Developing Higher Order Reasoning in Education
- 2. OUTLINE INTRODUCTION 1 HOTS 2 Revisiting the Revised Blooms Taxonomy (Andersen & Krathwohl) 3 DEVELOPING HOTS 4 IMPORTANCE OF HOTS 5
- 3. Envisioning Our Learners At Contoso, we empower organizations to foster collaborative thinking to further drive workplace innovation. By closing the loop and leveraging agile frameworks, we help business grow organically and foster a consumer-first mindset. 3 1
- 4. INTRODUCTION Higher-order thinking skills include such skills as critical thinking, analysis, and problem solving. Critical thinking takes time. Its important for us to remember to slow down and allow students the time to make the meaning. Try giving students more opportunities to ask questions, rather than ask all the questions yourself. One characteristics of higher-order skill instruction is the importance of modelling what happens in real life as much as possible. These skills involve analyzing, evaluating and creating material, and students need to have a real-life foundation. 1
- 5. WHAT IS HIGHER-ORDER THINKING SKILLS?
- 6. Higher Order Thinking Higher order thinking essentially means thinking that takes place in the higher- levels of the hierarchy of cognitive processing. 2
- 7. HIGHER-ORDER THINKING SKILLS - This is when our learners use complex ways to think about what they are learning.
- 8. WHAT IS HOTS? This requires learners …. TO UNDERSTAND FACTS INFER FROM THEM CONNECT THEM TO OTHER FACTS AND CONCEPTS CATEGORIZE THEM MANIPULATE THEM PUT THEM TOGETHER IN A NEW OR NOVEL WAY APPLY THEM AS THEY SEEK NEW SOLUTIONS TO PROBLEMS
- 9. BENJAMIN BLOOM Taxonomy of Educational Objectives (1956) Various Types of learning outcomes within the cognitive domain Objectives could be classified according to type of learner behaviour describe. A hierarchical relationship exists among the various types of outcomes.
- 10. HIGHER ORDER THINKING BLOOM’S ORIGINAL TAXONOMY Ask students to demonstrate: EVALUATION – assess and criticize on basis of standards and criteria SYNTHESIS – combine and integrate parts of prior knowledge into a product, plan, or proposal that is new ANALYSIS – show she/he can see relationships APPLICATION – use learning in a new situation COMPREHENSION – show understanding KNOWLEDGE – recall information in original form. LOWER ORDER THINKING
- 11. HIGHER ORDER THINKING BLOOM’S REVISED TAXONOMY Ask students to demonstrate: CREATING – designing, constructing, planning, producing, inventing, devising, making EVALUATING – checking, hypothesizing, critiquing, experimenting, judging, testing, detecting, monitoring ANALYZING – comparing, organizing, deconstructing, attributing, outlining, finding, structuring, integrating APPLYING – implementing, carrying out, using, executing UNDERSTANDING – interpreting, summarizing, paraphrasing, classifying, comparing, explaining REMEMBERING – recognizing, describing, LOWER ORDER THINKING
- 12. HIGHER ORDER THINKIING (HOTs)
- 13. 13 BLOOM’S REVISED TAXONOMY: A REVISIT
- 14. HOW TO INCREASE HIGHER- ORDER THINKING SKILLS?
- 15. Help learners determine what higher order thinking is 1
- 17. A teacher must be a good in asking the right kind of questions… Encourage questioning 2
- 19. Connect Concepts 3 Concept: CHINESE NEW YEAR
- 21. TEACH PROBLEM-SOLVING ACTIVITIES Allow learners to use alternative methods to solve problems, and offer them different problem-solving methods 4
- 22. DEVELOPING HIGHER-ORDER THINKING SKILLS 4 4. TEACH PROBLEM-SOLVING STRATEGIES Teach students to use step by step method for solving problems. This way of higher order thinking will help them solve problems faster and easier. Encourage students to use alternative methods to solve problems as well as offer them different problem-solving methods
- 25. ENCOURAGE CREATIVE THINKING Let them INVENT, IMAGINE, DESIGN what they are thinking. Let’s use our creative sense to help our learners utilize HOTS. Let’s make them think outside of the box. 5
- 26. 26 DEVELOPING HIGHER-ORDER THINKING SKILLS 7. ENCOURAGE CREATIVE THINKING Creative thinking is when students invent, imagine and designs what they are thinking. Using your creative senses help students process and understand information better.
- 27. Teach learners to elaborate their answers and talk about what they are learning 6
- 28. 28 DEVELOPING HIGHER-ORDER THINKING SKILLS 8. TEACH STUDENTS TO ELABORATE THEIR ANSWERS Higher order thinking requires students to really understand a concept, not repeat it or memorize it. Encourage students to elaborate their answers and talk about what they are learning. Ask parents to reinforce this at home, as well by asking the right questions that make students explain their answers in more detail, or to answer their child’s questions with a more detailed response.
- 30. 30 Why Higher Level Thinking is Important? In addition to content (the what of student’s learning and achievement) we also need to be concerned with student’s thinking skills or mental processes (how in learning).
- 31. 31 Why Higher Level Thinking is Important? Thinking provides the software of the mind. Higher level thinking allows student’s memory to be used effectively.
- 32. 32 Need for Problem Solving Ability Because the pace of societal change shows no signs of slackening, citizens of the 21st century must become adapt problem solvers, able to wrestle with ill- defined problems and win. Problem-solving ability is the cognitive passport of the future. (Martinez, 1998).
- 33. 33 Need for Problem Solving Ability Thinking analytically is a skill like carpentry or driving a car. It can be taught, it can be learned, and it can be improve with practice. But like many others skills, such as riding a bike, it is not learned by sitting in a classroom and being told how to do it. htttp://www.cia.gov/csi/books/19104/art4.html
- 34. 34 Question Levels Critical thinking may be taught of in terms of convergent and divergent questioning. Convergent questions seek to ascertain basic knowledge and understanding. Divergent questions require students to process information creatively. (Guilford 1956, Gallegher and Aschner 1963 and Wilen 1985)
- 35. 35 Question Levels Convergent questions tend to align with the first three levels of Blooms taxonomy of Learning objectives (knowledge, comprehension, application) Divergent questions relate to the latter three levels (Analysis, synthesis, evaluation) (Guilford 1956, Gallegher and Aschner 1963 and Wilen 1985)