How do you incorporate higher-order thinking skills into differentiated instruction?

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Differentiated instruction is a teaching approach that adapts to the diverse needs, interests, and abilities of your students. It allows you to provide multiple options for learning content, process, and product, and to vary the level of challenge and support for each student. But how do you incorporate higher-order thinking skills into differentiated instruction? How do you help your students develop the ability to analyze, evaluate, create, and solve problems in meaningful and complex ways? Here are some tips and strategies to help you foster critical thinking skills for differentiated instruction.

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Aaron Abram
Mouha Imen

PROFESSEURE DES éCOLES PRIMAIRES, DESIGNER ESPACE & GRAPHISTE

1 Use Bloom's taxonomy

Bloom's taxonomy is a framework that classifies learning objectives into six levels of cognitive complexity: remember, understand, apply, analyze, evaluate, and create. You can use this framework to design differentiated activities and assessments that target different levels of thinking skills. For example, you can ask lower-level questions that require students to recall facts or explain concepts, and higher-level questions that require students to compare, critique, or generate ideas. You can also provide different levels of scaffolding and feedback to guide students through the levels of thinking.

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Mouha Imen

PROFESSEURE DES éCOLES PRIMAIRES, DESIGNER ESPACE & GRAPHISTE
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La taxonomie de Bloom est un outil puissant pour structurer les objectifs d’apprentissage en niveaux de complexité croissante, allant de la simple mémorisation à l’analyse critique. En utilisant la taxonomie de Bloom dans mon enseignement différencié, j'ai pu concevoir des activités adaptées aux différents niveaux de compétence de mes élèves. Cela m'a permis de structurer mes objectifs d’apprentissage de manière à encourager des capacités de réflexion d’ordre supérieur, telles que l’évaluation et la création, tout en répondant aux besoins individuels de chaque élève.

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Aaron Abram
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Bloom's taxonomy helps incorporate higher-order thinking skills into differentiated instruction by guiding the creation of tasks at various cognitive levels. Teachers can design activities that target analysis, evaluation, and creation, adapting them to students' abilities. For instance, in a literature class, advanced students might evaluate a character's decisions (evaluation), while others summarize the plot (comprehension). All students engage at their level, but higher-order skills are fostered by pushing them toward analysis or creation as they progress.

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2 Incorporate inquiry-based learning

Inquiry-based learning is a student-centered approach that involves posing questions, problems, or scenarios that spark curiosity and investigation. It encourages students to explore, discover, and construct their own understanding of the topic, rather than relying on direct instruction or memorization. You can incorporate inquiry-based learning into differentiated instruction by providing different types of inquiry, such as structured, guided, or open, depending on the readiness and preferences of your students. You can also differentiate the inquiry process by varying the amount of guidance, resources, and time you provide for students to conduct their research, analysis, and synthesis.

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Aaron Abram
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Incorporating inquiry-based learning into differentiated instruction involves guiding students to ask questions, explore, and investigate topics deeply. By encouraging curiosity and critical thinking, students engage in higher-order thinking skills like analysis, evaluation, and creation. Differentiation can be achieved by providing varied inquiry tasks tailored to students' readiness, interests, or learning profiles. Example: In a history class, students investigate the causes of a war. Advanced learners might evaluate differing historical perspectives, while others might explore primary sources to analyze specific events.

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Mouha Imen

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En intégrant l’apprentissage fondé sur l’enquête dans mes cours, j'ai pu stimuler la curiosité et l’engagement de mes élèves en les encourageant à poser des questions et à explorer des problèmes réels. Cette approche m’a permis d’adapter les enquêtes et les projets en fonction des intérêts et des niveaux des élèves, ce qui a favorisé leur pensée critique et leur capacité à résoudre des problèmes complexes de manière autonome.

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3 Use graphic organizers

Graphic organizers are visual tools that help students organize, represent, and communicate information. They can be used to support higher-order thinking skills by helping students to compare and contrast, classify and categorize, sequence and order, cause and effect, and problem and solution. You can use graphic organizers to differentiate instruction by offering different formats, such as charts, diagrams, maps, or webs, that suit the learning styles and preferences of your students. You can also differentiate the content and complexity of the graphic organizers by providing more or less information, clues, or prompts for students to complete them.

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Aaron Abram
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Using graphic organizers in differentiated instruction fosters higher-order thinking by visually structuring complex concepts, allowing students to analyze, synthesize, and evaluate information at their own pace. For instance, a Venn diagram helps students compare and contrast themes in literature, encouraging deeper analysis. An advanced learner might analyze subtle differences between characters, while another student focuses on identifying basic similarities and differences, ensuring both engage in critical thinking appropriate to their skill level.

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4 Implement cooperative learning

Cooperative learning is a collaborative approach that involves students working in small groups to achieve a common goal. It promotes higher-order thinking skills by requiring students to interact, communicate, and share ideas with their peers. It also fosters social and emotional skills, such as respect, responsibility, and empathy. You can implement cooperative learning into differentiated instruction by forming heterogeneous groups that reflect the diversity of your students' abilities, interests, and backgrounds. You can also differentiate the cooperative learning tasks by assigning different roles, responsibilities, and expectations for each group member.

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Aaron Abram
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Implementing cooperative learning in differentiated instruction involves grouping students with varied abilities and encouraging them to work together on tasks that require higher-order thinking, such as analyzing, evaluating, and creating. Teachers can assign roles within groups that play to each student's strengths while challenging them to engage in deeper cognitive processes. Example: In a science class, students could be grouped to design an experiment. Higher-level thinkers might hypothesize and create the experiment's framework, while others focus on data collection and analysis, ensuring all participate meaningfully.

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Mouha Imen

PROFESSEURE DES éCOLES PRIMAIRES, DESIGNER ESPACE & GRAPHISTE
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En mettant en ?uvre l’apprentissage coopératif, j’ai encouragé mes élèves à travailler ensemble pour atteindre des objectifs communs, favorisant ainsi leurs compétences sociales et leur réflexion critique. En créant des groupes de travail diversifiés, j’ai offert des opportunités pour que les élèves apprennent les uns des autres et développent des solutions créatives, tout en tenant compte des forces et des besoins individuels de chacun.

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5 Use project-based learning

Project-based learning is a hands-on approach that involves students working on a real-world problem or challenge that requires them to apply their knowledge and skills across different disciplines. It engages students in higher-order thinking skills by requiring them to plan, design, create, and present a product or solution that addresses the problem or challenge. It also allows students to express their creativity, voice, and choice. You can use project-based learning to differentiate instruction by providing different options for the problem or challenge, the product or solution, and the presentation or assessment. You can also differentiate the project-based learning process by providing different levels of support, feedback, and evaluation for each student.

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Aaron Abram
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Using project-based learning (PBL) in differentiated instruction promotes higher-order thinking by engaging students in complex tasks that require analysis, synthesis, and evaluation. In PBL, students work on real-world problems, which fosters critical thinking and creativity. Differentiation occurs by tailoring projects to students' readiness, interests, and learning profiles. Example: In a science PBL, advanced students might design their own experiments, while others focus on applying concepts through structured tasks. All students reflect on their learning process, enhancing metacognition.

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Mouha Imen

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En intégrant l’apprentissage par projet dans mon enseignement différencié, j'ai offert à mes élèves la possibilité d’explorer des questions complexes et de créer des produits finaux en appliquant leurs connaissances. Cette approche m’a permis de personnaliser les défis intellectuels pour chaque élève, tout en leur permettant de développer des compétences en recherche, analyse et présentation, en fonction de leurs intérêts et styles d’apprentissage uniques.

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6 Here’s what else to consider

This is a space to share examples, stories, or insights that don’t fit into any of the previous sections. What else would you like to add?

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How do you incorporate higher-order thinking skills into differentiated instruction?

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2

3

4

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1 Use Bloom's taxonomy

2 Incorporate inquiry-based learning

3 Use graphic organizers

4 Implement cooperative learning

5 Use project-based learning

6 Here’s what else to consider

Differentiated Instruction

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