LOTS and HOTS
Background Information
DIVING DEEPER INTO THINKING
Remembering
Understanding Applying
Analyzing
Evaluating
Creating
LOTSRemembering
Understanding
Applying
Lower-Order Thinking Skills
(LOTS) Lower-order thinking skills are used to
understand the basic story line or literal meaning of a story, play, or poem.
This includes:• Wh questions. • teaching relevant lexical items. • relating to grammatical structures
when relevant.
Key Words for LOTS Questions
Who? What? Where? When? Do you know…? Can you identify…? Name…. List……
To increase our cultural level.
After the LOTS…….
Once a student has mastered the basic understanding of a text, s/he is ready to move on to the next level which involves using that information in some way.
After the LOTS…….
HOTSAnalyzing
Evaluating Creating
Higher-order Thinking Skills (HOTS)
Higher-order thinking skills are used to:
interpret a text on a more abstract level.
manipulate information and ideas in ways that transform their meaning and implications.
HOTS for Analyzing Literary Texts
Predicting Applying Inferring Sequencing Identifying parts
and whole Classifying Comparing and
contrasting Explaining
patterns
Explaining cause and effect
Distinguishing different perspectives
Problem solving Uncovering
motives Generating
possibilities Synthesizing Making
connections Evaluating
HOTS Test
Ask the person next to you the following questions.
Why did they choose their teaching field?
If you could do it all over again, what would you like to be doing and why?
Prepare to share.
BLOOM’S REVISED TAXONOMY
CreatingGenerating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing.
EvaluatingJustifying a decision or course of actionChecking, hypothesising, critiquing, experimenting, judging
AnalysingBreaking information into parts to explore understandings and relationshipsComparing, organizing, deconstructing, interrogating, finding
ApplyingUsing information in another familiar situationImplementing, carrying out, using, executing
UnderstandingExplaining ideas or conceptsInterpreting, summarising, paraphrasing, classifying, explaining
RememberingRecalling informationRecognising, listing, describing, retrieving, naming, finding
Good old Bloom
LOTS VS. HOTS
While critical thinking can be thought of as more left-brain and creative thinking more right brain, they both involve "thinking." When we talk about HOTS "higher-order thinking skills" we're concentrating on the top three levels of Bloom's Taxonomy: analysis, synthesis, and evaluation.
LOTS VS. HOTS
Knowledge Comprehension
Synthesis Application
Evaluation
LET ´S WORK!
LOTS VS. HOTS1. What did Cinderella want?2. Do you think the stepsisters loved
Cinderella? 3. If the prince broke the glass slipper,
how else could he find Cinderella?4. Who made Cinderella’s dress?5. Why was the glass slipper important?6. Did Cinderella like the ball? 7. Who wanted to find Cinderella after
the ball?8. Do you think that everyone who
marries a prince will be happy? Why or why not?
Cinderella Questions
1. What did Cinderella want?2. Do you think the stepsisters loved
Cinderella? 3. If the prince broke the glass slipper, how
else could he find Cinderella?4. Who made Cinderella’s dress?5. Why was the glass slipper important?6. Did Cinderella like the ball? 7. Who wanted to find Cinderella after the
ball?8. Do you think that everyone who marries a
prince will be happy? Why or why not?
Knowledge
Comprehension
Synthesis
Knowledge
Application
Knowledge
Evaluation
Comprehension
LOTS and HOTS
Lower Order Thinking Skills Answers given in the reading Students state or recite answersHigher Order Thinking Skills Answers NOT provided Student use information from the
reading to figure out the answer
LOTS and HOTS
Is higher level thinking activities
only
for high level achievers?
CONCLUSIONS
Lower level questions are those at the remembering, understanding and lower level application levels of the taxonomy.
Usually questions at the lower levels are appropriate for:▪ Evaluating students’ preparation and
comprehension▪ Diagnosing students’ strengths and
weaknesses▪ Reviewing and/or summarizing content
CONCLUSIONS
Higher level questions are those requiring complex application, analysis, evaluation or creation skills.Questions at higher levels of the taxonomy are usually most appropriate for:
Encouraging students to think more deeply and criticallyProblem solvingEncouraging discussionsStimulating students to seek information on their own
CONCLUSIONS
Higher level questions are those requiring complex application, analysis, evaluation or creation skills.Questions at higher levels of the taxonomy are usually most appropriate for:
Encouraging students to think more deeply and criticallyProblem solvingEncouraging discussionsStimulating students to seek information on their own