HOW TO OVERCOME THE CHALLENGE OF DEVELOPING HIGHER ORDER THINKING SKILLS
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It gives the description about HOTS, Bloom's Taxonomy and strategies to develop Higher Order Thinking Skills
HOW TO OVERCOME THE CHALLENGE OF DEVELOPING HIGHER ORDER THINKING SKILLS
- 1. HOW TO OVERCOME THE CHALLENGE OF DEVELOPING HIGHER ORDER THINKING SKILLS BY Dr.Ami Rathore Assiociate Professor LMTT College Dabok Udaipur (Raj)
- 2. The mind is not a vessel The mind is not a vessel to be filled, to be filled, but a fire to be ignited but a fire to be ignited (Plutarch)
- 4. Taxonomy of Cognitive Objectives. 1950’s- developed by Benjamin Bloom. Means of qualitatively expressing different kinds of thinking. Adapted for classroom use as a planning tool. Continues to be one of the most universally applied models. Provides a way to organize thinking skills into six levels, from the most basic to the higher order levels of thinking. 1990’s- Lorin Anderson (former student of Bloom) revisited the taxonomy. As a result, a number of changes were made.
- 5. The names of six major categories were changed from noun to verb forms. Bloom’s Taxonomy reflects different forms of thinking, and because thinking is an active process, verbs presented a more accurate representation of the six categories. Subcategories of the six major categories were also replaced by verbs, and some subcategories were reorganized and renamed. The knowledge category was renamed. Knowledge is a product of thinking and was inappropriate to describe the category of thinking, therefore, it was replaced with the word remembering. Comprehension became understanding and synthesis was renamed creating in order to better reflect the nature of the thinking skills described by each category.
- 6. Evaluation Synthesis Analysis Application Comprehension Knowledge Creating Evaluating Analyzing Applying Understanding Remembering (Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)
- 7. STRATERGIES TO BE APPLIED IN CLASSROOMS
- 9. Design content ideas and skills, learning tasks, assessment activities, and materials and aids.
- 12. Prepare questions that go beyond simple recall of factual information to focus on advanced levels of comprehensio n, such as How? Why? and How well?
- 13. Plan strategies for diagnosis, guidance, practice, and remediation.
- 14. Convey enthusiasm, genuine interest in a topic, warmth, and with thorough preparation and organization, minimal transition time between activities, clear expectations, and a comfortable, nonthreatening atmosphere.
- 16. Express briefly what will be learned, why it is important, when it will be useful, and how it should be applied.
- 17. Use visual displays to organize information— networks, hierarchies, schematic diagrams, and matrices show relationships among ideas or concepts
- 19. are we ready for this?