The document discusses higher order thinking skills (HOTS) such as critical thinking, problem solving, and creative thinking. It provides background on HOTS and strategies to develop them, including George Polya's problem solving process and Bloom's Taxonomy of learning domains. The document also discusses encouraging HOTS through questioning techniques, mind mapping, project-based learning, and the need to develop these skills for students to succeed in school and career.

1. Higher order thinking skills include critical, logical,
reflective, metacognitive, and creative thinking.
(watch Video) 21st Century Skills: Higher Order Thinking
http://www.youtube.com/watch?v=VQFsTA_luKc

2. Introduction
 Background
An important but challenging part of mathematics
teaching is providing students with opportunities to
engage in Higher Order Thinking. These include
students asking thoughtful questions, participating in
student-student and student-teacher substantiate
conversations, applying existing knowledge,
understanding and skills to closed and open problems or
investigations and learning activities that deepen
understanding of concepts.

3.  Process
George Polya (How to Solve It, 1945) outlined important
steps in problem solving: SEE - PLAN - DO – CHECK
While designed for problem solving, Polya's guide helps
all higher order thinking in mathematics.
 BLOOM’S TAXONOMY
One of the most important aspects of setting tasks and
asking questions is to know what level of thinking you are
requiring from your students.
In 1958, Benjamin Bloom created his thinking taxonomy
for categorizing the level of abstraction of questions that
commonly occur in the classroom.

4. Bloom’s Taxonomy

5. Bloom’s Taxonomy for Student
 Remember -- student is able to recall information
 Understand -- student is able to explain information
 Apply -- student is able to use information
 Analyze -- student is able to differentiate information
 Evaluate -- student is able to Justify a decision or a course
of action
 Design -- student is able to create new products, ideas or
ways of seeing things.

6. How to Encourage HOTS?
 Involving teachers and parents
 Answer children's questions in a way that promotes
HOT
 Use Strategies for enhancing higher order thinking
 Evaluation/Assessment

7. Example of Answer children's questions in a way that
promotes HOT
 Level 1: Reject the question
 "Why do I have to eat my vegetables?"
 "Don't ask me any more questions." "Because I said so."
 Level 2: Restate or almost restate the question as a response
 "Why do I have to eat my vegetables?"
 "Because you have to eat your vegetables."
 Level 3: Admit ignorance or present information
 "I don't know, but that's a good question."
 Or, give a factual answer to the question.
 Level 4: Voice encouragement to seek response through authority
 "Let's look that up on the internet."
 "Let's look that up in the encyclopedia."
 "Who do we know that might know the answer to that?"
 Level 5: Encourage brainstorming, or consideration of alternative explanations
 "Why are all the people in Holland so tall?"
 "Let's brainstorm some possible answers."
 "Maybe it's genetics, or maybe it's diet, or maybe everybody in Holland wears elevator shoes, or…" etc.
 When brainstorming, it is important to remember all ideas are put out on the table. Which ones are "keepers" and which ones are tossed in
the trashcan is decided later.
 Level 6: Encourage consideration of alternative explanations and a means of evaluating them
 "Now how are we going to evaluate the possible answer of genetics? Where would we find that information? Information on diet? The number
of elevator shoes sold in Holland?"
 Level 7: Encourage consideration of alternative explanations plus a means of evaluating them, and follow-through on evaluations
 "Okay, let's go find the information for a few days — we'll search through the encyclopedia and the Internet, make telephone calls, conduct
interviews, and other things. Then we will get back together next week and evaluate our findings."

8. Strategies for enhancing higher
order thinking
 Categorize concepts
 Tell and show
 Move from concrete to abstract and back
 Teach steps for learning concepts
 Go from basic to sophisticated
 Expand discussions at home
 Connect concepts
 Teach inference
 Teach Question-Answer Relationships (QARs)
 Think and Search (Putting It Together):
 The answer is not in the story
 Clarify the difference between understanding and memorizing
 Elaborate and explain
 A picture is worth a thousand words
 Make mind movies
 Teach concept mapping and graphic organizers
 Make methods and answers count
 Methods matter
 Identify the problem
 Encourage questioning
 Cooperative learning
 Use collaborative strategic reading
 Think with analogies, similes, and metaphors
 Reward creative thinking
 Use resources
 Make students your partners

9. Story At School
 I-THINK
 KSSR / KSSM (Kurikulum Standard Sekolah)
 PPPM
 Task Force
 Post Mortem Research

10. I-think
 A program that increases a thinking skills among
students in order to produce a creative and innovative
thinker.
 I-THINK derive from innovative THINKing.
 This program was created for increasing the ability of
HOTS in order to accept PISA and TIMSS challenges.
 KPM works together with Agensi Inovasi Malaysia to
introduce this program.
 Student be able to use 8 types of mind mapping

11. Mind Mapping Style
 Circle Map (Peta Bulatan)
 Bubble Map (Peta Buih)
 Double Bubble Map (Peta Buih Berganda)
 Tree Map (Peta Pokok)
 Brace Map (Peta Dakap)
 Flow Map (Peta Alir)
 Multi-flow Map (Peta Pelbagai Alir)
 Bridge Map (Peta Titi)

12. What does we expect from this?
 Achievement increases
 Focus
 Active
 Fun Learning
 Relationship

13. Differences between HOTS and
NTS
After reading a book about Martin Luther
King or studying the Civil Rights era, you
could choose to ask a child a simple
question such as “Who is Martin Luther
King, Jr.?”. When answering this question,
the child can simply provide facts that s/he
has memorized. Instead, to promote critical
thinking skills, you might ask them “Why do
you think that people view Martin Luther
King, Jr. as a hero of the civil rights era?”
to elicit a more well thought-out response
that requires them to apply, connect, and
synthesize the information they previously
learned.

15.  Practicing Higher Order Thinking (HOT) skills outside
of school will give teens to understand, infer, connect,
categorize, synthesize, evaluate, and apply the
information they know to find solutions to new and
existing problems.
 requiring different learning and teaching methods, such
as critical thinking and problem solving ,than the
learning of facts and concepts

17. Higher order and lower order
applications
 An example of this is the use of the Internet. If used as an electronic
textbook it would be a lower order application as only lower order skills
are used .When learners engage in online collaboration they would be
using higher order thinking skills and therefore the Internet would be
used as a higher order application (Burns, 2006).
 Higher order applications offer opportunities to analyse, evaluate and
solve problems and therefore offer more opportunities to practice
analytical and critical thinking skills. Spreadsheets and databases are
two examples of such applications. (Adams & Burns, 1999).
 Another example is Geographic Information Systems (GIS). GIS was
brought into the new grade 10 Geography Curriculum with the purpose
of developing higher order thinking skills. Learners can study change
over time using a free GIS tool like Google Earth (Burns, 2006).

18. Education reform
 Including HOTS in learning outcomes.
 Many forms of education reform, such as inquiry-based
science, reform mathematics and whole language
emphasize HOTS to solve problems and learn, sometimes
deliberately omitting direct instruction of traditional
methods, facts, or knowledge.
 HOTS assumes standards based assessments that use open-response
items instead of multiple choice questions, and
hence require higher order analysis and writing.

19. Why we need HOTS
HOTS is more difficult to learn or teach but also more
valuable because such skills are more likely to be usable in
novel situations.
Today the labour market demands people with higher order
thinking skills. These skills are of vital importance because
it is impossible to remember all the information we need for
future use.
Many educators believe that detailed knowledge will not be
as significant to tomorrow's workers and citizens as the
ability to learn and make sense of new information.
According to Resnick (1987) all individuals, not just the
elite, have the ability to become adept at thinking.

20. FIN~~~