This document discusses higher-level thinking and various models of intelligence. It defines thinking as mental operations like reasoning and outlines classifications of thinking skills from basic to higher-order. It presents Sternberg's triarchic theory of intelligence and Gardner's theory of multiple intelligences. Bloom's taxonomy of cognitive domains is introduced as well as strategies to develop different levels of thinking like inquiry teaching and creative thinking.

1. HIGHER
LEVEL
THINKING
1

2. “We cannot solve our
problems with the same
thinking we used when
we created them.”
-- Albert Einstein
2

3. Developing HOTS
Thinking is central to any
learning activity. No learning
can occur devoid of thinking
processes.
What does thinking mean?
Whenare we thinking?
3

4. Thinking is defined as any
action using one’s mind.
To think means to form an
opinion or a mental
picture .Thinking process
involving such as mental
operations as induction,
deduction, classification,
and reasoning.4

5. Teachers, more than other
professionals, recognize the
need for developing
thinking skills among
young learners .They are
firm believers in the
dictum,“Children think and
can be taught to think better.”
5

6. Thru practice and constant
stimulation, they learn to
reason, imagine and
deliberate, thus conceive an
idea or an inference.
6

7. CLASSIFICATIONS OF THINKING SKILLS
Basic Thinking Skills
Higher –Order
Thinking Skills(HOTS)
- considered low
level
- developed among
children in lower
elementary grades
- can distinguish,
differentiate, and
describe many
things
- often yields
multiple solutions
- metacognition
- inferential thinking
- critical thinking
- creative thinking
- problem solving and
decision making
7

8. Elements of Thinking
Metacognition
HOTS/Critical
Thinking
Attitudes
and
Disposition
Basic
Processes
Deep
understanding
of special
topics
8

9. Intelligence
What is intelligence?
ability to gather and use
information in productive
ways
9

10. Santos is 8 years old and,
according to the Stanford-
Binet, he has a mental age of
10.What is his IQ?
a. 80 b. 100 c. 120 d. 125
Sample Problem
10

11. Fluid VS Crystallized
Intelligence
Fluid intelligence-refers to
our ability to solve abstract
problems and pick up new
information and skills
Crystallized intelligence-
involves using knowledge
accumulated over time11

12. Sternberg(1988) believes that
any theory of intelligence
must be able to do three
things:
1. relate intelligence to an
individual’s internal world
and explain what happens
when a person thinks
intelligently;
Models of Intelligence
12

13. 2. accept the relation between
the external world and that
person’s intelligence, and
explain how intelligence
functions in the real world ;
3. relate intelligence to the
individual’s experiences.
13

14. 1. Componential
(Metacomponents, Performance
Components, and Knowledge
Acquisition Components)
2. Experiential (actual experience)
3. Contextual (adaptation)
A.Sternberg’s Triarchic
Model of Intelligence

15. 1. Logical-
Mathematical
2.Verbal-
Linguistic
3. Musical
4.Visual-Spatial
5. Bodily-kinesthetic
6. Interpersonal
7.Intrapersonal
8. Naturalist
9.Existentialist
B. Howard Gardner’s MI
(Multiple Intelligences)

16. 1.Which of the following is
not one of Howard
Gardner’s multiple
intelligences?
a. Fluid c. Musical
b. Spatial d. Linguistic
16
Sample Questions:

17. 2.The _______ theory
suggests that intelligence
includes different kinds of
skills.
a. Observational learning
b. Cognitivism
c. Motivation
d. Multiple intelligence17
Sample Questions:

18. 3. It is the ability to
manipulate and transform
perceptions of visual
objects used by artists and
architects.
a. Musical c. Linguistic
b. Naturalist d. Spatial
18
Sample Questions:

19. 4. John loves to plant
vegetables and trees. He
even invests his money to
plant seedlings of fruit
trees.What intelligence
does he possess?
a. Linguistic c. Existentialist
b. Musical d. Naturalist
19
Sample Questions:

20. 5. Myrna always joins
ballroom dances. She likes
to dance Rumba,Cha-cha-
cha, Jive and Foxtrot in
every social gathering.
What intelligence does she
possess?
a. Kinesthetic c. Musical
b. Spatial d. Interpersonal
20
Sample Questions:

21. 6. Kim John learns well
when he is grouped with
his classmates. He can
express his ideas with his
peers and he serves as a
good leader to them.What
intelligence does he
possess?
a. Kinesthetic c. Musical
b. Spatial d. Interpersonal
21
Sample Questions:

22. Intelligence = Power +Tactics +Content
C. Perkins’Thinking Frames and
Enculturation of Mind ware
1. PowerTheory – solely dependent
on the neurological efficiency

23. 23
2.TacticalTheory – holds that
those who think better do
so because they know
more tactics about how to
use their minds
3. ContentTheory- mastery
of actual material is at the
heart of thinking and
problem solving

24. 24
Strategies to Develop Levels
of Thinking
1. Involving students
in real -life or
Authentic Problem
Solving
2. Simulations and role
plays as meaning
makers
3. Visual processing
(graphic/pattern
organizers)
4. Songs, jingles and
raps
5. Mnemonics
6. Writing Strategies
7. Peer teaching
8. Active review
9. Hands-on-and –
minds-on activities

25. Benjamin Bloom’sTaxonomy
of Cognitive Domain
ANALYSIS
APPLICATION
EVALUATION
SYNTHESIS
COMPREHENSION
KNOWLEDGE
HIGHEST LEVEL
LOWEST LEVEL
KCAASE

26. TRENDS IN CRITICAL THINKING
26
Developing
21st –Century
Critical
Thinkers
Open-minded
Collaborate
with others
Make real
world
applications
Engage in
Problem
Solving
Reflect on
learning

27. 27
Your Students’ Pathway
to CriticalThinking
1.Think deeply to make relevant
connections
2.Ask quality and clarification
questions
3.Use evidence and reasoning to
support thinking
4.Analyze, reason and evaluate
5.Interpret information beyond
surface learning

28. 28
6. Synthesize diverse ideas
7. Solve relevant and complex
problems
8. Make reasoned decisions
9. Generate and evaluate
options prior to making
decisions
10. Focus on details to derive
meaning

29. 29
11.Apply higher levels of
thought to real-world
situations
12.Think critically on daily basis
13. Use criteria to judge the value
of ideas and solutions
14. Engage in reflective thinking
15. Follow problem-solving steps

30. 30
16. Question the credibility,
accuracy, and relevancy of
information and sources
17.Well-informed
18.Willing to consider multiple
perspectives
19. Seek new and better solutions
20. Explore alternatives

31. 31
21. Examine diverse points of view
22.Value and respect ideas of
others
23. Question what is read , heard, or
seen
24.Assess consequences of actions
or ideas
25.Think independently and in
concert with others

32. 32
TRENDS IN CREATIVE THINKING
Creative
Thinking
Synthesizing
ElaboratingImagining

33. Inquiry teaching goes by other
names such as:
 discovery teaching
 discovery learning
The overall goal of inquiry
teaching is to help the students :
a. learn how to ask questions
33
TRENDS IN INQUIRY TEACHING

34. 34
b. seek answers or solutions to
satisfy their curiosity
c. build their own theories and
ideas about the world

35. Overview of the Intellectual
Processes
Schema
Focus
Pattern
Extension
Projection
Metacognition
35
THINKING SKILLS AND PROCESSES

36. Ponder this!
“ Think big. Think fast.
Think ahead. Ideas are
no one’s monopoly.”
-- Anonymous

37. 37
Thank you
for listening!

38. 38
Book references:
Acero,Victorina O. et.al., Principles and Strategies
of Teaching.Manila:Rex Book Store,Inc.,2000
Corpuz,Brenda B. and Gloria G.Salandanan.
Principles and Strategies of Teaching.Quezon City:
Lorimar Publishing Company,Inc.,2003
Lardizabal,Amparo S. et.al., Principles and Methods
ofTeaching.Quezon City: Phoenix Publishing
House,Inc.,1991
Weseley,Allyson J. and Robert McEntarffer.
Psychology.USA:Barron’s Educational
Series,Inc.,2007

39. 39
Internet reference:
Mentoringminds.com