prof rajendran lembagapeperiksaanmalaysiaworkshopthinkingskillssept2013

n.s.rajendran, upsi, september2013

PEMANTAPAN KONSEP ITEM KBAT

MESYUARAT PEMANTAPAN KONSEP ITEM MESYUARAT PEMANTAPAN KONSEP ITEM KEMAHIRAN BERFIKIR ARAS TINGGI (KBAT)KEMAHIRAN BERFIKIR ARAS TINGGI (KBAT)

LANGKAWI, KEDAHLANGKAWI, KEDAH11 SEPTEMBER 201311 SEPTEMBER 2013

Lembaga Peperiksaan MalaysiaLembaga Peperiksaan Malaysia

N.S.RajendranFakulti Pendidikan dan Pembangunan Manusia

Universiti Pendidikan Sultan Idris

n.s.rajendran, upsi, october2012

“There is … an art of thinking”

(Isaac D’Israeli)

n.s.rajendran, upsi, october2012

Assessing the quality of Graduates? Or Deciding on students to be admitted?

1.Why are man-holes round and not square?

(Microsoft Interview question)

1.Explain why many animals have stripes?

2.Why do humans have two eyes? (NST, Oct.14,2012 –

Oxford relies on interviews to

pick students)

n.s.rajendran, upsi, october2012

How to score the presidential debate? (Thomas Freedman, NST, 18.12.12)•I thought the most useful thing I could do is to offer the scoring system I'll be using to determine who did best.

•Instead of campaigning on how good is his plan, he has campaigned on how bad is Romney's.

•So, I am scoring the debate with these criteria in mind. I have argued for a year now that the candidate who offers such a plan wins the election.

•Read more: How to score the presidential debate - Columnist - New Straits Times http://www.nst.com.my/opinion/columnist/how-to-score-the-presidential-debate-1.158523#ixzz29hr7cCd9

n.s.rajendran, upsi, october2012

• It improves students’ academic achievement.

• It helps in students’ intellectual development.

• HOTS are required by everyone to survive in today’s world of technology.

• Students on the whole only possess LOTS.

• High IQ does not necessarily reflect ones acquisition of HOTS

• HOTS can be taught and learned.

Why Do We Need to Teach HOTS?

n.s.rajendran, upsi, october2012

Knowledge exists potentially in the human soul like a seed in the soil; by the learning the potential becomes actual.

Al-Ghazali – A.I.Tibawi, Islamic Education its Traditions and Modernization into the Arab

National Systems, Luzac & Co. Ltd., 1972)

Education is the manifestation of the perfection already in man.

Swami VivekanandaEducation, Sri Ramakrishna Math, Madras,

1998.

n.s.rajendran, upsi, october2012

Good Thinking Dispositions – 7 key Intellectual Tendencies (Perkins, Jay and Tishman, 1992)

1. The disposition to be broad and adventurous

2. The disposition toward sustained intellectual curiosity

3. The disposition to clarify and seek understanding

4. The disposition to be planful and strategic5. The disposition to be intellectually careful6. The disposition to seek and evaluate

reasons7. The disposition to be metacognitive

n.s.rajendran, upsi, october2012

8 Ways of Knowing – Multiple Intelligences (Howard Gardner)

• Verbal/Linguistic• Logical/Mathematical• Visual/Spatial• Bodily/Kinesthetic• Musical/Rhythmic• Intrapersonal• Interpersonal• Naturalist

n.s.rajendran, upsi, october2012

Split Brain Theory (Dr. Roger Sperry)

Left Brain Right Brain Language Logic Numbers Sequence Linearity Analysis Lists

Rhythm Spatial Awareness Gestalt (Whole

Picture) Imagination Daydreaming Colour Dimension

n.s.rajendran, upsi, october2012

Successful Intelligence (Robert Sternberg)

Analytical Creative Practical

What Is Higher-order Thinking?

“Higher-order thinking by students involves the transformation of information and ideas. This transformation occurs when students combine facts and ideas and synthesise, generalise, explain, hypothesise or arrive at some conclusion or interpretation. Manipulating information and ideas through these processes allows students to solve problems, gain understanding and discover new meaning.”

n.s.rajendran, upsi, october2012(Department of Education, Queensland, A guide to Productive Pedagogies: Classroom reflection manual , 2002, p. 1)

What Is Higher-order Thinking?

Continued….“When students engage in the construction of knowledge, an element of uncertainty is introduced into the instructional process and the outcomes are not always predictable; in other words, the teacher is not certain what the students will produce. In helping students become producers of knowledge, the teacher’s main instructional task is to create activities or environments that allow them opportunities to engage in higher-order thinking.”

(Department of Education, Queensland, A guide to productive pedagogies: classroom reflection manual , 2002, p. 1)

n.s.rajendran, upsi, october2012

n.s.rajendran, upsi, January2010

Kemahiran Berfikir Aras Tinggi (KBAT)Menggunakan potensi minda untuk

menangani cabaran baruMenginterpret, menganalisis dan

memanipulasikan maklumatBerfikir tentang maklumat, idea dan

pandangan secara kritisMembuat kesimpulan, membuat inferens

atau generalisasiMenghasilkan pandangan, idea, pemikiran

atau cadangan yang asliMembuat ramalanMencadangkan penyelesaianMenciptaMenyelesaikan masalah berkaitan dengan

kehidupanMenilai ideaMembuat pilihan dan keputusan

(Rajendran, 2008:2010)

BLOOM’S TAXONOMY AND THINKING SKILLS

Bloom’s Taxonomy HOTS & LOTS

Knowledge Comprehension

Lower-Order Thinking Skills (LOTS)

Application Analysis Synthesis Evaluation

Higher-Order Thinking Skills (HOTS)

n.s.rajendran, upsi, october2012(Rajendran, 2008)

Taxonomy of Thinking SkillsHigher Order and Lower Order Thinking (Onosko and Newmann, 1994 & Rajendran, 1998)

Cognitive Domain (Bloom, et al, 1956)

Lower Order Thinking•Limited use of the mind.•Routine, mechanistic application•Repetitive operations such as listing information previously learned formulae, applying procedural rules, an other routinised or algorithmic mental activities.•Recall of recognized information•Describe, compare, contrast, summarize, relate, apply, provide example and solve

1. Knowledge Remembering previously learned

information

2. Comprehension Understanding the meaning of

information

(Rajendran, 2010, pg.19)

Higher Order and Lower Order Thinking (Onosko and Newmann, 1994 & Rajendran, 1998)

Cognitive Domain (Bloom, et al, 1956)

Higher Order Thinking•Expanded use of the mind to meet new challenges.•Interpret, analyze or manipulate information.•Critically think about information, ideas and opinions.•Draw conclusions, inferences or generalizations.•Produce original communications, make predictions, propose solutions, create, solve life-like problems, judge ideas, express opinions and make choices and decisions

3. Application Using learned information in relevant situations (putting knowledge and comprehension to work).4.Analysis Breaking down information into its separate components so that its structure can be understood.5.Synthesis Putting components together to create a pattern or structure which could be new or different6.Evaluation Judging the value of information or material based on personal or given criteria.

(Rajendran, 2010, pg.19)

n.s.rajendran, upsi, october2012

Strategies and Techniques

To Be Used in Classrooms

•Open-ended questions•Questioning Technique•Discussion•Metacognition•Graphic Organizers•Project Work – Inquiry •Problem Solving Method

n.s.rajendran, upsi, october2012

Classroom activities that employ collaborative problem solving seem to have the potential for teaching children

how to deal with complex tasks and to work with and learn from each other.

For this to happen the traditional telling-listening relationship between teacher and student should be replaced by one that is

more complex and interactive.

n.s.rajendran, upsi, october2012

SKILLS AND PROCESSES THAT CUT ACROSS SUBJECTS

• Decision making• Problem solving• Constructing Metaphor• Analyzing arguments• Making inferences• Drawing conclusions• Making generalization• Judging ideas• Create • Making predictions

n.s.rajendran, upsi, october2012

Appendix 2

Copyright@N.S.Rajendran, Disember 2003

Classroom Assessment TechniquesNo. Classroom Assessment Techniques1. Analysis Memo2. Portfolio3. Project Paper4. Multiple choice questions5. Quiz 6. Questioning (verbal and written)7. Journal8. Outline/ Listing9. Project Proposal10. Process Analysis11. Fast Write12. Open- ended writing (guided or non- guided)13. Writing summary14. Interview transcript15. Use of rubrics16. Assessment of Group Work (Rajendran, 2010, pg.136)

Mental Operation Questions

Bloom’s Taxonomy Guilford’s Structure of the Intellect

1. Factual Knowledge or comprehension

Cognitive or memory processes

2. Empirical Application or analysis

Convergent thinking

3. Productive Synthesis Divergent thinking

4. Evaluative Evaluation Evaluative thinking

Categories of Questions

n.s.rajendran, upsi, September2011

Levels of Classroom QuestionsCategory Type of Thinking Examples

Factual Students simply recall information.

Define…Who was…?What did the text say…?

Empirical Students integrate and analyze given or recalled information.

Compare…Explain in your own words…Calculate the…

Productive Students think creatively and imaginatively and produce something unique.

What will life be like…?What’s a good name for….?How could we…?

Evaluative Students make judgments or express values.

Which painting is best?Why do you favour this…?Who is the best…?

n.s.rajendran, upsi, September2011

Level Questions

Knowledge •Who invented telephone?•When was Malayan Union introduced in Malaysia?

Comprehension •What is the main idea in this story?•Narrate the story in your own words?

Application •Looking at the map, state the possible locations for the cultivation of rice.•Read the following paragraph and correctly identify those words that are serving the functions of nouns

(Rajendran, 2010, pg.138)

Level Questions

Analysis •Why did the plane explode in mid air?•How are the characters in the story similar or different?

Comprehension •What solutions would you suggest to overcome this problem?•What do you predict would happen because of this problem?

Evaluation •Do you agree with the suggestions provided to solve this problem?•Do you think the action by the character in this story acceptable? Explain why do you think so.

(Rajendran, 2010, pg.138)

Successful Intelligence in the Classrooms

Language Mathematics History

Analytical •Analyzing the relationships between two characters in a story.•Analyzing the use of a language in different situations.

•If one received RM63.50 in change from a RM 100.00 paid, how much was the purchase?•If 4x + 8 = 40, what is x?

•What were the similarities and differences in the Portuguese and Dutch rule of Malaya?•How significant is August 31st to Malacca?

(Rajendran, 2010, pg.39)

Language Mathematics History

Creative • Suggest another possible ending to a story.•Deliberating on other alternatives to solve a problem.

•If the key 6 is broken in your calculator, explain, how will you show 562?•Is there more than one way to solve the problem 4x + 8 = 40, what is x?

•If you were the ruler of Malacca when the Portuguese attacked, what would you have done differently?•How will Malaysia be in 2020?

(Rajendran, 2010, pg.39)

Language Mathematics History

Practical •How much could I use that I learned in the story?•How could I convince my friend to participate in the project?

•Deciding on the best possible strategy to use in solving a mathematical problem.•Relating what is learned in mathematics class to daily routines.

•What lessons do we learn from the colonization of Malaya by others?•Design and draw a poster depicting the racial harmony in Malaysia.

(Rajendran, 2010, pg.39)

n.s.rajendran, upsi, october2012

Demikianlah di peringkat usia setengah abad ini saya dikejutkan oleh berbagai-bagai penghormatan

yang bagaikan tiba-tiba bertimpa datangnya. Timbul pertanyaan aneh. Adakah saya melakukan

sesuatu kesalahan, atau barangkali sesuatu kesilapan? Tidakkah lagi saya pembicara bagi golongan miskin tertindas? Adakah ini tanda

kelumpuhan saya? Atau, mungkinkah kerana saya mengalami masalah darah tinggi dan masalah jantung, maka sesuatu harus diberikan kepada

saya sebelum darah berhenti mengalir dan jantung tidak lagi berdegup?

(Dipetik daripada Ucapan Sasterawan Negara Usman Awang Dalam Majlis Penerimaan Anugerah Sastera Negara di Dewan Bankuet,

Bangunan Parlimen pada 7 Disember 1983).

Soalan Kefahaman Soalan Proses Pemikiran

1. Apakah reaksi keseluruhan anda tentang petikan ini?

Menganalisis Mengaplikasi

2. Apakah maksud ‘Adakah saya melakukan sesuatu kesalahan…’ ?

Membuat inferens Mengintepretasi dan

menganalisis 3. Bagaimanakah Usman Awang mentafsirkan penghormatan yang diterimanya?

Membuat generalisasi Menilai pendapat secara kritis

4. Adakah munasabah tafsiran Usman Awang terhadap penghormatan yang diberikannya?

Menilai dan mengintepretasi keputusan

Menyatakan pendapat

5. Apakah perkaitan tafsiran Usman Awang dengan personaliti anda?

Mengaitkan pengalaman dengan kehidupan sendiri

Membuat keputusan

n.s.rajendran, upsi, october2012

Application of HOTSLanguage Science Moral Education

Analyze Analyze the reasons for traffic jam in Kuala Lumpur.

Identify the reasons for global warming.

Identify factors that cause indiscipline among students

Compare Compare the traffic jam situation in Kuala Lumpur and New York.

Try out different computer models to solve this global warming problem.

Identify the similarities and differences between indiscipline problem and drug- related problem amongst students.

(Rajendran, 2010, pg.98)

Application of HOTS

Create Identify all possible solutions to this problem.

Identify new ideas to solve this problem.

Identify new approaches to address this problem.

Inference/ Interpretation

What are the strengths and weaknesses in the proposal given by the private sector to solve this problem?

Making inferences based on the initial data gathered about global warming.

What could one make out of the concerns raised by teenagers in relation to indiscipline problems?

(Rajendran, 2010, pg.98)

Application of HOTSLanguage Science Moral Education

Synthesize What possible suggestion can one give to solve this problem?

Suggest possible causes of global warming based on the inquiry.

Is it reasonable to suggest that to teenagers are to be blamed solely for this indiscipline problem?

Evaluate Could improvement in the public transport system help solve the problem?

Evaluate each of the possible solutions based on the cost effective aspect.

What are the consequences of providing more freedom to teenagers?

Making choices/ Decisions

What will be one’s decision to solve the problem?

Pick the best possible solution to solve the global warming problem.

What could be the best possible solution to solve this indiscipline problem amongst teenagers?

(Rajendran, 2010, pg.98)

1. Meyer (1977) telah mentafsirkan _______________ sebagai melibatkan pengelolaan operasi-operasi mental tertentu yang berlaku dalam minda atau sistem kognitif seseorang yang bertujuan menyelesaikan masalah.

A. sintesis B. analisis C. pemikiran D. penilaian

n.s.rajendran, upsi, october2012

2. Menurut Roger Sperry, otak kanan adalah berkaitan dengan

A.Kemahiran sintesisB.Kemahiran analisisC.Kemahiran linguistikD.Kemahiran linear

n.s.rajendran, upsi, october2012

3. Penyoalan adalah satu teknik berkesan yang boleh digunakan untuk meningkatkan kemahiran berfikir pelajar. Pilih kenyataan-kenyataan yang BENAR tentang penggunaan teknik ini dalam bilik darjah. – Tiada perbezaan dalam interaksi di antara pelajar dan pelajar.– Akan mempastikan respons pelajar yang lebih panjang dan berkualiti.– Tiada korelasi yang tinggi di antara penyoalan aras tinggi dan

pencapaian pelajar– Akan meningkatkan bilangan soalan yang akan dikemukakan oleh

pelajar.

A. I & II B. I & IIIC. II & IVD. I, II & III n.s.rajendran, upsi, october2012

4. Kemahiran berfikir bersifat induktif yang boleh dikuasai melalui aktiviti-aktiviti berikut dinamakan ______________.– Pemerhatian– Membuat hipotesis– Mengendalikan eksperimen– Membuat verifikasi atau pengesahan

A. Menyelesaikan masalah B. Membuat Keputusan C. Kemahiran Berfikir Aras Tinggi D. Kemahiran Berfikir Secare Saintifik

n.s.rajendran, upsi, october2012

n.s.rajendran, upsi, october2012

Rajendran, N.S. (2010). Teaching and Acquiring Higher-Order Thinking Skills: Theory and Practice. Tanjong Malim, Malaysia: Universiti Pendidikan Sultan Idris Publishers.

Rajendran, N. (2010). Teaching thinking skills at institutions of higher-learning: Lessons learned. Pertanika Journal of Social Sciences and Humanities, 18(3).

Resnick, L. B., (1987). Education and learning to think. Washington, DC:National Academy Press.

Tishman, S., Jay, E. & Perkins, D.N. (1992). Teaching Thinking Dispositions: From Transmission to Enculturation. Harvard University.