The document defines higher order thinking skills (H.O.T.S.) as the use of cognitive skills that increase the probability of a desirable outcome and involve complex, self-regulated thinking that can yield multiple solutions. It notes that there is an increasing demand from industry for knowledge workers with skills like critical thinking, technological literacy, and being lifelong learners. The document argues that exposing students to higher order thinking through educational practices that teach how to learn and think can prepare them for post-secondary education and careers by helping them apply knowledge appropriately.

1. Higher Order Thinking Tiffany Buchanan IDE 650 Dr. Baggett

2. Definition of Higher Order Thinking Skills (H.O.T.S.) “… the use of cognitive skills or strategies that increase the probability of a desirable outcome…” (Halpern 1998) “ Recognizable and complex thinking that can yield multiple solutions but is self-regulated” (Zohar et al. 2003)

3. Characteristics of H. O. T. S. Purposeful Recognizable Reasoned Challenging Goal directed Intentional/deliberate

4. Verbs…Activities Select, Interpret, Digest Evaluate, Learn, Apply Reflect, Monitor, Judge Analyze, Synthesize, Negotiate Predict, Assess, Manipulate Modify, Rearrange, Generate

5. Supply and Demand There is a demand for a new kind of worker.

6. “ Workers with poor cognitive skills can expect more competition for fewer jobs that pay poorly” (Halpern 1998).

7. There is a demand for a new type of worker – the knowledge worker.

8. Industry seeks out individuals that are technologically literate, critical thinkers, and lifelong learners. Business leaders and businesses alike thrive on the intellectual ability of workers to provide the competitive edge needed to be successful.

9. Individuals must be able to transfer knowledge and critical thinking strategies from the classroom to the boardroom.

10. “ Human capital is the wisest investment” (Halpern 1998).

11. Bloom’s Taxonomy Evaluation Synthesis Analysis Application Comprehension Knowledge

12. The problem lies not in getting knowledge but applying knowledge . Teaching & Learning

13. Knowing what to do with knowledge and when to apply it is the fundamental aim of higher order thinking. Learning how to think helps in the transfer of applicable knowledge in real-world settings.

14. The best educational practices demonstrate how to learn and how to think.

15. Fallacies… All students cannot think critically. Higher order thinking is too complex for lower level students. Lower level students are frustrated by higher order thinking. Higher level students make the most gains from higher order exposure .

16. Truths… All students should be encouraged to critically think. All students should be exposed to higher order thinking activities. Much of the success as it relates to higher order thinking has to do with teacher perception.

17. Truths cont… Faulty teacher perceptions undermine the goal of closing achievement gaps. Teachers plan lessons and activities based on their perception of students.

18. In sum… Higher order thinking exposes and prepares students to compete in post-secondary education and America’s workforce by applying knowledge at the right time for the right reason.

19. Links http://www.youtube.com/watch?v=bmF8iIeOVEo This link will provide you an excerpt of Don Imus’ comments about the Rutgers University girls’ basketball team.

20. References Black, P., McCormick, R., James, M., & Peddler, D. (2006). Learning how to learn and assessment for learning: a theoretical inquiry. [Electronic Version]. Research Papers in Education , 21 (2), 119-132. Halpern, D. F. (1998). Teaching critical thinking for transfer across domains. [Electronic Version]. American Psychologist , 53 (4), 449-455. Zohar, A., & Dori, Y. J. (2003). Higher order thinking skills and low-achieving students: Are they mutually exclusive? [Electronic Version]. The Journal of the Learning Sciences, 12 (2), 145-181.