This document discusses higher order thinking skills (HOTS) in education. It defines HOTS as the ability to apply knowledge, skills, and values to solve problems, make decisions, innovate, and create. HOTS include skills like critical thinking, creative thinking, reasoning, and thinking strategies. The document outlines three important aspects of HOTS - applying knowledge, reasoning and reflecting, and problem solving and decision making. It also discusses verbs used to indicate different levels of HOTS. Finally, it discusses strategies for planning and implementing HOTS in pedagogy and some challenges, like time constraints and learning environments not conducive to active learning.

1. HIGHER ORDER THINKING
SKILS
JAYANTHI A/P SHANMUGAM
SILVERLINGAM A/L PARAMANTHAN
SSP60104
Isu-isu Kontemporaridalam Pendidikan Sains(M212)
LECTURER:
DR. MOHD MOKHZANI BIN IBRAHIM

2. HIGH ORDER THINKING SKILLS(HOTS)
Definition
The ability to apply knowledge, skills,
and value in reasoning and reflecting
to solve problems, make decisions,
innovate and be able to create
something
(Malaysian Education Ministry,2013)

3. ● HOTS- Skills thatgo beyond memorizing informationor
repeating stories
- and emphasizethedevelopmentof analytical skills.
• HOTS are the tools students useto transfer their knowledgeinto actual use.
• These include problem-solving, analyzing, evaluating, imagining, and making connections.

4. ● HOTS include critical thinking,creative thinking,reasoningand thinkingstrategy.
Creative thinking abilityto evaluate an idea in a logical and rational manner to make a
reasonable judgment with justifications and reliable evidence.
Creative thinkingskills abilityto produce or create somethingnew and valuable byusing
genuine imaginative skill and unconventional thinking
Reasoningskill abilityofan individual to consider and evaluate logicallyand rationally
Thinkingstrategy is a way of thinkingthat is structured and focused to solve problems.

5. Three Important Aspects in HOTS
1. Applying the domain of knowledge, skills and value
○ Students are able to apply knowledge, skills and values mastered through the learning process by
achieving the level of mastery specified in the curriculumdocument for each subject.
○ This varies with the abilities and capabilities of the pupil.
○ Applying this domain makes holistic, balanced and gentle student development

6. 2 Reasoning and reflection
○ Reasoning- ability to make a logical and rational judgment.
○ Reflection- recalling and interpreting things through experiences, actions, feelings and feedback
than analyzing and making conclusions
3 Problem solving, decision making, innovation and trying to create something
○ by mastering the above two aspects students are able to
➢ solve problems
➢ Make the right and wise decisions
➢ Produce something innovative and beneficial, as well as being able to create something new in any
form when experiencing the learning process

7. Verbs Used in HOTS
● HOTS in the level of Applying
verbs
Use
Draw
Show
Solve
classify
complete
Describe
Build
predict
Adapt
Sketch
Execute

8. ● HOTS in the level of Analyzing
verbs
Use
Separate
Assess
Investigate
Test
differentiate
Compare
Identify
Categorize
Analyze
Explain
Execute

9. ● HOTS in the level of Evaluating
verbs
Choose
Deside
Assess
Give
reason
Use
Conclude
Support
Discuss
Suggest
Defend
Confirm
Determine
Prioritise

10. Planning and Implementation HOTS in Pedagogy
Referto the HOTS-based
learning standard
Identify the HOTS
elements in learning
standard
Plan and prepare the lesson
planning
State learning objectives
explicitly
Prepare activities involving
HOTS
Prepare suitable teaching aid.
Conduct the lesson
With suitable thinking aid
Pose HOTS type
questions
Assess
Make sure there are
HOTS questions in
the assessment
Reflection
Do a reflection on the
effectiveness of
teaching and learning

11. Teaching and Learning Strategies
Inquiry based-
learning
Constructivism
Problem based-
learning
Contextual
Strategies

12. Policy on Teaching HOTS in Malaysian Schools
1. IN2013, the Malaysia Education Blueprint 2013- 2025 (MEB) was launched by the Ministry of
Education. Oneof the six student aspirations highlighted in the MEB is the need for developing
thinking skills.
2. In 2017, Ministry of Education has launched the Secondary SchoolStandard Curriculum or
KurikulumStandard Sekolah Menengah (KSSM) and carried out a revised version of KSSRthat aim to
incorporatean equal distribution between knowledgeand skills particularly higher order thinking and
leadership skills.
3. The revised version puts more focus on problem-based learning, process learning, and time-to-time
assessments. Hence, the currentpolicy clearly displays that the Malaysian education systemis moving
forward to creating learners who are able to usehigher order thinking skills not only in the classrooms,
but also in daily life

13. Pedagogical
knowledge
01
Mastery of
lesson content
02
Time
03
Learning environment and
resources
04
GENERAL ISSUES ON HOTS

14. - Effective pedagogical method needed to encourage students to think
critically and creatively. Example- pbl/project based learning/inquiry
method.
- Situation 1: Teacher explains and discusses with pupils the factors and
implications of ocean pollution.
- Situation 2: Teacher relates pollution to related fields such as animals in
science and how it affects their habitats by relating it to its geographical
region. For example, teacher can show a video of ocean pollution and how
many sea animals are dead or left dying due to swallowing of plastic debris
or strangulation of plastic rope together with its devastating effects to
stimulate their interest, empathy, curiosity and higher order thinking skills
01. Pedagogical knowledge

15. 02 Mastery of lesson content
- Teaching experience
- Teachers need to be well equipped with general knowledge and mastering
their own field of subject.
- Content competency
- need to gain and search for more materials to fit the needs of applying the
skills in their teaching process
- Non – field teachers teaching certain subjects

16. 03 Time
- instructional time in class is spent on direct questioning with specific
responses, that there is not so many times in teaching were focused to
deliver open questions, to call students upon to show their cognitive skills
and so on.
- HOTS involve internal process which develops overtime in preparing the
materials and items as a medium of presenting information and teaching
input. Teachers may have difficulties planning the lesson due to tight
schedule. They have to teach in classes, doing the clerical tasks, attending
meetings and courses and even have to stay back for co-curricular
activities

17. - culture of learning has greatly been inherited from drill-and-practice and
rote learning.
- Teachers need to provide scaffolding for transition from this type of
passive learning to active learning (HOTS).
- teachers and students are still in need of support in resources which are
currently inadequate to ensure an engaging learning process.
- Students usually sit in neat formal-like in pairs and in rows facing the
teacher and whiteboard at the front. Such seating arrangement however
may also prevent the activities of HOTS and teachers unable to provide
scaffolding for active learning. Thus, it is vital for classrooms to be as a
platform for lively exchanges of intellect and at the same time a
stimulating atmosphere which encourages deep thinking.
04.
Learning environment and resources

18. IMPLEMENTINGHOTS DURING PANDEMIC
- Aided with interactive
learning apps
- Students engage well in
class-easy for teachers to
pose questions/students
more responsive.
- Students passiveness
during onlineclasses
- Students attendancenot
consistent
- Interaction time
CONS
PROS

19. IMPLEMENTING HOTS AFTER PANDEMIC
C.
STUDENTS ATTENDANCE
TO SCHOOL
A.
STUDENTS CATCH UP
LEVEL IS LOW
D.
-LACK OF CURIOSITY
B.
TEACHER RUSHING THE
SYLLABUS/COVERUP