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Learning Styles & HOTS in Study Packs
- 1. HIGHER ORDER THINKING SKILLS(HOTS) What kinds of questions will you ask to challenge your students?
- 2. Asking them: SkinnyQuestions or Fatty Ones? Skinny Questions Fatty Questions
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- 4. What is HOTS? Thomasand 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 ofHOTS 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 “Criticalthinking 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 skillthat enables a person to find a solution for a problem that is unresolvable only simply by memorizing. (Collins, 2014)
- 9. Solve a problem or reacha desired goal Remembering information Learning with understanding Critically evaluating idea Formulating creative alternatives Communicating effectively
- 10. STRATEGIES FOR ENHANCINGHOTS 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 bookQARs 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 headQARs 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 DeBono’s Six Thinking Hats
- 15. Brown (2000) defineslearning 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 learnmore 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 modelis divided in three different learning styles depending on the way each one receives and processes the information. (Neil Fleming)
- 18. Visual Learners Preferto 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 tohear 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 andthen 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 touchas 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 newmaterial 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 prefersdifferent 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. Samplesof Study PackASTRI OLLIVIA - NIM 16716251013 - PBI A - PPS UNY.pdf Reasoning ( a part of Artful Thinking)
- 28. Enhance students’ HOTSby following Bloom’s Taxonomy (analyzing, evaluating, and creating)
- 29. Accomodate 3 VAKlearning styles Activities are graded from LOTS to HOTS (Bloom’s Taxonomy)
- 30. e.g. LOTS toHOTS 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 toHOTS 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 toHOTS 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 buildingas 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 Activitiesfor VAK Learners
- 35. Compare While ViewingActivities for VAK Learners
- 36. Compare Post-Viewing Activitiesfor VAK Learners
- 37. Pre-Viewing activities aretrying 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 ofStudy 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 bevery difficult for students to arrange the pictures
- 41. The activities for eachlearner style have different level of difficulty
- 42. Some questions arepotential 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 howthe activities will help VAK learning styles
- 44. Debating can promoteHOTS 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
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