How to Develop Higher Order Thinking Skills in the Classroom

Higher Order Thinking Skills in
The Classroom
BLOOM’S TAXONOMY
(H.O.T. Skills)
Copyright © 2021 Talent & Skills HuB

Objectives
To Understand the Concept of HOT
To Understand the Importance of HOT
To Understand the Six Levels of Bloom’s Taxonomy
To Understand the Meaning of Critical Thinking
To understand the Evidence of Critical Thinking

What is Higher Order Thinking?
Higher order thinking essentially means thinking that takes
place in the higher-levels of the hierarchy of cognitive
processing.

Why is Higher-Level Thinking
Important?
Thinking provides the software for the mind
Higher level thinking allows student’s memory to be used
effectively.

Need for Problem Solving Ability
Because the pace of societal change shows no signs of
slackening, citizens of the 21st century must become adept
problem solvers, able to wrestle with ill-defined problems and
win. Problem-solving ability is the cognitive passport of the
future.
(Martinez, 1998).

Need for Problem Solving Ability
Thinking analytically is a skill like carpentry or driving a car. It
can be taught, it can be learned, and it can improve with practice.
But like many other skills, such as riding a bike, it is not learned
by sitting in a classroom and being told how to do it.

Theory
Critical thinking theory finds its roots primarily in the works of
Benjamin Bloom as he classified learning behaviors in the
cognitive domain.
Bloom (1956) developed a taxonomy of learning objectives for
teachers which he clarified and expounded upon over the course
of approximately two decades.
His ideas continue to be widely accepted and taught in teacher
education programs throughout the United States.

The Six Levels of
Bloom’s Taxonomy
1. Knowledge
2. Comprehension
3. Application
4. Analysis
5. Evaluation
6. Synthesis

Applying Bloom’s Taxonomy
Knowledge Level
Materials/Situations: Events, people, newspapers, magazine
articles, definitions, videos, dramas, textbooks, films, television
programs, recordings, media presentations
Measurable Keywords: Define, describe memorize, label,
recognize, name, draw, state, identify, select, write, locate,
recite

Comprehension Level
Materials/Situations: Speech, story, drama, cartoon, diagram,
graph, summary, outline, analogy, poster, bulletin board
Measurable Keywords: Summarize, restate, paraphrase,
illustrate, match, explain, defend, relate, infer, compare, contrast,
generalise

Application Level
Materials/Situations: Diagram, sculpture, illustration,
dramatisation, forecast, problem, puzzle, organisations,
classifications, rules, systems, routines
Measurable Keywords: Apply, change, put together, construct,
discover, produce, make, report, sketch, solve, show, collect,
prepare

Analysis Level
Materials/Situations: Survey, questionnaire, an argument, a
model, displays, demonstrations, diagrams, systems,
conclusions, report, graphed information
Measurable Behaviors: Examine, classify, categorise,
research, contrast, compare, disassemble, differentiate,
separate, investigate, subdivide

Evaluation Level
Materials/Situations: Recommendations, self-evaluations,
group discussions, debate, court trial, standards, editorials,
values
Measurable Keywords: Compare, recommend, assess, value,
apprise, solve, criticize, weigh, consider, debate

Synthesis Level
Materials/Situations: Experiment, game, song, report, poem,
prose, speculation, creation, art, invention, drama, rules
Measurable Keywords: Combine, hypothesize, construct,
originate, create, design, formulate, role-play, develop

What is Critical Thinking?
This involves using your own knowledge or point of view
to decide if something is right or wrong about someone
else’s ideas.

Critical Thinking Skills
Inductive thinking (evidence base thinking)
Deductive thinking (linking one or more statements to
reach a logical conclusion)
Determining reality and fantasy
Determining benefits and drawbacks

Identifying value statements
Identifying points of view
Determining bias
Identifying fact and opinion

Determining the accuracy of presented information
Judging essential and incidental evidence
Determining relevance

Evidence Of Critical Thinking
Critical thinking occurs if:
Learners are active and in a continuous dialogue with the teacher
Learning is constructing, not feeding
Truth is discovered, not delivered
Teacher "leads from behind"
Teacher functions as a facilitator/mentor instead of a lecturer
Questions are answered with explanations or questions, not
simply "yes" or "no"

Evidence of Critical Thinking Cont.
Pertinent discussions on related issues often break out
Debate is common
Peers exchange ideas
Learner and teacher satisfaction increases
"Rabbit chasing" becomes an art - explore related issues, yet
remain on task
Teachers often face questions for which they have no answers
Social interaction and acceptance in the class is generally high

Talent &
Skills HuB
T&S-HuB is an enabling environment that supports people in
the development of their talents and skills and in the
actualisation of their personal passions and ambitions.
We help learners and individuals sharpen and exhibit their
talents and skills while exploring relevant and life changing
opportunities that suit their passions.
You can be supported by our instructors, counsellors, and
mentors on employability skills and other personal and
professional development.
Book an appointment for one-to-one or group tutoring
through our website; ts-hub.com
You can also contact us via email: contactus@ts-
hub.com

Bibliography
Treffinger and Feldhusen (1998) Planning for Productive
Thinking and Learning, p.24
Sandra Kaplan, National/State Leadership Training Institute
Martinez, M. E. (1998) What is Problem Solving? Phi Delta
Kappan. 605-609.

How to Develop Higher Order Thinking Skills in the Classroom

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