Higher Order Thinking Skills

Higher Order Thinking SkillsEastern Visayas State University

September 9, 2011

Memorize this…

GoatCat Eel

Alibangbang

DogBird

Khaan

How?Why?

Bloom’s Taxonomy

RememberingUnderstanding

ApplyingAnalysing

EvaluatingCreatingUseful for:

• Discussion• Exams• Rubrics• Table of Specifications• UbD

UbD expands on "six facets of understanding", which include students being able to explain, interpret, apply, have perspective, empathize, and have self-knowledge about a given topic. “Developing Goals and Objectives: Class Notes: Six Facets of Understanding.” Foothill De Anza Community College District. Retrieved 6/7/07.

What is Higher Order

Thinking?

Who would you save?

There are 6 people on a desert island. There is a small boat that can hold 3 of them. Who would you save, and why?1. Your nephew, who has cancer2. A priest3. A seven year-old orphan4. A pregnant woman5. That woman’s husband, who is an ex-convict6. Toni Gonzaga

Unit Plan

Subject No. and TitleCourseGrade / Year LevelSchool YearSemester / Grading Term

Unit No. and Title: Theme:

II. Desired End Results (Cognitive, Affective, Psychomotor, Values)1.2.3.4.

III. Topics1.2.3.

What? How? Why?

HOTS in Education

Many forms of education reform, such as inquiry-based science, reform mathematics and whole language emphasize HOTS to solve problems and learn, sometimes deliberately omitting direct instruction of traditional methods, facts, or knowledge.

Many forms of education reform, such as inquiry-based science, reform mathematics and whole language emphasize HOTS to solve problems and learn, sometimes deliberately omitting direct instruction of traditional methods, facts, or knowledge.

“Traditional mathematics focuses on teaching algorithms that will lead to the correct answer. The traditional math student must use the specific method that is being taught. Reformers prefer to focus students' attention on the process leading to the answer. The presence of minor errors is less important than the overall thought process.

Research has shown that children make fewer mistakes with calculations and remember algorithms longer when they understand the concepts underlying the methods they use.”Carpenter, T.P. (1989), "Using Knowledge of Children's Mathematics Thinking in Classroom Teaching: An Experimental Study", American Educational Research Journal (4): 499–531

“Traditional mathematics focuses on teaching algorithms that will lead to the correct answer. The traditional math student must use the specific method that is being taught. Reformers prefer to focus students' attention on the process leading to the answer. The presence of minor errors is less important than the overall thought process.

Research has shown that children make fewer mistakes with calculations and remember algorithms longer when they understand the concepts underlying the methods they use.”Carpenter, T.P. (1989), "Using Knowledge of Children's Mathematics Thinking in Classroom Teaching: An Experimental Study", American Educational Research Journal (4): 499–531

HOTS in Mathematics

HOTS in Science Courses(Inquiry-based learning)Confirmation inquiry: Students are provided with the question and procedure (method), and the results are known in advance. Purpose: introduce students to the experience of conducting investigations.

Structured inquiry: The question and procedure are still provided by the teacher; however, students generate an explanation supported by the evidence they have collected.

Guided inquiry: Teacher provides students with only the research question, and students design the procedure (method) to test their question and the resulting explanations.

Open Inquiry: Students have the purest opportunities to act like scientists, deriving questions, designing and carrying out investigations, and communicating their results.

Banchi, H. & Bell, R. (2008). The Many Levels of Inquiry. Science and Children, 46(2), 26-29, October 2008

HOTS in Language CoursesWhole language theory describes a literacy philosophy which emphasizes that children should focus on meaning and strategy instruction. It is often contrasted with phonics-based methods of teaching reading and writing which emphasize instruction for decoding and spelling.Pressley, Michael (2006). Reading instruction that works: the case for balanced teaching. New York: Guilford Press.

What’s the Point?

Students still gain knowledge and facts, but the teacher focuses on developing cognitive processes instead of arriving at a “right” answer.

Why does one of these animals not belong in the group?

GoatKhaanEelDogCatBirdAlibangbang

Lower Order Thinking Capra aegagrus hircus Oviraptorid Monognathus ahlstroml Mammalia Mammalia Aves Lepidoptera

HOTSEnvironment: EelIntelligence: DogFood: GoatCategorical: BirdAlphabetical: KhaanLinguistic: AlibangbangSyllablic: AlibangbangLegs: EelExtinct: Khaan

“What is a machine?”“A machine is anything that reduces human effort.It’s a warm day. Press a button, get a blast of air. The fan. A machine!”

“Machines are any combination of bodies so connected that their relative motions are constrained and by which means force and motion may be transmitted and modified as a screw and its nut or a lever arranged about a fulcrum or a pully about its pivot, etc.”

“Write the textbook definition, Mister, if you want to pass.”

Scenario 1: BT-HELE

IV. Specific Objectives per Topic / LessonTopic / Lesson _____________________Subtopics ______________________

A. Specific Objectives / Desired Results1. _________________2. _________________3. _________________B. Indicators / Activities for every topic in Chronological Order1. _________________2. _________________3. _________________

V. Suggested Approaches, Methods / Strategies and Techniques (for the whole unit)B. Approaches________________________________B. Methods/Strategies________________________________C. Techniques________________________________

VI. Instructional Materials





IV. Specific Objectives per Topic / LessonTopic / LessonGuide to Common Home Laundering & Dry Cleaning SymbolsSubtopics What Care Symbols and Instructions Mean

A. Specific Objectives / Desired Results1. Identify symbols for wash, bleach, dry, iron, and dry clean2. Memorize the meaning of each symbol3. Apply garment care instructions accuratelyB. Indicators / Activities for every topic in Chronological Order1. Matching common laundering symbols with their meaning2. Reciting the definition of common garment care instructions3. Roleplaying proper garment care for all common laundering symbols

V. Suggested Approaches, Methods / Strategies and Techniques (for the whole unit)B. ApproachesConceptual ApproachCooperative Learning ApproachB. Methods/StrategiesLecture-DiscussionInductive MethodC. TechniquesBrainstormingTopic Presentation


Matching = Lower Order Thinking Skill

Then compare your design with the universally recognized symbols.

Designing = Higher Order Thinking Skill






A. Specific Objectives / Desired Results1. Create symbols for wash, bleach, dry, iron, and dry clean2. Memorize the meaning of each symbol3. Apply garment care instructions accuratelyB. Indicators / Activities for every topic in Chronological Order1. Design common laundering symbols and compare to standard symbols2. Reciting the definition of common garment care instructions3. Roleplaying proper garment care for all common laundering symbols



Reciting = LOTS

Machine wash, normal: “Garment may be laundered through the use of hottest available water, detergent or soap agitation, and a machine designed for this purpose

Machine wash, permanent press: “Garment may be machine laundered only on the setting designed to preserve Permanent Press with coll down or cold rinse prior to reduced spin.”

Creating = HOTS

Directions: Compose your own instructions for each of the home laundering symbols. Then compare your definition to the book’s.

Scenario 2: Industrial ArtsTopic: Holding and Pressure Tools.

1. C-clamp: handy and inexpensive; used to clamp materials together

2. Band clamp: for clamping pieces with unusual shapes

3. Bar clamp: excellent for clamping face frames and across broad materials

4. Spring clamp: used for clamping light materials

Scenario 3: Drafting

Topic: Drafting Materials / Equipment

1. Drawing board: used for constructing horizontal and vertical lines. It is usually made of wood and is now available in masonit and hard plastic materials.

2. T-square: used to construct horizontal lines. Serves as a base for triangles when drawing vertical lines.

3. Rule: a substitute for the T-square. It moves up and down the drawing surface through pulley and guide rope.

Tool Best Price in Tacloban

Picture Varieties

Drawing Board Php 4,500

Split top, solid top, cpu compatible, adjustable height, fixed height.

T-square Php 1,499

Plastic, aluminum, 18", 24", 30", 36" and 42“ sizes, long tongue, short tongue

Protractor Php 30

360 degrees, 180 degrees, plastic, metal, beveled, protractor-plus-compass

http://en.wikipedia.org/wiki/Inch






A. Specific Objectives / Desired Results1. Identify symbols for wash, bleach, dry, iron, and dry clean2. Memorize the meaning of each symbol3. Apply garment care instructions accuratelyB. Indicators / Activities for every topic in Chronological Order1. Matching common laundering symbols with their meaning2. Reciting the definition of common garment care instructions3. Roleplaying proper garment care for all common laundering symbols



Your turn.

Group with faculty in your discipline. Discuss how you could change an activity from LOTS to HOTS.

One representative will share with all faculty.

Higher Order Thinking Skills

Documents

teaching algorithms

traditional mathematicsfocuses

students attention

traditional math student

inquirybased science

reform mathematicsandwhole

classroom teaching

correct answer