Higher Order Thinking Skills

1. Eastern Visayas State University Higher Order Thinking Skills September 9, 2011

2. Memorize this… Khaan Goat Dog Cat Eel Bird Alibangbang

3. How? Why?

4. Bloom’s Taxonomy Creating • Useful for: • Discussion • Exams • Rubrics • Table of Specifications • UbD Evaluating Analysing Applying Understanding Remembering UbD expands on "six facets of understanding", which include students being able to explain, interpret, apply, have perspective, empathize, and have self-knowledge about a given topic. “Developing Goals and Objectives: Class Notes: Six Facets of Understanding.” Foothill De Anza Community College District. Retrieved 6/7/07.

5. What is Higher Order Thinking?

6. Who would you save? There are 6 people on a desert island. There is a small boat that can hold 3 of them. Who would you save, and why? • Your nephew, who has cancer • A priest • A seven year-old orphan • A pregnant woman • That woman’s husband, who is an ex-convict • Toni Gonzaga

7. Unit Plan Subject No. and Title Course Grade / Year Level School Year Semester / Grading Term Unit No. and Title: Theme: II. Desired End Results (Cognitive, Affective, Psychomotor, Values) 1. 2. 3. 4. III. Topics 1. 2. 3. How?Why? What?

8. HOTS in Education 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. 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.

9. HOTS in Mathematics “Traditional mathematics focuses on teaching algorithms that will lead to the correct answer. The traditional math student must use the specific method that is being taught. Reformers prefer to focus students' attention on the process leading to the answer. The presence of minor errors is less important than the overall thought process. Research has shown that children make fewer mistakes with calculations and remember algorithms longer when they understand the concepts underlying the methods they use.” Carpenter, T.P. (1989), "Using Knowledge of Children's Mathematics Thinking in Classroom Teaching: An Experimental Study", American Educational Research Journal  (4): 499–531 “Traditional mathematics focuses on teaching algorithms that will lead to the correct answer. The traditional math student must use the specific method that is being taught.Reformers prefer to focus students' attention on the process leading to the answer. The presence of minor errors is less important than the overall thought process. Research has shown that children make fewer mistakes with calculations and remember algorithms longer when they understand the concepts underlying the methods they use.” Carpenter, T.P. (1989), "Using Knowledge of Children's Mathematics Thinking in Classroom Teaching: An Experimental Study", American Educational Research Journal  (4): 499–531

10. HOTS in Science Courses(Inquiry-based learning) Confirmation inquiry: Students are provided with the question and procedure (method), and the results are known in advance. Purpose: introduce students to the experience of conducting investigations. Structured inquiry: The question and procedure are still provided by the teacher; however, students generate an explanation supported by the evidence they have collected. Guided inquiry: Teacher provides students with only the research question, and students design the procedure (method) to test their question and the resulting explanations. Open Inquiry: Students have the purest opportunities to act like scientists, deriving questions, designing and carrying out investigations, and communicating their results. Banchi, H. & Bell, R. (2008). The Many Levels of Inquiry. Science and Children, 46(2), 26-29, October 2008

11. HOTS in Language Courses Whole language theorydescribes a literacy philosophy which emphasizes that children should focus on meaning and strategy instruction. It is often contrasted with phonics-based methods of teaching reading and writing which emphasize instruction for decoding and spelling. Pressley, Michael (2006). Reading instruction that works: the case for balanced teaching. New York: Guilford Press.

12. What’s the Point? Students still gain knowledge and facts, but the teacher focuses on developing cognitive processes instead of arriving at a “right” answer.

13. Why does one of these animals not belong in the group? HOTS Environment: Eel Intelligence: Dog Food: Goat Categorical: Bird Alphabetical: Khaan Linguistic: Alibangbang Syllablic: Alibangbang Legs: Eel Extinct: Khaan Goat Khaan Eel Dog Cat Bird Alibangbang • Lower Order Thinking • Capra aegagrushircus • Oviraptorid • Monognathusahlstroml • Mammalia • Mammalia • Aves • Lepidoptera

14. “What is a machine?” “A machine is anything that reduces human effort. It’s a warm day. Press a button, get a blast of air. The fan. A machine!” “Write the textbook definition, Mister, if you want to pass.” “Machines are any combination of bodies so connected that their relative motions are constrained and by which means force and motion may be transmitted and modified as a screw and its nut or a lever arranged about a fulcrum or a pully about its pivot, etc.”

15. Scenario 1: BT-HELE

16. IV. Specific Objectives per Topic / Lesson • Topic / Lesson _____________________ • Subtopics ______________________ • Specific Objectives / Desired Results • 1. _________________ • 2. _________________ • 3. _________________ • B. Indicators / Activities for every topic in Chronological Order • 1. _________________ • 2. _________________ • 3. _________________ • V. Suggested Approaches, Methods / Strategies and Techniques (for the whole unit) • Approaches • ________________ • ________________ • B. Methods/Strategies • ________________ • ________________ • C. Techniques • ________________ • ________________ • VI. Instructional Materials

17. IV. Specific Objectives per Topic / Lesson • Topic / Lesson _____________________ • Subtopics ______________________ • Specific Objectives / Desired Results • 1. _________________ • 2. _________________ • 3. _________________ • B. Indicators / Activities for every topic in Chronological Order • 1. _________________ • 2. _________________ • 3. _________________ • V. Suggested Approaches, Methods / Strategies and Techniques (for the whole unit) • Approaches • ________________ • ________________ • B. Methods/Strategies • ________________ • ________________ • C. Techniques • ________________ • ________________ • VI. Instructional Materials • IV. Specific Objectives per Topic / Lesson • Topic / Lesson Guide to Common Home Laundering & Dry Cleaning Symbols • Subtopics What Care Symbols and Instructions Mean • Specific Objectives / Desired Results • 1. Identify symbols for wash, bleach, dry, iron, and dry clean • 2. Memorize the meaning of each symbol • 3. Apply garment care instructions accurately • B. Indicators / Activities for every topic in Chronological Order • 1. Matching common laundering symbols with their meaning • 2. Reciting the definition of common garment care instructions • 3. Roleplaying proper garment care for all common laundering symbols • V. Suggested Approaches, Methods / Strategies and Techniques (for the whole unit) • Approaches • Conceptual Approach • Cooperative Learning Approach • B. Methods/Strategies • Lecture-Discussion • Inductive Method • C. Techniques • Brainstorming • Topic Presentation • VI. Instructional Materials

18. Matching = Lower Order Thinking Skill

19. Designing = Higher Order Thinking Skill Then compare your design with the universally recognized symbols.

20. IV. Specific Objectives per Topic / Lesson • Topic / Lesson _____________________ • Subtopics ______________________ • Specific Objectives / Desired Results • 1. _________________ • 2. _________________ • 3. _________________ • B. Indicators / Activities for every topic in Chronological Order • 1. _________________ • 2. _________________ • 3. _________________ • V. Suggested Approaches, Methods / Strategies and Techniques (for the whole unit) • Approaches • ________________ • ________________ • B. Methods/Strategies • ________________ • ________________ • C. Techniques • ________________ • ________________ • VI. Instructional Materials • IV. Specific Objectives per Topic / Lesson • Topic / Lesson Guide to Common Home Laundering & Dry Cleaning Symbols • Subtopics What Care Symbols and Instructions Mean • Specific Objectives / Desired Results • 1. Create symbols for wash, bleach, dry, iron, and dry clean • 2. Memorize the meaning of each symbol • 3. Apply garment care instructions accurately • B. Indicators / Activities for every topic in Chronological Order • 1. Design common laundering symbols and compare to standard symbols • 2. Reciting the definition of common garment care instructions • 3. Roleplaying proper garment care for all common laundering symbols • V. Suggested Approaches, Methods / Strategies and Techniques (for the whole unit) • Approaches • Conceptual Approach • Cooperative Learning Approach • B. Methods/Strategies • Lecture-Discussion • Inductive Method • C. Techniques • Brainstorming • Topic Presentation • VI. Instructional Materials

21. Reciting = LOTS Machine wash, normal: “Garment may be laundered through the use of hottest available water, detergent or soap agitation, and a machine designed for this purpose Machine wash, permanent press: “Garment may be machine laundered only on the setting designed to preserve Permanent Press with coll down or cold rinse prior to reduced spin.”

22. Creating = HOTS Directions: Compose your own instructions for each of the home laundering symbols. Then compare your definition to the book’s.

23. Scenario 2: Industrial Arts Topic: Holding and Pressure Tools. • C-clamp: handy and inexpensive; used to clamp materials together • Band clamp: for clamping pieces with unusual shapes • Bar clamp: excellent for clamping face frames and across broad materials • Spring clamp: used for clamping light materials

24. Scenario 3: Drafting Topic: Drafting Materials / Equipment • Drawing board: used for constructing horizontal and vertical lines. It is usually made of wood and is now available in masonit and hard plastic materials. • T-square: used to construct horizontal lines. Serves as a base for triangles when drawing vertical lines. • Rule: a substitute for the T-square. It moves up and down the drawing surface through pulley and guide rope.

25. IV. Specific Objectives per Topic / Lesson • Topic / Lesson _____________________ • Subtopics ______________________ • Specific Objectives / Desired Results • 1. _________________ • 2. _________________ • 3. _________________ • B. Indicators / Activities for every topic in Chronological Order • 1. _________________ • 2. _________________ • 3. _________________ • V. Suggested Approaches, Methods / Strategies and Techniques (for the whole unit) • Approaches • ________________ • ________________ • B. Methods/Strategies • ________________ • ________________ • C. Techniques • ________________ • ________________ • VI. Instructional Materials • IV. Specific Objectives per Topic / Lesson • Topic / Lesson Guide to Common Home Laundering & Dry Cleaning Symbols • Subtopics What Care Symbols and Instructions Mean • Specific Objectives / Desired Results • 1. Identify symbols for wash, bleach, dry, iron, and dry clean • 2. Memorize the meaning of each symbol • 3. Apply garment care instructions accurately • B. Indicators / Activities for every topic in Chronological Order • 1. Matching common laundering symbols with their meaning • 2. Reciting the definition of common garment care instructions • 3. Roleplaying proper garment care for all common laundering symbols • V. Suggested Approaches, Methods / Strategies and Techniques (for the whole unit) • Approaches • Conceptual Approach • Cooperative Learning Approach • B. Methods/Strategies • Lecture-Discussion • Inductive Method • C. Techniques • Brainstorming • Topic Presentation • VI. Instructional Materials

26. Your turn. Group with faculty in your discipline. Discuss how you could change an activity from LOTS to HOTS. One representative will share with all faculty.