Dalam perlaksanaan PBS , Kementerian Pelajaran telah menerapkan HOTS sebagai suatu penilaian akademik menjelang PMR, PBS pada tahun 2014. Oleh itu para guru perlu membuat persediaan yang mantap bagaimana HOTS ini perlu diserapkan ke dalam minda pelajar.
1. Developing Higher Order Thinking Skills
Aldwin O. Cayetano
BSeD - T.H.E. C5B
2. Thinking
Analyze, Criticize, Synthesize, Formulate conclusion
3. How to Develop these skills?
4. Methods
KWL, KWLQ, POSSE, PQRST, SRQ2R, SQ3R
5. K - recalls what they already know; W - what they want to learn; L - assessed what they have learned
6. K - record what they already know; W - formulate questions of what they already know about the topic; L - search for possible answers; Q - asks questions for further learning
7. P - Predict ideas; O - Organize ideas; S - Search for structure; S - Summarize main ideas: E - Evaluate understanding
8. P - Preview
Q - Questions
R - Read
S - State main ideas
T - Test oneself
9. S - Survey
R - Read
Q - Question
R - Recite
R - Review
10. S - Survey;Q - Question; R - read; R - recite; R - review
11. what are you thinking?
12. Thank You for listening
Teaching Higher Order Thinking & 21st Century SkillsTimothy Wooi
Higher Order Thinking and 21st Century Skills
I. Introduction of Higher-Order Thinking (H.O.T.) and Why?
II. Bloom’s Cognitive Taxonomy
III. Why Do We Want to Teach
Higher-Order Thinking?
IV. How Do We Teach Higher- Order
Thinking?
V. The High Investment of Higher-
Order Thinking
1. Developing Higher Order Thinking Skills
Aldwin O. Cayetano
BSeD - T.H.E. C5B
2. Thinking
Analyze, Criticize, Synthesize, Formulate conclusion
3. How to Develop these skills?
4. Methods
KWL, KWLQ, POSSE, PQRST, SRQ2R, SQ3R
5. K - recalls what they already know; W - what they want to learn; L - assessed what they have learned
6. K - record what they already know; W - formulate questions of what they already know about the topic; L - search for possible answers; Q - asks questions for further learning
7. P - Predict ideas; O - Organize ideas; S - Search for structure; S - Summarize main ideas: E - Evaluate understanding
8. P - Preview
Q - Questions
R - Read
S - State main ideas
T - Test oneself
9. S - Survey
R - Read
Q - Question
R - Recite
R - Review
10. S - Survey;Q - Question; R - read; R - recite; R - review
11. what are you thinking?
12. Thank You for listening
Teaching Higher Order Thinking & 21st Century SkillsTimothy Wooi
Higher Order Thinking and 21st Century Skills
I. Introduction of Higher-Order Thinking (H.O.T.) and Why?
II. Bloom’s Cognitive Taxonomy
III. Why Do We Want to Teach
Higher-Order Thinking?
IV. How Do We Teach Higher- Order
Thinking?
V. The High Investment of Higher-
Order Thinking
This presentation helps you understand the nature of the TOS and Objective -type tests. This will also help you remember some guidelines in making the said test questions. Namaste
Handout shared during the March 2018 RELO Andes Webinar entitled "Cultural Celebrations in the English Classroom"
► Find the webinar here: https://youtu.be/fqHTPwbRtl0
► Main presentation: https://goo.gl/yCmyXG
► 2018 Diversity Calendar: https://goo.gl/hsEFNq
Teaching English is more than grammar; teaching English means teaching culture as well! Engage your students in cultural activities with ideas for incorporating celebrations in your everyday English classes. Lesson ideas span different curricular areas and depths of questioning, so students of all levels and abilities are included.
This webinar for English language teachers was hosted by the Regional English Language Office at the US Embassy in Peru.
► About the speakers:
▪▪ Trent Hagar is the current English Language Fellow in Managua, Nicaragua. He serves as a teacher trainer, faculty advisor, and curriculum and program development specialist in this role. He has taught English to language learners of all ages and levels for the past 16 years in the United States, Japan, China, South Korea, Saudi Arabia, and Nicaragua. Dr. Hagar has an undergraduate degree in Applied Learning & Development, a Master’s degree in Applied Linguistics, and a Ph.D. in English. His research interests include global competence, reflective teaching, and cultural linguistics.
▪▪ Kati Casto currently serves as the US Department of State-sponsored English Language Fellow in El Salvador. In this role, Kati trains English teachers through professional development activities, workshops, observation cycles and mentorship. She works to improve curriculum effectiveness and student success with teachers and institutions all over El Salvador. Before moving abroad, Kati taught English to Speakers of Other Languages in Baltimore, Maryland to students of all ages and abilities. She received her Master's degree in Education from Johns Hopkins University in 2013. Her primary interests include global citizenship, creating communities of shared learning, and sociopolitical issues in English teaching.
► Subscribe here for new RELO webinars: http://eepurl.com/gZS7r
★ Follow us on social media! ★
▪▪ RELO Andes
: FACEBOOK - http://www.facebook.com/reloandes
: TWITTER - http://www.twitter.com/reloandes
▪▪ US Embassy in Peru
: FACEBOOK - http://www.facebook.com/Peru.usembassy
: TWITTER - http://www.twitter.com/usembassyperu
: INSTAGRAM - http://www.instagram.com/usembassyperu
: YOUTUBE - http://www.youtube.com/user/USEMBASSYPERU
This presentation helps you understand the nature of the TOS and Objective -type tests. This will also help you remember some guidelines in making the said test questions. Namaste
Handout shared during the March 2018 RELO Andes Webinar entitled "Cultural Celebrations in the English Classroom"
► Find the webinar here: https://youtu.be/fqHTPwbRtl0
► Main presentation: https://goo.gl/yCmyXG
► 2018 Diversity Calendar: https://goo.gl/hsEFNq
Teaching English is more than grammar; teaching English means teaching culture as well! Engage your students in cultural activities with ideas for incorporating celebrations in your everyday English classes. Lesson ideas span different curricular areas and depths of questioning, so students of all levels and abilities are included.
This webinar for English language teachers was hosted by the Regional English Language Office at the US Embassy in Peru.
► About the speakers:
▪▪ Trent Hagar is the current English Language Fellow in Managua, Nicaragua. He serves as a teacher trainer, faculty advisor, and curriculum and program development specialist in this role. He has taught English to language learners of all ages and levels for the past 16 years in the United States, Japan, China, South Korea, Saudi Arabia, and Nicaragua. Dr. Hagar has an undergraduate degree in Applied Learning & Development, a Master’s degree in Applied Linguistics, and a Ph.D. in English. His research interests include global competence, reflective teaching, and cultural linguistics.
▪▪ Kati Casto currently serves as the US Department of State-sponsored English Language Fellow in El Salvador. In this role, Kati trains English teachers through professional development activities, workshops, observation cycles and mentorship. She works to improve curriculum effectiveness and student success with teachers and institutions all over El Salvador. Before moving abroad, Kati taught English to Speakers of Other Languages in Baltimore, Maryland to students of all ages and abilities. She received her Master's degree in Education from Johns Hopkins University in 2013. Her primary interests include global citizenship, creating communities of shared learning, and sociopolitical issues in English teaching.
► Subscribe here for new RELO webinars: http://eepurl.com/gZS7r
★ Follow us on social media! ★
▪▪ RELO Andes
: FACEBOOK - http://www.facebook.com/reloandes
: TWITTER - http://www.twitter.com/reloandes
▪▪ US Embassy in Peru
: FACEBOOK - http://www.facebook.com/Peru.usembassy
: TWITTER - http://www.twitter.com/usembassyperu
: INSTAGRAM - http://www.instagram.com/usembassyperu
: YOUTUBE - http://www.youtube.com/user/USEMBASSYPERU
Photovoltaic and wind cost decreases implications for investmentimauleecon
The paths forecast by the International Energy Agency as published in the roadmaps are considered. The learning rate - or 'learning by doing', that implies cost decreases as a result of capacity deployment (Arrow (1962)) - of both energies is explicitly considered, as well as its variability, given that they are values estimated statistically. The implied uncertainty by that variability induces risks for the financial planning of investments, and a framework to assess and manage that risk is presented and implemented in the simulations conducted. New estimates for both wind and photovoltaic learning rates are estimated and presented, that allow a significant simulation analysis. It is shown that this parameter-variability is significant and yields less optimistic results as compared to standard static-fixed parameter simulations
Disciples of Confucius: Analects Book 3 Richard Brown
Breakdown of the appearances of Confucius's disciples in Book 3 of the Analects.
Latest update: 9 June 2016
For more information, please visit www.brownbeat.net.
New English translation of Book 5 of the Analects of ConfuciusRichard Brown
New English translation of Book 2 of the Analects of Confucius. Key themes include goodness, leadership, timeliness, and hypocrisy.
Latest update: 27 June 2016
For more information, please visit www.brownbeat.net.
Latest update: 4 June 2016
For more information, please visit www.brownbeat.net.
The knowledge of your Learning Patterns provides you with an .docxjmindy
“The knowledge of your Learning Patterns provides you with an explanation
of how you learn, not an excuse for failing to put forth the effort to learn.”
—Christine A. Johnston (2010, p. 107)
4Developing an Adept Mind
keithpix/iStock/Thinkstock
Learning Outcomes
After reading this chapter, you should be able to
• Define the term adept mind.
• Explain the role critical thinking plays in becoming a successful student.
• Demonstrate critical reading within the college learning context.
• Describe how your Patterns affect your critical-reading skills.
• Demonstrate critical writing within the college learning context.
• Describe how your Patterns affect your critical-writing skills.
• Explain how critical-thinking skills contribute to academic integrity.
“In order to thrive in the 21st Century, intentional learners should be
empowered through a mastery of intellectual and practical skills, informed
about forms of inquiry, and responsible for their personal actions.”
—J. Doherty and K. Ketchner (2005, p. 1)
Section 4.2Becoming a Critical Thinker
4.1 The Adept Mind
Chapter 3 was devoted to helping you understand how to use metacognition, the learning
techniques known as decoding and FITing, and personalized strategies to become a more
intentional learner. This chapter builds on that knowledge by framing how to use your Learn-
ing Patterns to develop an adept mind.
The adept mind helps you succeed in all areas of life. It is one that makes good decisions and
can discern the difference between fact and fiction. It studies a situation’s complexity, weighs
the facts, examines the logic behind a choice, and determines whether a choice is appropriate.
The adept mind is intentional, stable, and often methodical and always seeks to improve its
efficiency and effectiveness. The adept mind is vital not only to the work of a student, but also
to the experience of being a parent, employee, or volunteer. No matter what you are called
on to do in life, you will need an adept mind to navigate the change you encounter and the
growth you seek.
The adept mind uses the critical skills of thinking, reading, and writing—skills this chap-
ter explores in depth—and uses them with integrity. The word critical is not one students
embrace easily. It has a negative connotation and suggests that someone has found fault with
something you have done. It conjures up images of a scolding voice, red pen marks, or nega-
tive comments. When applied to thinking, reading, and writing, however, the word critical
takes on a different meaning. To be critical means to delve deeper into a topic to better under-
stand, evaluate, and take a position on it. As you will see at the end of the chapter, being criti-
cal also means becoming able to use your research with honesty and originality.
4.2 Becoming a Critical Thinker
When you engage in critical think-
ing, you embark on an ongoing quest
to improve how you think. Thinking
critically requires you to b.
1000 - 1500 word argumentative essay PROMPT Is putting yourse.docxalisondakintxt
1000 - 1500 word argumentative essay
PROMPT: Is putting yourself first a good approach to life?
FAQ
· How should I get started?
· Have the Personal Responsibility and Critical Thinking Rubrics open in front of you. Your grade will be assessed according to these two rubrics. Scroll down for these rubrics.
· Some questions to ask yourself as you are brainstorming: What does "putting yourself first" mean as you see it? What are the consequences of living this way? How would you describe the opposite of "putting yourself first"? If you had to choose between them, which way of life is better? Do you have to choose between them? If you disagree with your friend who thinks life is about putting oneself first as much as possible whenever possible, how would you persuade your friend that life is not a selfish or self-indulgent pursuit? How do you justify that your own actions are altruistic, and to what end do you pursue acts in the interest of others? Do you do so with the same passion as you do endeavors that fulfill a want or a need in your own life? Once you have entertained the above questions, carve out a thesis statement that states clearly whether or not "put yourself first" is a good approach to life and why.
· Early in your essay, describe how you understand "putting yourself first". It's important to define how you view this way of life before either advocating for it or rejecting it.
· Look up any information that you may need to check your biases. Suppose you intend to argue that rich people get ahead because they do not donate to charity. You might first explore studies to verify whether or not this is true. Who gives more to charity, the rich or the poor?
Have the facts.
· Argue for your thesis throughout your essay.
· Address objections to your position.
· How should this essay relate to Chapter 2?
· When writing this essay, you are not required to discuss the theories of meaning from Chapter 2 unless you find them relevant to "put yourself first". Focus the entirety of your essay on "put yourself first" and direct alternatives to this way of life as you draw upon the "big picture" from Chapter 2, that is the consequences of having a theory of meaning at all.
· In drafting this essay, I recommend that you also read section 8-3 of The Big Questions and the 1000 Word Philosophy link that I have posted below. Scroll, scroll.
· How many sources do I need to cite?
· You
must site some sources. See the Evidence component of the Critical Thinking Rubric. Though there is no minimum number of cited sources beyond our textbook, sometimes you need to refer to other source material in making your argument. Whenever you discuss content that should be backed up with a source, be sure to incorporate accurate sources and cite them.
· What format and style of citation should I use?
Use MLA. Academic philosophers use Chicago Manual. If you continue studies in philosophy, you will learn Chicago Manual; however, fo.
Contracts TEMPLATEMethod Name GetCDByCDID()Class Name CDList.docxmaxinesmith73660
Contracts TEMPLATE
Method Name: GetCDByCDID()
Class Name: CDList
ID:
Clients (Consumers):
This method will mostly be called by a user interface module in response to an end user wanting to select and display more information for only one CD from the current list of CDs.
The current list of CDs is populated and maintained by a CDList object, and this method is one of the methods of the CDList class.
So the user interface layer module would call this method on a CDList object (called myCDList below), passing in the ID of the selected CD (value of 2 below) like this:
CD myCD = myCDList.GetCDByCDID(2);
Associated Use Cases:
Place Order
Description of Responsibilities:
This method searches the current list of CDs that the end user is working with and returns a CD whose ID matches the argument to the method. Otherwise, the method will return NULL (no CD with this ID).
Arguments Received:
int id
The ID of the selected CD to search for and return
Type of Value Returned:
A CD object or null (if no object is found)
Definition of the CD class follows (in Java):
class CD
{
public CD(int id, String title, String category)
{
this.CDID = id;
this.CDTitle = title;
this.CDCategory = category;
}
public int CDID;
public String CDTitle;
public String CDCategory;
}
Pre-Conditions:
1. The CDList object must be populated with a number of CD to select from by CDID. The object could be populated from records in the database, data from a file, or from memory before the method is called.
2. For testing purposes, it was decided that the CDList object will be populated with a number of CD in the constructor method of the CDList class. Thus the right sequence of calling this method is:
CDList myCDList = new CDList();
CD myCD = myCDList.GetCDByCDID(2);
Post-Conditions:
1. The method either returns a CD matching the CDID provided or returns null if no CD was found matching the provided CDID.
EDES 6103 Curriculum and Instructional Leadership
Spring 2014
Philosophy Statement
Philosophy of Education Statement
What are my core beliefs about teaching and learning?
What is it?
A philosophy is a set of beliefs that regulates actions. Because our brains are programmed to make decisions quickly, over time our experiences create an “automatic pilot” which influences the things we do. A philosophy statement of education is a concise summary of your personal beliefs about teaching and learning. What should the aim of education be? Should teachers focus on students or subject matter? Should students have a say in what they learn? Which subjects should be emphasized? What role do parents play in a student’s education?
Why write one?
To be an effective teacher/counselor, your beliefs about teaching and learning and assisting must be based on an explicit set of values. It is the first-step in becoming a Reflective Professional.
In his book The Skillful Teacher (1990), Stephen Brookfield explai.
Characteristics of Critical Thinking, Importance of Critical Thinking, Elements of Critical Thinking Process, Principles of Critical Thinking, Types of Critical Thinking, Critical Thinking Skills, Critical Thinking Barriers
Manusia dilahirkan dengan kebolehan dan bakat yang berbeza. Oleh itu kita harus menghormati akan perbezaan tersebut. Kita seharusnya memberi sokongan dan dorongan untuk seseorang individu yang ingin mencapai kecemerlangan diri.
Perpaduan boleh diwujudkan melalui sikap saling menghormati antara satu sama lain dari segi latar belakang , perbezaan individu , kebolehan dan bakat serta pendapat orang lain.
Kepentingan perpaduan dalam keluarga adalah untuk mengelakkan konflik antara anggota keluarga supaya keadaan ini tidak meruntuhkan institusi keluarga bahagia.
Untuk mewujudkan perpaduan dalam keluarga, aktiviti keluarga haruslah diadakan. Hal ini kerana dengan adanya aktiviti keluarga , semua keluarga dapat berkumpul , bermesra, dan mengeratkan hubungan antara satu sama lain.
Setiap pelajar mestilah menunjukkan sikap bertanggungjawab terhadap diri sendiri dari aspek disiplin diri, akademik dan sahsiah yang terpuji bagi mencapai kecemerlangan diri.
Komunikasi adalah penting dalam kehidupan kita. Hal ini kerana kita hidup dalam kumpulan masyarakat. Setiap hari kita akan berkomunikasi dengan orang lain.
Teori pengajaran dan pembelajaran adalah merupakan suatu pendekatan pengajaran dan pembelajaran yang dikaji dan dibuktikan secara saintifik. Oleh itu penggunnaan teori-teori ini dalam P & P dalam bilik darjah akan memberi kesan yang positif bagi mencapai hasil pembelajaran.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2. Definition
Higher-order thinking essentially
means thinking that takes place in
the higher-levels of the hierarchy of
cognitive processing. Bloom’s
Taxonomy is the most widely
accepted hierarchical arrangement
of this sort in education and it can
be viewed as a continuum of
thinking skills starting with
knowledge-level thinking and
moving eventually to evaluation-
level of thinking.
3. Higher Order Thinking Skills:
The Learning Research and Development
Center (1991) lists the following higher
order thinking skills:
"Size up and define a problem that isn't
neatly packaged.
Determine which facts and formulas
stored in memory might be helpful for
solving a problem.
Recognize when more information is
needed, and where and how to look for it.
Deal with uncertainty by 'brainstorming'
possible ideas or solutions when the way
to proceed isn't apparent.
4. Higher Order Thinking Skills:
Carry out complex analyses or
tasks that require planning,
management, monitoring, and
adjustment.
Exercise judgment in situations
where there aren't clear-cut
'right' and 'wrong' answers, but
more and less useful ways of
doing things.
Step outside the routine to deal
with an unexpected breakdown or
opportunity."
5. Thought
"Every day thinking, like ordinary
walking, is a natural performance
we all pick up. But good thinking,
like running the l00-yard dash, is a
technical performance... Sprinters
have to be taught how to run the
100-yard dash; good thinking is the
result of good teaching, which
includes much practice."
David Perkins, Howard University
6. Realigning your curriculum to improve
student achievement at the college-
preparatory level
“HOT” curriculum focuses on
Higher Order Thinking and
Technology
“HOT” courses utilize Hands-On
Technology
“HOT” instruction promotes
Cognitive Development
“HOT” classroom environments
reflect Active Interactions
8. 6 levels of Bloom's Taxonomy:
Knowledge statements ask
the student to recite the
pledge. Example: “Say the
pledge.”
Comprehension statements
ask the student to explain the
meaning of words contained in
the pledge. Example: “Explain
what indivisible, liberty, and
justice mean.”
9. 6 levels of Bloom's Taxonomy:
Application statements ask the
student to apply understandings.
Example: “Create your own pledge
to something you believe in.”
Analysis statements ask the
student to interpret word meanings
in relation to context. Example:
“Discuss the meaning of ‘and to the
Republic for which it stands’ in
terms of its importance to the
pledge.”
10. 6 levels of Bloom's Taxonomy:
Synthesis statements ask the student
to apply concepts in a new setting.
Example: “Write a contract between
yourself and a friend that includes an
allegiance to a symbol that stands for
something you both believe in.”
Evaluation statements ask the student
to judge the relative merits of the
content and concepts contained in the
subject. Example: “Describe the purpose
of the pledge and assess how well it
achieves that purpose. Suggest
improvements.”
11. Different types of thinking:
1. Critical thinking - This is convergent
thinking. It assesses the worth and
validity of something existent. It
involves precise, persistent, objective
analysis. When teachers try to get
several learners to think convergently,
they try to help them develop common
understanding.
2. Creative thinking - This is divergent
thinking. It generates something new or
different. It involves having a different
idea that works as well or better than
previous ideas.
12. Different types of thinking:
3. Convergent thinking - This type of
thinking is cognitive processing of
information around a common point, an
attempt to bring thoughts from different
directions into a union or common
conclusion.
4. Divergent thinking - This type of
thinking starts from a common point and
moves outward into a variety of
perspectives. When fosering divergent
thinking, teachers use the content as a
vehicle to prompt diverse or unique
thinking among students rather than a
common view.
13. Different types of thinking:
5. Inductive thinking - This is the
process of reasoning from parts to the
whole, from examples to
generalizations.
6. Deductive thinking - This type of
reasoning moves from the whole to its
parts, from generalizations to underlying
concepts to examples.
14. Different types of thinking:
7. Closed questions - These are
questions asked by teachers that
have predictable responses. Closed
questions almost always require
factual recall rather than higher
levels of thinking.
8. Open questions - These are
questions that do not have
predictable answers. Open
questions almost always require
higher order thinking.
15. WHAT STRATEGIES HELP TO
DEVELOP THESE SKILLS?
Help Students Organize Their
Knowledge
Build on What Students Already Know
Facilitate Information Processing
Facilitate Deep Thinking Through
Elaboration
Make Thinking Processes Explicit
16. Becoming a guide
(promoting cognitive development)
--Require justification for ideas and
probe for reasoning strategies
--Challenge students to develop
alternatives and to ask thought-
provoking questions
--As an instructor, ask open-ended
questions and accept varied responses
--Require all students to participate
actively in class discussions
--Serve as a master of apprentices
rather than a teacher of students
17. An Igniting
Interactive Environment
--Reflects real-life situations and
contexts
--Shows collaboration among
teachers, disciplines, and students
--Encourages curiosity,
exploration, and investigation
--Demands student responsibility
for his or own learning
--Encourages various performance
–based displays of competencies
18. How do I foster higher-order thinking in
my classroom?
1. Set up a classroom environment
which is conducive to high-level
thinking.
A. Multi-level materials
B. Flexible grouping
C. Accept and celebrate diversity
D. Print-rich environment
E. High expectations
F. Teacher as co-learner
G. Nurture risk-taking 2. Engage
students in activities which foster high-
level thinking.
19. How do I foster higher-order thinking in
my classroom?
A. Collaborative group activities in which students
can communicate with others in a variety of ways.
B. Problem-solving activities that require more than
routine calculations.
C. Open-ended activities with more than one "right"
answer.
D. Activities which acommodate multiple
intelligences.
E. Activities in which both genders participate freely.
3. Construct questions that call for high-level
thinking.
A. Ask yourself, "Do I always know the answer to my
questions?"
B. Use a variety of assessment methods that match
teaching strategies. For example, use a project for
assessment instead of an end-of-unit test.
20. Evaluation: Words
Appraise
Choose
Compare
Conclude
Decide
Defend
Evaluate
Give your
opinion
Judge
Justify,
Prioritize
Rank
Rate
Select
Support
Value
21. Synthesis
Change
Combine
Compose
Construct
Create
Design
Find an
unusual way
Formulate
Generate
Invent
Originate
Plan
24. Application
Apply
Compute
Conclude
Construct
Demonstrate
Determine
Draw
Find out
Give an
example
Illustrate
Make
Operate
Show
Solve
State a rule or
principle
Use
25. Comprehension
Convert
Describe
Explain
Interpret
Paraphrase
put in order
Restate
Retell in your
own words
Rewrite
Summarize
Trace
Translate
26. Knowledge
Define
fill in the
blank
Identify
Label
List
Locate
Match
Memorize
Name
Recall
Spell
State
Tell
Underline
27. Knowledge: Identification and recall of information
Who, what, when, where, how?
Describe ___________________.
Comprehension: Organization and selection of facts and ideas
Retell ___________ in your own words.
What is the main idea of ___________________?
Application: Use of facts, rules, principles
How is __________ and example of _______________?
How is __________ related to _________________?
Why is _________________ significant?
Analysis: Separation of the whole into component parts
What are the parts or features of ________________?
Classify _______________ according to ________________.
Outline/diagram/web ____________________.
How does ______________ compare/contrast with __________________?
What evidence can you list for _____________________?
Synthesis: Combination of ideas to form a new whole
What would you predict/infer from __________________?
What ideas can you add to __________________?
How would you create/design a new __________________?
What might happen if you combine _______________ with ________________?
What solutions would you suggest for __________________?
Evaluation: Development of opinions, judgments, or decisions
Do you agree with _________________?
What do you think about _______________?
What is the most important _____________?
Prioritize ________________.
How would you decide about ________________?
What criteria would you use to assess ______________________?
28. QUESTIONS THAT PROBE
ASSUMPTIONS
What are you assuming?
What is Karen assuming?
What could we assume instead?
You seem to be assuming________.
Do I understand you correctly?
All of your reasoning depends on the idea that .
Why have you based your reasoning on ______
rather than ____?
You seem to be assuming _______.
How would you justify taking this for granted?
Is it always the case?
Why do you think the assumption holds here?
Why would someone make this assumption?
29. QUESTIONS OF
CLARIFICATION
What do you mean by? Could you give me an
example?
What is your main point? Would this be an example?
How does_________relate________to? Could you explain this
further?
Could you put that another way? Would you say more about
that?
Is your basic point______or_____? Why do you say that?
What do you think is the main issue here?
Let me see if I understand you; do you mean_______or______?
How does this relate to our discussion (problem, issue)?
What do you think John meant by his remark? What did you take
John to mean?
Jane, would you summarize in your own words what Richard has
said? ...Richard, is that what you meant?
30. QUESTIONS THAT PROBE
REASONS AND EVIDENCE
What would be an example?
How do you know?
Why do you think that is true?
Do you have any evidence for that?
What difference does that make?
What are your reasons for saying that?
Could you explain your reasons to us?
Is there reason to doubt that evidence?
What would you say to someone who said________?
Can someone else give evidence to support that response?
Who is in a position to know if that is so?
31. QUESTIONS THAT PROBE
REASONS AND EVIDENCE
By what reasoning did you come to that conclusion?
How could we find out whether that is true?
Are these reasons adequate?
Why did you say that?
What led you to that belief?
How does that apply to this case?
What would change your mind?
What other information do we need?
But is that good evidence to believe that?
Who is in a position to know if that is so?
32. QUESTIONS ABOUT VIEWPOINTS
OR PERSPECTIVES
You seem to be approaching this issue
from________ perspective.
Why have you chosen this rather than that
perspective?
How would other groups/types of people
respond? Why? What would influence them?
How could you answer the objection
that________would make?
What might someone who believed________
think?
Can/did anyone see this another way?
What would someone who disagrees say?
What is an alternative?
33. QUESTIONS THAT PROBE IMPLICATIONS
AND CONSEQUENCES
What are you implying by that?
But if that happened, what else would happen
as a result? Why?
What effect would that have?
Would that necessarily happen or only probably
happen?
What is an altenative?
If this and this are the case, then what else
must also be true?
If we say that this is unethical; how about
that?
When you say________you are implying?
34. Suggestions Related to Using Writing to Promote
Higher-Order Thinking
Write daily or frequently rather
than sporadically.
Write for real audiences and
purposes.
Allot sufficient time for stages of
thought and editing to occur.
Encourage peer review
Write with an initial emphasis on
thinking rather than on
proofreading and editing.
35. Writing to Promote Higher-Order Thinking
(Synthesized from Teaching Children to Be Literate: A
Reflective Approach, by Anthony and Ula Manzo, 1995)
Writing activates the reader’s background knowledge
before reading/thinking.
Writing builds anticipation of upcoming learning events.
Writing raises the reader’s level of intellectual activity.
Writing encourages meaningful comparisons of the
student’s perspective with that of the writer (in reading
situations)
Writing helps students better formulate their world view.
Writing allows students to examine their perspectives on
key issues.
Writing builds metacognitive as well as cognitive abilities
because writing forces deeper levels of introspection,
analysis, and synthesis than any other mediational
process.
36. (Synthesized from Teaching Children to Be Literate: A Reflective Approach, by
Anthony and Ula Manzo, 1995)
1. Remember to ask for it; that is, for discovery,
invention, and artistic/literary creation.
2. Great curiosity and new ideas with enthusiasm; these
can often lead to the most valuable “teachable
moments.”
3. Expose learners to new twists on old patterns and
invite looking at old patterns from new angles.
4. Constructively critique new ideas because they almost
always require some fine-tuning.
5. Reset our expectations to the fact that there will be
many more “misses” than “hits” when reaching for
workable new ideas.
6. Learn to invite contrary, or opposing, positions; new
possibilities are often discovered in this way and existing
thoughts, patterns, and beliefs can be tested and
strengthened.
37. Head-on Approaches to Teaching Higher-Order
Thinking
(Synthesized from Teaching Children to Be Literate: A
Reflective Approach, by Anthony and Ula Manzo, 1995)
“Thinking Thursdays”
Consider setting aside a given amount of time on a
regular basis to try some of these direct approaches
to teaching critical and creative thinking.
Word Creation:
Define the word “squallizmotex” and explain how
your definition fits the word.
If dried grapes are called raisins, and dried beef is
called beef jerky, what would you call these items if
they were dried: lemons, pineapple, watermelon,
chicken.
38. Unusual Uses:
Have students try to think of as
many unusual uses as they can
for common objects such as
bricks, used toys, old tennis
balls, soda bottles, and 8-track
cassette tapes.
39. Circumstances and Consequences:
What would happen if . . .
school was on weekends and not
during the week?
water stuck like glue?
gravity took a day off?
there were no colors?
everyone in the country could vote on
every issue that is now decided by
government representatives?
40. Product Improvements:
How could school desks be
improved?
How could living room furniture
be improved to provide better
storage and even exercise while
watching television?
How can we better equip book-
carrying bags to handle lunches
and other needs that you can
think of?
41. Systems and Social
Improvements:
A sample question that could
lead into plenty of higher-level
discussion and a good give-and-
take of views and needs could
be: “How can schools be made
more fun without hurting
learning?”