The sildes provide underlying knowledge on VAK and memletic learning styles and HOTS. The knowledge on learning styles and HOTS is used to criticize 2 samples of study pack (referred to K-13 & CEFR), explaining their strengths and weaknesses.

1. HIGHER ORDER THINKING
SKILLS (HOTS)
What kinds of
questions will you ask
to challenge your
students?

2. Asking them: Skinny Questions or
Fatty Ones?
Skinny
Questions
Fatty
Questions

3. Bloom’s Revised Taxonomy

4. What is HOTS?
Thomas and Thorne (2009) as cited in readingrockets.org
state that:
Higher order thinking (HOT) is thinking on a level that
is higher than memorizing facts or telling something
back to someone exactly the way it was told to you
HOTS takes thinking to higher levels than restating the
facts and requires students to do something with the
facts — understand them, infer from them, connect
them to other facts and concepts, categorize them,
manipulate them, put them together in new or novel
ways, and apply them as we seek new solutions to new
problems.

5. Three categories of HOTS
according to Brookhart (2010)
1. Transfer
It’s not a retention – remember what
one has learnt.
It is to make sense of and be able to
use what one has learnt.
= APPLYING

6. 2. Critical thinking
“Critical thinking is thinking about your thinking while you're
thinking in order to make your thinking better.”
― Richard W. Paul
Reflective
thinking
Artful
thinking
Critical
Thinking
(Barahal, 2008 in
Collins, 2014)

7. reasoning
questioning &
investigating
observing &
describing
comparing &
connecting
finding
complexity
exploring
viewpoints

8. 3. Problem-solving
A skill that enables a person to find a
solution for a problem that is
unresolvable only simply by
memorizing. (Collins, 2014)

9. Solve a
problem or
reach a
desired
goal
Remembering
information
Learning with
understanding
Critically
evaluating idea
Formulating
creative
alternatives
Communicating
effectively

10. STRATEGIES FOR ENHANCING HOTS
1. Teach Question-Answer Relationship (QAR)
label the type of questions being asked and then to use
this information to assist them in formulating the
answers.
helps students become more aware of the relationship
between textual information and prior knowledge and
enable them to make appropriate decisions about which
strategies to use as they seek answers to questions
two major categories of question-answer relationships are
taught: (1) whether the answer can be found in the
text — "In the Book" questions, or (2) whether the
reader must rely on his or her own knowledge — "In My
Head" questions.

11. In the book QARs
Right There:
The answer is in the text, usually easy to find; the
words used to make up the questions and words
used to answer the questions are Right There in
the same sentence.
Think and Search (Putting It Together):
The answer is in the story, but the student needs
to put together different parts to find it; words
for the questions and words for the answers are
not found in the same sentences; they come from
different parts of the text.

12. In my head QARs
Author and You:
The answer is not in the story; the student
needs to think about what he/she already knows,
what the author tells him/her in the text, and
how it fits together.
On My Own:
The answer is not in the story; the student can
even answer the question without reading the
story; the student needs to use his/her own
experience.

13. 2. Teach De Bono’s Six Thinking Hats

15. Brown (2000) defines learning styles as the manner in which
individuals perceive and process information in learning situations.
Celcia-Murcia (2001) defines learning styles as the general
approaches—for example, global or analytic, auditory or visual—that
students use in acquiring a new language or in learning any other
subject. The manner in which a learner perceives, interacts with, and
responds to the learning environment.

16. • People learn more effectively when their learning
strategies are closely matched with their preferred
learning style1.
• We can improve their learning by understanding
what their strengths are and using more methods
tailored to those strengths
• Different situations and learning environments require
different learning strategies, so by understanding your
students’ weaknesses and working on them, we will
have a large repertoire of strategies to draw from
2.
3.

17. The VAK model is
divided in three
different learning
styles depending
on the way each
one receives and
processes the
information.
(Neil Fleming)

18. Visual Learners
 Prefer to see information such as pictures,
diagrams, cartoons, demonstrations
 Picture words and concepts they hear as
images
 Easily distracted in lecture with no visual
aids
 Overwhelmed with intense visuals
accompanied by lecture
 Benefit from using charts, maps, notes, and
flash cards when studying

19. Strategies
:• Include pictures, charts,
or maps in notes
• Avoid visual distractions
(windows, doorways, etc.)
• Colour code your notes to
organize and put emphasis
on key points
• Use flash cards to study or
memorize
• Make mind and concept
maps instead of outlines
• Visualize steps to solve
problems in your head

20.  Prefer to hear information spoken
 Can absorb a lecture with little effort
 May not need careful notes to learn.
 Often avoid eye contact in order to concentrate
 May read aloud to themselves
 Like background music when they study

21. Strategies
:• Record lessons/instructions
and then listen to them
• Discuss materials in groups
• Listen to wordless background
music while studying
• Use rhymes or jingles to
help remember important
points
• Repeat information to yourself
at barely audible whisper as
you take notes
• "Teach" information out loud to
another person or an
inanimate object

22.  Prefer touch as their primary mode for taking in
information
 In traditional lecture situations, they should write
out important facts
 Create study sheets connected to vivid examples
 Role-playing can help them learn and
remember important ideas
 May benefit by using manipulatives

23. Strategies
:• Learn new material while
doing something active (e.g,
read a textbook while on a
treadmill)
• Try to take classes with
demonstrations and fieldwork
• Move a body part (eg. swing
or tap your foot), or walk
around
• Ask questions and participate
in discussions whenever
possible
• Break reading tasks into small
chunks
• Take study breaks often

24. Memletic styles are:
Visual. You prefer using pictures, images, and
spatial understanding.
Aural. You prefer using sound and music.
Verbal. You prefer using words, both in speech
and writing
Physical. You prefer using your body, hands and
sense of touch.
Logical. You prefer using logic, reasoning and
systems.
Social. You prefer to learn in groups or with
other people.
Solitary. You prefer to work alone and use self-
study.

26. Each person prefers different learning styles and techniques. Learning styles group
common ways that people learn.
Everyone has a mix of learning styles. Some people may find that they have a
dominant style of learning, with far less use of the other styles. Others may find that they
use different styles in different circumstances. There is no right mix. Nor are your styles
fixed. You can develop ability in less dominate styles, as well as further develop styles
that you already use well.
By recognizing and understanding your own learning styles, you can use techniques
better suited to you. This improves the speed and quality of your learning.

27. STUDY PACKS
1. Samples of Study PackASTRI OLLIVIA - NIM 16716251013 -
PBI A - PPS UNY.pdf
Reasoning
( a part of
Artful
Thinking)

28. Enhance students’ HOTS by following
Bloom’s Taxonomy (analyzing, evaluating,
and creating)

29. Accomodate 3 VAK learning styles
Activities are graded from LOTS to HOTS
(Bloom’s Taxonomy)

30. e.g. LOTS to HOTS in 8 activities for a Visual
Learner.
Visual Learner
Activities
Pre-
Viewing
Inter
-pre-
ting
Reading
aloud &
compa-
ring
While
Viewing
Obser
-ving
and
Note
Taking
Vocab
u-lary
Buildi
ng
Analyzin
g &
Evaluatin
g
Post-Viewing
Doing
presentatio
n
Mind
mapping
Movie
Making
CREATINGANALYZING
&
EVALUATING
LOTS

31. e.g. LOTS to HOTS in 8 activities for a Auditory
Learner.
Auditory Learner
Activities
Pre-
Viewing
Inter
-pre-
ting
Dictoglos
s
While
Viewing
Squenci
ng
Vocab
u-lary
Buildi
ng
Analyzin
g &
Evaluati
ng
Post-Viewing
Retelling Making
Questions Interviewing
CREATINGANALYZING
&
EVALUATING
LOTS

32. e.g. LOTS to HOTS in 8 activities for a Kinesthetic
Learner.
Kinesthetic
Learner Activities
Pre-
Viewing
Pres
entin
g
Presentin
g,
Comparin
g &
Voting
While
Viewing
Analyzi
ng
Vocab
u-lary
Buildi
ng
Analyzin
g &
Evaluati
ng
Post-Viewing
Role Play
Building
a Case &
Doing
Research
Debating
CREATINGANALYZING
&
EVALUATING
LOTS

33. WEAKNESSES
In vocabulary building as one of activities in
While Viewing activities for Visual Learner,
Applying category should be added. It can be
done by instructing students to produce as
many as sentences using vocabularies related
to education, court or trial which students found.

34. Compare Pre-Viewing Activities for VAK
Learners

35. Compare While Viewing Activities for VAK
Learners

36. Compare Post-Viewing Activities for VAK
Learners

37. Pre-Viewing activities are trying to help each
VAK learners learn in their best way. For
example, in Pre-Viewing activities for Auditory
Learners, there is dictogloss - a classroom
dictation activity where learners are required to
reconstruct a short text by listening and noting
down key words, which are then used as a base
for reconstruction.

38. 2. Samples of Study PackStudy Pack_Bertha.pdf
Explain target group, referring curriculum, time
allocation and goals which can be achieved

39. Unclear instruction, e.g. for auditory learners,
what do they have to listen to?

40. It will be very difficult for
students to arrange the
pictures

41. The activities for
each learner style
have different level
of difficulty

42. Some questions are potential to be HOTS questions. The
writer had better to create more fatty questions for
example “criticize characters’ ways in facing the
challenges” which lead students to express their personal
judgement or EVALUATE the short movie.

43. Unclear ways how the activities will help VAK
learning styles

44. Debating can promote HOTS for students. Asking questions is
critisizing – meaning EVALUATING. While presenting and giving
rebuttal also give a large room for reasoning which is a part of
artful thinking.
However, these procedures cannot clearly accomodate VAK
learning styles.

45. In post-view activities, VAK learners are
encouraged to produce something. Producing
is CREATING in HOTS.

46. REFERENCES
Brown, H. D. (2000). Principles of language teaching and learning, (4th ed.). White Plains,
NY: Longman.
Clark, Donald. (2015, January 12). Bloom’s Revised Taxonomy. Retrieved from
http://www.nwlink.com/~donclark/hrd/bloom.html
Celce-Marcia, M. (2001). Teaching English as a second or foreign language, (3rd ed.). Dewey
Publishing Services: NY.
Collins, Robyn. (2014). Skills for the 21st Century: teaching higher-order thinking. Curriculum
and Leadership Journal. Vol 12 Issue 14. Retrieved from
http://www.curriculum.edu.au/leader/teaching_higher_order_thinking,37431.html?issueID=12
910 .
Gilakjani (2012) Visual, Auditory, and Kinestetic learning syle and their impact on English
language teaching. Journal of Studies in Education, Vol.2 No. 1
Richards, J., & Rodgers. T. (2001). Approaches and methods in language teaching. Cambridge:
Cambridge University Press.
Thomas, A., and Thorne, G. (2009, Dec 7). How To Increase Higher Order Thinking.
Retrieved from http://www.readingrockets.org/article/how-increase-higher-order-thinking

47. http://wikiclipart.com/wp-content/uploads/2016/11/Person-thinking-clipart-clipart.gif
https://www.goodreads.com/quotes/475765-critical-thinking-is-thinking-about-your-
thinking-while-you-re-thinking
http://clipartbarn.com/brain-clipart_23392/
http://www.adam-eason.com/wp-content/uploads/2017/05/Critical_Thinking_01.jpg
http://www.pz.harvard.edu/sites/default/files/Screen%20Shot%202015-07-
24%20at%203.05.32%20PM.png
https://www2.palomar.edu/pages/testwritingstrategies/files/2015/04/Blooms_Taxonomy_py
ramid_cake-style-use-with-permission.jpg
http://www.crowe-associates.co.uk/wp-content/uploads/2013/12/6-thinking-hats.png
https://www.teachingenglish.org.uk/article/dictogloss