HOTS-in-the-Classroom-V.2.1-1.pptx
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The document discusses using higher order thinking skills (HOTS) in the classroom. It aims to help participants understand the concept of HOTS, evaluate how to ask questions to promote HOTS, and reflect on applying HOTS to teaching and learning. HOTS refer to complex thinking like analysis, evaluation and synthesis. The document provides examples of lower- and higher-order questions and discusses how teachers can develop HOTS through lesson planning and the revised Bloom's taxonomy.
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Assignment 2 Template
Marking criteria
Needs Assessment
Overall strategy and rationale
PCs: sources of information and research methods; appropriateness of collection procedure
DCs: sources; who decides? (values/power)
/10
Capabilities
PC/DC pairs: explicit and clear; ascribed vs felt; timing; settling disputes
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Summary of needs and objectives (e.g. worksheet)
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Reflection and Insights:
Conclusion
Evidence of research, appraisal of resources
Insights/observations on program planning
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Presentation/Organization/Style:
Grammar, Syntax, Typos, Spelling
Paragraph/Sentence Structure ("readability")
Headings and Subheading ("organization")
Footnotes, References, Bibliography
Punctuality
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Total:
/30
Assignment #2
Justify, Focus Planning, and Clarify Intentions
This assignment should distinguish between the following two ideas:
process (a needs assessment) and
the products of that process (PCs, DCs, program goals, learning objectives).
I. Consider Your Reflections:
What are your reflections on and revisions for Assignment #1?
II. Justify and Focus Planning:
a. What is the general strategy you would employ to assess the needs of the learner community identified in Assignment #1, and how do you justify this/these strategies over others (explain specifically referring to the factors in your context that make this a good choice).
1. Are your descriptions and rationale thorough, clear, and justified? Why you have chosen this particular approach over other possibilities?
2. What characteristics of the organizational context and learner community are especially important to consider in developing your needs assessment? What factors in your context affected your choice of strategy? Are there any ethical/political/social ramifications?
3. Determining the present capabilities (PCs) – questions to consider:
1. What are the sources of information you will access? Explain your choices.
1. How appropriate are the collection procedures you have chosen for your context/ learner community?
1. Have you considered how the data will be used and whether it is necessary?
4. Determining the desired capabilities (DCs) – questions to consider:
1. What are the sources of information you will access? Explain your choices.
1. How will the desired capabilities be determined and by whom?
1. Have you considered and made explicit the underlying value / power systems influencing decisions about DCs?
1. How do you prioritize your list of needs statements?
c. Provide a comprehensive set of need statements (pairs of PCs / DCs)
1. Are they explicit, clear, in accordance with guidelines and did you consider ascribed versus felt needs?
2. Who will be respo.
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Assignment 2 Template
Marking criteria
Needs Assessment
Overall strategy and rationale
PCs: sources of information and research methods; appropriateness of collection procedure
DCs: sources; who decides? (values/power)
/10
Capabilities
PC/DC pairs: explicit and clear; ascribed vs felt; timing; settling disputes
Priority: criteria (importance and feasibility); appropriateness (who decides?)
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Goals and Objectives:
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Rationale: link between objectives and goal; choice of format
Types of learning: specified and explained
Summary of needs and objectives (e.g. worksheet)
/5
Reflection and Insights:
Conclusion
Evidence of research, appraisal of resources
Insights/observations on program planning
/5
Presentation/Organization/Style:
Grammar, Syntax, Typos, Spelling
Paragraph/Sentence Structure ("readability")
Headings and Subheading ("organization")
Footnotes, References, Bibliography
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Assignment #2
Justify, Focus Planning, and Clarify Intentions
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process (a needs assessment) and
the products of that process (PCs, DCs, program goals, learning objectives).
I. Consider Your Reflections:
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II. Justify and Focus Planning:
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1. What are the sources of information you will access? Explain your choices.
1. How appropriate are the collection procedures you have chosen for your context/ learner community?
1. Have you considered how the data will be used and whether it is necessary?
4. Determining the desired capabilities (DCs) – questions to consider:
1. What are the sources of information you will access? Explain your choices.
1. How will the desired capabilities be determined and by whom?
1. Have you considered and made explicit the underlying value / power systems influencing decisions about DCs?
1. How do you prioritize your list of needs statements?
c. Provide a comprehensive set of need statements (pairs of PCs / DCs)
1. Are they explicit, clear, in accordance with guidelines and did you consider ascribed versus felt needs?
2. Who will be respo.
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- 1. Date: 04-22-2021 Version: V2 DC No: -QMR--051 Using Higher Order Thinking Skills (HOTS) in the Classroom
- 2. Date: 04-22-2021 Version: V2 DC No: -QMR--051 HOTS in the Classroom
- 3. Date: 04-22-2021 Version: V2 DC No: -QMR--051 SESSION OBJECTIVES At the end of the session, participants are able to: 1. discuss the concept of HOTS 2. evaluate the art of questions in the lesson plan; and 3. reflect on the importance of applying HOTS in teaching and learning process.
- 4. Date: 04-22-2021 Version: V2 DC No: -QMR--051 What is Higher Order Thinking Skills (HOTS)?
- 5. Date: 04-22-2021 Version: V2 DC No: -QMR--051 Higher Order Thinking Skills (HOTS) Which of these questions or instructions do you think promote higher order thinking skills (HOTS)? _____ 1. Separate the mammals from non-mammals. _____ 2. When was our country discovered? _____ 3. Why is there night and day? _____ 4. Name the different types of animals. _____ 5. Explain how mosquitoes transmit disease. _____ 6. Locate our school on the map. _____ 7. Calculate the speed of sound. _____ 8. Categorize the objects into tall or short. _____ 9. Identify the hero in the story. _____ 10. To what fruit would you compare your family and why?
- 6. Date: 04-22-2021 Version: V2 DC No: -QMR--051 Higher Order Thinking Skills (HOTS) Why is there a need to integrate HOTS in instruction? How can teachers integrate HOTS in their teaching? Explain the Revised Bloom’s Taxonomy and its relevance in the development of HOTS
- 7. Date: 04-22-2021 Version: V2 DC No: -QMR--051 Higher Order Thinking Skills (HOTS) These are complex thinking processes which include analysis, evaluation, synthesis, reflection and creativity. Refer to skills that allow students to process information, apply them to situations, and make sound decisions.
- 8. Date: 04-22-2021 Version: V2 DC No: -QMR--051 Remember: Retrieving, recognizing, and recalling relevant knowledge from long-term memory. Understand: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, inferring,comparing and explaining. Apply: Carrying out or usinga procedure through executing, orimplementing. Analyze: Breaking material into constituent parts, determining how theparts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing. Evaluate: Making judgments based on criteria and standards throughchecking and critiquing. Create: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structurethrough generating, planning, or producing. Cognitive Behaviors (Process Dimensions) in the Revised Bloom’s Taxonomy
- 9. Date: 04-22-2021 Version: V2 DC No: -QMR--051 To improve the top 3 levels of Bloom’s Taxonomy, try to create objectives with the following verbs: ANALYZING EVALUATING CREATING Analyze Argue Adapt Categorize Assess Compose Compare Choose Create Contrast Debate Design Discuss Evaluate Develop Estimate Judge Invent infer Predict Modify organize summarize propose
- 10. Date: 04-22-2021 Version: V2 DC No: -QMR--051
- 11. Date: 04-22-2021 Version: V2 DC No: -QMR--051 Integrating HOTS
- 12. Together, we stand for education.
- 13. Together, we stand for education.
- 14. Together, we stand for education.
- 15. Together, we stand for education.
- 16. Together, we stand for education.
- 17. Together, we stand for education.
- 18. Together, we stand for education.
- 19. Together, we stand for education.
- 20. Together, we stand for education.
- 21. Together, we stand for education.
- 22. Together, we stand for education. Improve the question into HOTS. 1. Define photosynthesis. HOTS Question 1. Why is photosynthesis not performed by human beings?
- 23. Together, we stand for education. Improve the question into HOTS. 2. What factors are needed for photosynthesis to happen? HOTS Question 2. What will happen to plants if they are kept away from the sun? Why?
- 24. Together, we stand for education. Improve the question into HOTS. 3. Does photosynthesis occur among humans? HOTS Question 3. How is photosynthesis happened?
- 25. Together, we stand for education. Improve the question into HOTS. 4. What is the main energy source for photosynthesis? HOTS Question 4. What will happen if plants suddenly lose the ability to do photosynthesis?
- 26. Together, we stand for education.
- 27. Together, we stand for education.
- 28. Together, we stand for education.
- 29. Date: 04-22-2021 Version: V2 DC No: -QMR--051
- 30. Date: 04-22-2021 Version: V2 DC No: -QMR--051 THANK YOU.
Editor's Notes
- As you note, these questions require the learners to recall information from the text read. These call for loworder thinking skills like remembering. These questions, answered by single responses, are called convergent questions. On the other hand, these questions require learners to answer by analyzing, synthesizing, and evaluating. These are divergent, open-ended questions and may have multiple answers.