This document discusses lower-order thinking skills (LOTS) and higher-order thinking skills (HOTS) based on Bloom's Taxonomy. LOTS involve basic comprehension skills like recalling facts and details. HOTS involve more complex skills like analysis, evaluation, and synthesis. The document provides examples of lower and higher-order questions for the story of Cinderella. It explains that while critical thinking involves both sides of the brain, HOTS focus more on analysis, synthesis and evaluation. Higher-order questions are best for deep, critical thinking rather than just testing comprehension.

2. LOTS and HOTS

3. DIVING DEEPER
INTO THINKING
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating

4. LOTS
Remembering
Understanding
Applying

5. 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.

6. Key Words for LOTS Questions
 Who?
 What?
 Where?
 When?
 Do you know…?
 Can you identify…?
 Name….
 List……

7. To increase our cultural level.

8. 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.

9. After the LOTS…….
HOTS
Analyzing
Evaluating
Creating

10. 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.

11.  Predicting  Explaining cause and
 Applying effect
 Inferring  Distinguishing different
 Sequencing perspectives
 Identifying parts and  Problem solving
whole  Uncovering motives
 Classifying  Generating possibilities
 Comparing and  Synthesizing
contrasting  Making connections
 Explaining patterns  Evaluating

12. 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.

17.  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.

18. LET ´S WORK!
 Knowledge Comprehension
Synthesis Application
Evaluation

19. 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?

20. 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? Comprehension
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?

21. Lower Order Thinking Skills
 Answers given in the reading
 Students state or recite answers
Higher Order Thinking Skills
 Answers NOT provided
 Student use information from the reading to
figure out the answer

22.  Is higher level thinking activities
only
for high level achievers?

23.  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

24. 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
critically
Problem solving
Encouraging discussions
Stimulating students to seek information on
their own

25. 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
critically
Problem solving
Encouraging discussions
Stimulating students to seek information on
their own

27. Academic sevices & technology coordinator