engagement of each task by observations and keep

track on my seating chart.

b. I will compare the scores they receive on skills checks to the scores

students receive on assessments and look for improvements.

Method to Assess Progress of Proficiency for Targeted Learning Objective

1. I will assess my students formatively with skills checks and then on their

chapter tests. I will compare the scores to look for progress.

2. I will compare test scores from this year to those of last year to determine if the

tasks are effective.

Post-assessments
Overall, I was happy that I incorporated more tasks into my curriculum, but student

grades did not improve as much as I had hoped. During the 2016-2017 school year, I had the

following grades at the end of first semester: 9 A’s (24%), 12 B’s (32%), 7 C’s (19%), 3 D’s

(8%), and 6 F’s (16%). Approximately a month before the semester ends for the 2017-2018 fall
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semester, I have the following grades for students: 8 A’s (22%), 6 B’s (17%), 7 C’s (19%), 5 D’s

(14%), and 10 F’s (28%). This is not a completely fair comparison since my current students still

have retake opportunities, another chapter test, and their final exam, all which could alter their

grades.
Instructional Insights Related to WTS and Targeted Student Learning Objective
As I continue teaching, I will continue to incorporate higher order thinking tasks into my

lesson plans. I learned a lot this semester about how students react to these more difficult

situations and will do what I can to scaffold the tasks in the beginning and slowly ease into the

students doing a lot more.

Comparison of Student Performance Related to Targeted Student Learning Objective
I did notice that the stronger students engaged in these tasks and it seems that they

understand the material at a deeper level than they had previously. However, the lower students

took this opportunity to take a back seat and didn’t engage in these tasks to the level as the higher

students.
Comparison of Learning Environment While Learning Targeted Objective
I think that the learning environment improved by incorporating these tasks. Students

were engaged with the material and were asking deeper questions than I had heard in the past. I

think that incorporating the tasks increased the overall student participation in discovering the

material that we were learning.

Reflection of Entire Learning Process
My research plan was based on the question “Will implementing higher order thinking

tasks increase student retention?” Even though the grades don’t show the growth that I would

have liked to see, I think that I learned a lot about how to implement these tasks. I am going to

continue to work on my structure and am confident that the improvement in grades will follow.
What Worked and Why
1. The students that worked hard gained a lot of knowledge from these tasks. They were

able to develop the concepts that I was asking them to and retained the information on

the assessments.
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2. After some trial and error, I was able to structure the tasks better and paired groups of

students more intentionally. By pairing strong quiet students with students who

struggled, the quiet student was encouraged to speak up and everyone learned the

material and worked on their interpersonal skills.

What Did Not Work and Why
1. The students struggled getting started with the activities. I think that the lack of

maturity in freshman aided in this issue. The students were uncomfortable doing this

type of work and were very resistant to try.

2. Students also skipped to the end of the activities or would provide answers that were

not accurate and then move on. These students did not learn what they were meant to

from the activity. In the future, I will provide checkpoints where students have to

either check their work with me or check an answer key before they are allowed to

move on.
My Next Steps
1. I will continue to incorporate higher order thinking tasks into my classes. I will work to

provide more structure to lessen the student’s uncomfortable feelings.

2. I will seek out professional development on this topic so I can continue to improve my

practice.

References
National Council of Teachers of Mathematics. (2014). Principles to actions: Ensuring

mathematical success for all. Reston, VA: Author.

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Artifact A: Desmos Activity Responses

Artifact B: 3 Act Task

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