The document outlines strategies for educators to foster higher-order thinking skills (HOTS) among 21st-century learners through metacognition, creativity, and problem-solving techniques. It emphasizes the importance of a learner-centered approach, encouraging students to engage in complex thinking processes, personalized instruction, and collaborative projects. Key concepts include using Bloom's revised taxonomy, analyzing thought processes, and employing creative thinking activities to enhance learning outcomes.

2. OUTLINE
• ENVISIONING OUR LEARNERS
• HOTS
• REVISITING THE REVISED
BLOOM’S TAXONOMY
(ANDERSEN & KRATHWOHL)
• METACOGNITION
• TORRANCE’S PROBLEM
SOLVING AND CREATIVITY
• SOME STRATEGIES
2

3. THE 21ST CENTURY LEARNERS
3

4. 4

5. WHAT IS EXPECTED OF THE TEACHER
IN THIS CENTURY?
5
Learning to Change,
and Changing to Learn

6. 6

7. 7
• LEARNER-CENTERED CLASSROOM AND PERSONALIZED
INSTRUCTIONS
• LOOK AT STUDENTS AS PRODUCERS
• LEARN NEW TECHNOLOGIES (CHECK
WWW.LYNDA.COM)
• GO GLOBAL
• BE SMART AND USE SMART PHONES
• BUILD YOU OWN DIGITAL FOOTPRINT
• BLOG
• COLLABORATE
• CONNECT
• PROJECT-BASED LEARNING
• INNOVATE
• KEEP LEARNING

8. WHAT IS HIGHER-ORDER THINKING
SKILLS?
8

9. 9
This is when our learners use
complex ways to think about
what they are learning.

10. 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
10

11. 11

12. 12

13. 13
Let’s view this five-
minute video clip
on the revised
version of Bloom’s
Taxonomy

14. 14

15. 15
Metacognition is awareness of
one’s own thought processes.
Metacognition refers to higher
order thinking which involves
active control over the
cognitive processes engaged in
learning.

16. 16
Activities such as
• planning how to approach a
given learning task,
• monitoring comprehension,
• and evaluating progress
toward the completion of a
task are metacognitive in
nature.

17. 17
“I make the learner become aware
of his accountability to learn for his
own sake and clarify my role in his
learning.”

18. 18
Let’s view teacher’s self-
made video/podcast on
the metacognition

19. PROBLEM SOLVING AND CREATIVITY
EDWARD PAUL TORRANCE’S
19

20. Problem solving
and creativity go
hand in hand.

22. FLUENCY
Production of a great number of
ideas
Key Words: compare, convert,
count, define, describe, explain,
identify, label, list, match, name,
outline, paraphrase, predict,
summarize

23. Application Activities:
• Trace a picture and label the parts
• Outline an article you find on your
topic
• How many uses can you think of for
a clothes hanger?
• List 10 things that are commonly
red or contain red.

24. FLEXIBILITY
Production of ideas that show
variety of possibilities or realms of
thought
Key Words: change, demonstrate,
distinguish, employ, extrapolate,
interpolate, interpret, predict

25. Application Activities
• What would happen if …there
were no automobiles?
• How would you feel if …you were
invisible for a day?
• How would you group the ideas
about “red” into categories?

26. ELABORATION
Enhancing ideas by providing more
details. Additional detail and clarity
improves interest in, and understanding
of, the topic.
Key Words: appraise, critique,
determine, evaluate, grade, judge,
measure, select, test

27. Application Ideas
• Tell your classmate about your last
family feast using as many details as
possible
• What can you do…to improve its quality
or performance?
• Describe all the possible characteristics
of the red quality in a wagon.

28. ORIGINALITY
Production of ideas that are unique or
unusual; putting info together in a new
way
Key Words: compose, create, design,
generate, integrate, modify, rearrange,
reconstruct, reorganize, revise

29. Application Ideas
• Find an original use for ___.
• What is the strangest way to get
out of bed?
• Design a new ___ that is better
than the one you have.
• Write an unusual title for the
ideas about red.

30. PRACTICE CREATIVE THINKING
• IN TWO MINUTES, THINK OF AS
MANY USES FOR A SPOON.

31. The test measures divergent
thinking across four sub-categories:
• FLUENCY
• ORIGINALITY
• FLEXIBILITY
• ELABORATION

34. What would happen if humans
had one more eye at the back?
Task: Write as many answers and
explain why.

35. Incomplete figures
Task: Complete the images below.

36. 36
Riddle
A man has married 20 women in
small town. All of the women are
still alive and none of them are
divorced. The man has broken
no laws. Who is this man?

37. The Candle Problem
You are given a box of thumbtacks, and a book of matches.
Affix the candle to the wall so that it will not drip wax onto the
table.

39. 39
Apply problem solving skills
(a) There are 200 marbles in a box. All
marbles are either red or blue. If there
are 40 more red marbles than blue, how
many red marbles are there in the box?
A. 40
B. 80
C.120
D.160
E. 180

40. 40

41. 41
1. Help learners determine what
higher-order thinking is

42. 42
A teacher must be a good in asking
the right kind of questions. 2.
Encourage questioning

43. 43
3. Connect concepts
Concept: Chinese New Year
Holidays
Celebrations

44. 44
4. Teach learners to infer

48. 48
5. Use graphic organizers

49. A sample of an Advance Organizer

51. 51
6. Teach Problem-solving
activities
Allow learners to use alternative
methods to solve problems, and
offer them different problem-
solving methods

52. 52
7. Encourage creative thinking
Let them INVENT, IMAGINE,
DESIGN what they are
thinking.
Let’s use our creative sense to
help our learners utilise HOTS.
Let’s make them think ‘outside of
the box.’

53. 53
8. Use Mind Movies
When concepts being taught are hard,
encourage learners to create a movie
in their mind.

54. 54
9. Teach learners to elaborate their
answers and talk about what they are
learning

55. 55
9. Teach QARs
Question-Answer-Relationships
Learners must decipher if the answer
is found in text or in the internet or
rely on their prior knowledge…
They manage their own understanding

56. 56

57. 57
Have a ton of terrible ideas.
The more choices you can think of, the better chance you’ll have a good one.

58. 58
Have a ton of terrible ideas.
The more choices you can think of,
the better chance you’ll have a good one.

59. 59
Step away and do something else.
Anything else.

60. 60
Listen to or watch something funny.
Laughter relaxes us.

61. 61
Break down the problem.
Start small and work your way up.

62. 62
Give yourself restrictions.
We aren’t good at making decisions.

63. 63
Create a range of solutions.
From a standard solution to wacky.

64. 64
Don’t be afraid of a blank canvas.
Just put anything down.

65. 65
Don’t get discouraged.
“Learned helplessness” is a real thing.

66. 66
Ernest Hemingway
Bet he could make an entire story in six words
For sale: baby shoes, never worn.

67. 67
Teamwork.
How to bring out creativity in groups.

68. 68
• ENVISIONING OUR LEARNERS
• HOTS
• REVISITING THE REVISED BLOOM’S TAXONOMY
(ANDERSEN & KRATHWOHL)
• METACOGNITION
• TORRANCE’S PROBLEM SOLVING AND CREATIVITY
• SOME STRATEGIES
• CULTIVATE CREATIVITY (THINKING HATS OF BONO)

69. 69

70. 70

71. https://www.edutopia.org/discussion/15-characteristics-21st-century-teacher
References
file:///Users/mtb-mle/Desktop/How%20to%20be%20More%20Creative.pdf
Lucas, R. & Corpuz, B. (2014). Facilitating Learning: A Metacognitive Process.
Outcomes-based and K to 12-Based. Lorimar Publishing, Inc.
Thomas, A., & Thorne, G.(2009). How to Increase Higher Order Thinking Metarie, LA:
Centre for Development and Learning. Retrieved December 7, 2009.
Crockett, Lee. W. 10 Team-Building Games that promote Critical Thinking