STUDY PACK

1. STUDY PACK IN THE
FRAME OF CEFR AND
K13 USING ‘HOTS’
Presented by:
 Murdanianto (17716251052)
 Desy Ismaya (17716251042)

2. Outline
 What is Study Pack?
 What are the purposes of Study Pack?
 What are the content of Study Pack?
 What are the materials of Study Pack?
 What is Bloom’s Taxonomy?
 Why use Bloom’s Taxonomy?
 Domain of Bloom’s Taxonomy
 What is HOTS?
 Revision of HOTS
 Study Pack in the frame of Curriculum 2013
 Study Pack in the frame of CEFR

3. What is Study Pack?
Study Pack is simply all content available
on a specific title or topic which is
delivered in one meeting, except Lesson
Plans.

4. What are the purposes of
Study Pack?
 Helps teacher to evaluate lessons
 Adds teacher confidence
 Stimulate student interest
 Allow visualisation

5. What are the contents of Study
Pack?
Target Group
Framework
Reason
Aims
Synopsis
Overview
Pre-viewing
activities
While-viewing
activities
Post-viewing
activities

6. What are the materials
of Study Pack?
Text
Video

7. What is Bloom's
Taxonomy?
Bloom's Taxonomy is a multi-tiered model of
classifying thinking according to six cognitive level
of complexity.

8. Why use Bloom's
Taxonomy?
Bloom’s Taxonomy fills a void and provided
educators with one of the first systematic
classifications of the process of thinking and
learning.

9. Types of Learning
Cognitive • Knowledge Based Domain
Affective • Attitudinal Based Domain
Psychomotor • Skill Based Domain

10. What is HOTS?
higher order thinking skills (HOTS), 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.

11. Revision of HOT

12. BLOOM’S REVISED TAXONOMY
Creating
Generating new ideas, products, or ways of viewing things
Designing, constructing, planning, producing, inventing.
Evaluating
Justifying a decision or course of action
Checking, hypothesising, critiquing, experimenting, judging
Analysing
Breaking information into parts to explore understandings and relationships
Comparing, organising, deconstructing, interrogating, finding
Applying
Using information in another familiar situation
Implementing, carrying out, using, executing
Understanding
Explaining ideas or concepts
Interpreting, summarising, paraphrasing, classifying, explaining
Remembering
Recalling information
Recognising, listing, describing, retrieving, naming, finding

13. Watch me
Study Pack
in the frame
of K13

14. REMEMBERING UNDERSTANDING

15. UNDERSTANDING

16. APPLYING

17. APPLYING ANALYSING

18. EVALUATING

19. EVALUATING

20. CREATING

21. Watch me
Study Pack in
the frame of
CEFR

22. REMEMBERING

23. UNDERSTANDING

24. UNDERSTANDING

25. APPLYING

26. APPLYING

27. ANALYSING

28. ANALYSING

29. EVALUATING

30. CREATING

31. References
Clark, Donald. (2015, January 12). Bloom’s Revised
Taxonomy. Retrieved from
http://www.nwlink.com/~donclark/hrd/bloom.html
Thomas, A., and Thorne, G. (2009, Dec 7). How To
Increase Higher Order Thinking.
http://www.readingrockets.org/article/how-increase-
higher-order-thinking

32. MAAACCIIHHHHHH 