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![© Karin K. Hess (2009, updated 2013). Linking research with practice: A local assessment toolkit to guide school leaders.
Permission to reproduce is given when authorship i s fully cited [karinhessvt@gmail.com]
https://www.karin-hess.com/cognitive-rigor-and-dok](https://image.slidesharecdn.com/higherorderthinkinghots-201203151559/85/Higher-Order-Thinking-HOTs-25-320.jpg)
Uploaded byCarla Piper
Higher Order Thinking (HOTs)
The document discusses higher order thinking skills and Bloom's Taxonomy. It explains that Benjamin Bloom created a taxonomy of learning objectives in 1956 that classified educational goals from simple recall to more complex thinking skills. The original taxonomy included knowledge, comprehension, application, analysis, synthesis, and evaluation. This was later revised to remove synthesis and replace it with creating. The document also discusses Webb's Depth of Knowledge (DOK) levels which range from recall and reproduction to extended strategic thinking. It provides examples of question stems aligned with each level of Bloom's Taxonomy and DOK to illustrate higher order thinking skills.
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Higher Order Thinking (HOTs)
- 1. Higher Order Thinking:HOTs Bloom’s Taxonomy Depth of knowledge (DOK)
- 2. Benjamin Bloom Taxonomyof Educational Objectives (1956) Various types of learning outcomes within the cognitive domain Objectives could be classified according to type of learner behavior described A hierarchical relationship exists among the various types of outcomes Evaluation Synthesis Analysis Application Comprehension Knowledge
- 3. Bloom’s Original Taxonomy Askstudents 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 s/he can see relationships Application - use learning in a new situation Comprehension - show understanding Knowledge - recall information in original form Higher Order Thinking Lower Order Thinking
- 4. Remembering Understanding Applying Analyzing Evaluating Creating • 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, inferring, paraphrasing, classifying, comparing, explaining, exemplifying • Remembering – recognizing, listing, describing, identifying, retrieving, naming, locating, finding Bloom’s Revised Taxonomy
- 5. Image Source Higher OrderThinking (HOTs)
- 6. Blooming Questions –Lower Order Knowledge or Remembering – Recalling Information Where – What – Who – How many – Point to… Comprehension or Understanding – Tell me in your own words – What does it mean? Give me an example, describe, illustrate Application – Using learning in a new situation What would happen if…? Would you have done the same…? How would you solve this problem? In the library, find information about….
- 7. Highest Levels ofQuestioning Evaluation and Synthesis Judgment based on Criteria Literature Would you recommend this book – WHY or WHY not? Select the best – WHY? Which person in history would you most like to meet – and WHY? Is the quality good or bad? WHY? Could this story have happened? WHY or Why Not? Innovation Creating at top of revised Bloom’s Taxonomy
- 8. Higher Order Blooming Questions Analysis – Ability to see parts/relationships What other ways…? Similar/Different (Venn) Interpretation – What kind of person…? What caused the person to react in this way…? What part was most exciting, sad…? Synthesis – Parts of information to create original whole What would it be like if…? Design, pretend, use your imagination, write a new ending… Evaluation – Questions based on criteria Why study history? How has the world changed?
- 10. Bloom’s Taxonomy andTechnology
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- 16. DOK Levels 1& 2: Common Core State Standards (CCSS) Recall and Reproduction: Level 1 DOK 1 requires recall of information, such as a fact, definition, or term, or performance of a simple process or procedure. Skills and Concepts: Level 2 DOK 2 includes the engagement of some mental processing beyond recalling or reproducing a response. Items require students to make some decisions as to how to approach the question or problem.
- 17. DOK Levels 3& 4: CCSS Strategic Thinking: Level 3 DOK 3 requires deep understanding as exhibited through planning, using evidence, and more demanding cognitive reasoning. The cognitive demands at Level 3 are complex and abstract. Extended Thinking: Level 4 DOK 4 requires high cognitive demand and is very complex. Students are expected to make connections – relate ideas within the content or among content areas – and have to select or devise one approach among many alternatives on how to solve the problem.
- 18. DOK Question Stems DOK1: Recall - Reproduction Can you recall______? When did ____ happen? Who was ____? How can you recognize____? What is____? How can you find the meaning of____? Can you recall____? Can you select____? How would you write___? What might you include on a list about___? Who discovered___? What is the formula for___? Can you identify___? How would you describe___? DOK 2: Skills and Concepts Can you explain how ____ affected ____? How would you apply what you learned to develop ____? How would you compare ____? Contrast_____? How would you classify____? How are____ alike? Different? How would you classify the type of____? What can you say about____? How would you summarize____? How would you summarize___? What steps are needed to edit___? When would you use an outline to ___? How would you estimate___? How could you organize___? What would you use to classify___? What do you notice about___?
- 19. DOK Question StemsDOK3: Strategic Thinking How is ____ related to ____? What conclusions can you draw _____? How would you adapt____to create a different____? How would you test____? Can you predict the outcome if____? What is the best answer? Why? What conclusion can be drawn from these three texts? What is your interpretation of this text? Support your rationale. How would you describe the sequence of____? What facts would you select to support____? Can you elaborate on the reason____? What would happen if___? Can you formulate a theory for___? How would you test___? Can you elaborate on the reason___? DOK 4: Extended Thinking Write a thesis, drawing conclusions from multiple sources. Design and conduct an experiment. Gather information to develop alternative explanations for the results of an experiment. Write a research paper on a topic. Apply information from one text to another text to develop a persuasive argument. What information can you gather to support your idea about___? DOK 4 would most likely be the writing of a research paper or applying information from one text to another text to develop a persuasive argument. DOK 4 requires time for extended thinking.
- 20. DOK Level 1 Social Studies: Recall& Reproduction
- 21. DOK Level 2 Social Studies: Skills& Concepts Basic Reasoning
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- 25. © Karin K.Hess (2009, updated 2013). Linking research with practice: A local assessment toolkit to guide school leaders. Permission to reproduce is given when authorship i s fully cited [karinhessvt@gmail.com] https://www.karin-hess.com/cognitive-rigor-and-dok