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.
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
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.
14.
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
16.
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.
