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The following is an example of a questioning strategy developed around the popular
Oregon Trail
simulation to promote the key thinking skills:
For metacognition skills, ask, 'What strategy did you use to get to Oregon, and why was it more
successful than other attempts?' or 'What strategy did you use and why was it unsuccessful?'
To facilitate decontextualization, ask, 'Where have you heard the word yoke before?' or 'From what
perspective are you viewing the wagon, and how did that differ from the perspective when you were
ϐlying the balloon in the Ride the Wind program?'
To emphasize inference from context, give these directions: 'Read the instructions and tell me if you
think a yoke as used in this program is part of an egg [the yolk], why not, what you think it might be,
and why you think it would be important.'
And ϐinally, to encourage students to combine the information they've learned, ask, 'Is anyone who
traveled the Oregon Trail still alive today? How could you ϐigure it out?' " (p. 11)
DVHS Continuous School Improvement
GOAL #2
SęėĆęĊČĞ: HOTS
HĎČčĊė OėĉĊė TčĎēĐĎēČ SĐĎđđĘ
Purpose:
Reading for Essential
Understanding
Dean Mitchell, iStock/thinkstock
North Central Regional Educational Laboratory. HOTS Curriculum (1987), originally published by Stanley Pogrow, 1987 by The
International Society for Technology in Education. Retrieved February 24, 2015, from
http://www.ncrel.org/sdrs/areas/issues/students/
atrisk/at7lk20.htm
Updated 12/01/17