Self-review and peer review are processes used to evaluate and improve work. Self-review involves individuals rating their own work, while peer review involves experts in a field evaluating each other's work to maintain quality. Peer review aims to reduce bias and obtain objective evaluations. It provides incentives for excellence through rewards and punishments related to prestige, publication, grants, jobs, pay, and promotion. Higher order thinking skills (HOTS) involve more complex cognitive processing like analysis, evaluation and synthesis compared to memorizing facts, and require different teaching methods.

2. an individual’s assessment of himself,
his possibilities, his qualities, and his
place among other people.
A process in which an individual rates
the quality of his or her own work.

3. Self-ReviewThe purpose of Self Review:
• is to improve the quality of our core
business - teaching and learning - and the
effectiveness of site operations.
• to identify both successful practices and
outcomes, and areas where practices and
outcomes may require action to improve.

4. Peer Review
is the evaluation of creative work or
performance by other people in the same field
in order to maintain or enhance the quality of
the work or performance in that field.
Peer review utilizes the independence, and in
some cases the anonymity, of the reviewers in
order to discourage cronyism (i.e., favoritism
shown to relatives and friends) and obtain an
unbiased evaluation.

5. Why do we conduct peer reviewing?
• Peer review helps maintain and enhance quality
both directly by detecting weaknesses and
errors in specific works and performance and
indirectly by providing a basis for making
decisions about rewards and punishment that
can provide a powerful incentive to achieve
excellence. These rewards and punishments are
related to prestige, publication, research grants,
employment, compensation, promotion, tenure
and disciplinary action.

6. Teaching and Developing Thinking Skills

7. • A key sign for the achievement of personalised
learning is the extent to which schools can
create a continuing dialogue with pupils about
their learning, so that they are engaged and
motivated, enjoy their schooling, know their
learning goals and can work and reflect
together on what and how they learn.

8. Personalised learning is an approach to teaching and learning that stresses deep
learning as an active, social process and which is explicit about learning skills,
processes and strategies.
• It builds independence through interaction,
intervention, stimulation and collaboration.
• it involves the systematic and explicit
development of thinking and learning skills
and strategies across the curriculum.
• It enables pupils to understand themselves
better as learners and to apply a widening
repertoire of learning approaches in different
subjects.

9. National Curriculum thinking skills
Information processing skills
These enable pupils to locate and collect
relevant information, to sort, classify, sequence,
compare and contrast and to analyse part/whole
relationships.
Reasoning skills
These enable pupils to give reasons for
opinions and actions, to draw inferences and make
deductions, to use precise language to explain what
they think and to make judgements and decisions
informed by reason or evidence.

10. Enquiry skills
These enable pupils to ask relevant questions, to pose
and define problems, to plan what to do and how to research,
to predict outcomes and anticipate consequences and to test
conclusions and improve ideas.
Creative thinking skills
These enable pupils to generate and extend ideas, to
suggest hypotheses, to apply imagination and to look for
alternative innovative outcomes.
Evaluation skills
These enable pupils to evaluate information, to judge
the value of what they read,hear and do, to develop criteria
for judging the value of their own and others’ work or ideas
and to have confidence in their judgements.

11. (HOTS) Higher Order Thinking Skills
is a concept of Education reform based on
learning taxonomies such as Bloom's Taxonomy.
The idea is that some types of learning require
more cognitive processing than others, but also
have more generalized benefits. In Bloom's
taxonomy, for example, skills involving analysis,
evaluation and synthesis (creation of new
knowledge) are thought to be of a higher order,
requiring different learning and teaching methods,
than the learning of facts and concepts.