Higher Order Thinking Skills(HOTS)

Nurul Hidayah Binti Abdul Halim (D20101037326)

Nur Shafiqah Binti Abdul Rashid (D20121058738)

DEFINITION• A concept of education reform based on learning

taxonomies (such as Bloom's Taxonomy). The idea isthat some types of learning require more cognitiveprocessing than others, but also have moregeneralized benefits. (Anderson & Krathwohl, 2001)

• Higher order thinking skills include critical, logical,reflective, metacognitive, and creative thinking

• HOTS moves away from general knowledge typeskills to thinking skills like: synthesizing, analyzing,reasoning, comprehending, application andevaluation (Sue Watson, 2003)

• Rather than emphasize the drill and repetitionactivities, the focus is on problem solving andhigher level/order thinking skills (Anderson &Krathwohl, 2001)

• Successful applications of the skills result inexplanations, decisions, performances, andproducts that are valid within the context ofavailable knowledge and experience and thatpromote continued growth in these and otherintellectual skills (FJ King & Ludwika Goodson, 2000)

• Higher order thinking is more difficult to learn orteach but also more valuable because such skills aremore likely to be usable in novel situations

Differences of HOTS and LOTS

LOTS (LOWER ORDER THINKING SKILLS)

Remembering

Understanding

Applying

HOTS(HIGHER ORDER THINKING SKILLS)

Analizing

Evaluating

Creating

LOTS HOTS

Lower-order thinking skills are used to :• understand the basic story line or

literal meaning of a story, play, or poem.

Higher-order thinking skills are used to:• interpret a text on a more abstract

level.• manipulate information and ideas in

ways that transform their meaning and implications.

This includes:• Wh questions. • teaching relevant lexical items. • relating to grammatical structures when relevant.

HOTS for Analyzing Literary Texts• Predicting• Applying• Inferring• Sequencing• Classifying• Comparing and contrasting• Explaining patternsExplaining cause and effectDistinguishing different perspectivesProblem solving

LOTS HOTS

• Answer given in the reading

• student state or recite answers

• answer not provided

• Student use information from the reading to figure up answer

Categories in the cognitive domain of Bloom's Taxonomy

• Based on Blooms Taxonomy ,there are Top four levels of the cognitive domain: applying, analyzing, evaluating and creating.

• Applying: Carrying out or using a procedure through executing or implementing

• Analyzing: Breaking material or concepts into parts, determining how the parts relate or interrelate to one another or to an overall structure or purpose

• Evaluating: Making judgments based on criteria and standards through checking and critiquing

• Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing

• Bloom’s Question Starter List – There are 6 levels of questions. The first three levels are considered lower order questions; the final three levels are considered higher order. Higher order questions are what we use for Critical Thinking and Creative Problem Solving.

• Level 1: Remember – Recalling InformationList of key words:

Recognize, List, Describe, Retrieve, Name, Find, Match, Recall, Select, Label, Define, Tell

List of Question Starters:• What is...?• Who was it that...?• Can you name...?• Describe what happened after...• What happened after...?

Blooms Question Starter

• Level 2: Understand – Demonstrate an understanding of facts, concepts and ideas

List of key words: Compare, Contrast, Demonstrate, Describe, Interpret, Explain, Extend, Illustrate, Infer, Outline, Relate, Rephrase, Translate, Summarize, Show, Classify

List of Question Starters:

• Can you explain why...?

• Can you write in your own words?

• Write a brief outline of...

• Can you clarify...?

• Who do you think?

• What was the main idea?

• Level 3: Apply – Solve problems by applying knowledge, facts, techniques and rules in a unique way

List of key words: Apply, Build, Choose, Construct, Demonstrate, Develop, Draw, Experiment with, Illustrate, Interview, Make use of, Model, Organize, Plan, Select, Solve, Utilize

List of Question Starters:• Do you know of another instance where...?• Demonstrate how certain characters are similar or different?• Illustrate how the belief systems and values of the

characters are presented in the story.• What questions would you ask of...?• Can you illustrate...?• What choice does ... (character) face?

• Level 4: Analyze – Breaking information into parts to explore connections and relationships

List of key words:Analyze, Categorize, Classify, Compare, Contrast, Discover, Divide, Examine, Group, Inspect, Sequence, Simplify, Make Distinctions, Relationships, Function, Assume, Conclusions

List of Question Starters: • Which events could not have happened?• If ... happened, what might the ending have been?• How is... similar to...?• Can you distinguish between...?• What was the turning point?• What was the problem with...?• Why did... changes occur?

• Level 5: Evaluate – Justifying or defending a position or course of action

List of key words: Award, Choose, Defend, Determine, Evaluate, Judge, Justify, Measure, Compare, Mark, Rate, Recommend, Select, Agree, Appraise, Prioritize, Support, Prove, Disprove. Assess, Influence, Value

List of Question Starters:• Judge the value of...• Can you defend the character’s position about...?• Do you think... is a good or bad thing?• Do you believe...?• What are the consequences...?• Why did the character choose...?• How can you determine the character’s motivation when...?

• Level 6: Create – Generating new ideas, products or ways of viewing things

List of key words: Design, Construct, Produce, Invent, Combine, Compile, Develop, Formulate, Imagine, Modify, Change, Improve, Elaborate, Plan, Propose, Solve

List of Question Starters:• What would happen if...?• Can you see a possible solution to...?• Do you agree with the actions?...with the outcomes?• What is your opinion of...?• What do you imagine would have been the outcome if... had made a

different choice?• Invent a new ending.• What would you cite to defend the actions of...?

Bloom’s taxonomy

Why we need HOTS?? (Zaidiaz Man Yaacob, 2013)

• Higher order thinking is imperative to progress. No explorer ever discovered anything new by following in the footsteps of those who had been there before

• Exposes further fields of knowledge and know how which may again, be transferred, reapplied and collated to create a new and improved version

• If you are committed to learning, growing and have constant evaluation then it is vital that you commit yourself to improve your Higher Order Thinking Skills

• Thinking is the heart of all learning. Thinking makes things that have yet to be perceived possible, thinking facilities and enhances our ability to perform and produce and pass on such vital information to others who would then do the same.

• Learning and knowledge is organic. If we give the right climate, it will grow and thrive. When given how many problems our planet faces today, the need for more people capable of thinking at Higher Order levels is more important now than ever.