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Higher Order Thinking Skills

Higher Order Thinking Skills. Bloom’s Taxonomy In Motion. Expectations. Define HOTS Locate Sources for HOTS Checklist for HOTS Implement use of HOTS. HOTS. I nstruction. Quality Student Performance. C urriculum. A ssessment. Higher Order Thinking Skills.

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Higher Order Thinking Skills

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  1. Higher Order Thinking Skills Bloom’s Taxonomy In Motion

  2. Expectations • Define HOTS • Locate Sources for HOTS • Checklist for HOTS • Implement use of HOTS

  3. HOTS Instruction Quality Student Performance Curriculum Assessment

  4. Higher Order Thinking Skills • HOTS – higher level beyond memorizing / recalling facts • Companion to Standards-Based Education Reform

  5. Higher Order Thinking Skills 1956: Benjamin Bloom: Taxonomy of Educational Objectives • HOTS = Challenging levels of the Taxonomy • HOTS - critical, creative, constructive thinking

  6. Learning Domains • Affective Domain: manner in which he/she deals with feelings, values, appreciation, enthusiasm, motivation, and attitude.

  7. Learning Domains • Cognitive Domain: involves knowledge and the development of intellectual skills.

  8. Learning Domains • Psychomotor Domain: relates to physical movement, coordination, and use of motor-skill areas.

  9. Learning Styles Theory • Neil Fleming / 1987 • Styles of Learning • Visual • Auditory • Kinesthetic

  10. Multiple Intelligences: Howard Gardner Visual Spatial Linguistic Logical-mathematical Bodily-kinesthetic Musical Interpersonal Intrapersonal Naturalistic

  11. Left/Right Brain Dominance • Roger Sperry • Two Hemispheres • Function • Control

  12. Brain Dominance • Left Brain vs. Right Brain: Activity A

  13. Brain Dominance • Right Brain: • Emotional / Intuitive • Visionary • Spontaneous

  14. Brain Dominance • Right Brain: • Creative vs. Organized • Strong in Social Sciences and the Arts

  15. Brain Dominance • Left Brain: • Sequential / Logical • Personality: Analytical • Organized / Time-driven

  16. Brain Dominance • Left Brain: • Cautious • Follow rules / schedules • Strong in Math / Science

  17. Right-Brain Characteristics You take notes, but lose them You are a people-person You like to write fiction, draw, or play music You lose track of time You are fun, and witty You are emotional You are philosophical You are spontaneous You may be athletic

  18. Left-Brain Characteristics You are rational and logical You set goals for yourself You work with task / to-do lists You like your room orderly You read and follow directions You can listen to a long lecture You don’t let feelings get in the way Your choose your words carefully

  19. Advice: Right Brain • Choose personal essays • Use images and charts • Write down directions • Use outlines and organize • Place information in categories

  20. Advice: Left Brain • Study in a quiet room • Choose non-fiction reading • Find factual assignments • Choose analytical essays • Be the leader, or work alone

  21. Higher Order Thinking Skills Bloom’s Taxonomy Chart Supplemental Handout: #1

  22. Remembering • observation and recall of information • knowledge of dates, events, places • knowledge of major ideas • mastery of subject matter

  23. Understanding • understanding information • grasp meaning • translate knowledge into new context • interpret facts, compare, contrast • order, group, and infer causes • predict consequences

  24. Applying • use information • use methods, concepts, theories in new situations • solve problems using required skills or knowledge

  25. Analyzing • seeing patterns • organization of parts • recognition of hidden meanings • identification of components

  26. Evaluating • use old ideas to create new ones • generalize from given facts • relate knowledge from several areas • predict, draw conclusions

  27. Creating • compare and discriminate between ideas • assess value of theories, presentations • make choices based on reasoned arguments • verify value of evidence • recognize subjectivity

  28. Implementation Activity • The “New” Pledge of Allegiance Supplemental Handout: #2

  29. Listening Skills • Key reasons for listening: • receive information • question / analyze data • discuss / debate issues • develop / reach consensus • develop / reach compromise

  30. Listening Skills • Development of Listening Skills • teacher : student dialogue • teacher : class discussion • classroom/campus environment • home / culture

  31. Listening Skills • Activities for Listening Skills • 60-second Interview • 60-second Sounds of Silence • Identification / Visualization of Audio Recording • Intonation

  32. Listening Skills • Intonation: Implementation Activity • “ I did not say she had done that. “

  33. Questioning Stems • Who stayed behind as the British attacked Washington D.C. in order to remove artifacts from the President’s House?

  34. Questioning Stems • Why do you think it was important for Dolley Madison to save artifacts from the President’s House?

  35. Questioning Stems • When people go against their government it is referred to as: a) tyranny, b) rebellion, c) ratification

  36. Questioning Stems • Demonstrate / Describe a non-violent rebellion within this classroom. • How does rebellion impact a nation’s economy?

  37. Vocabulary Development • “Vocabulary is the key to success.” • “The more English words you know how to say, spell, and use – the more money you will earn in America in your lifetime.” • Vocabulary development is the key indicator of reading comprehension and academic success.

  38. Academic Vocabulary Development • Vocabulary Lists, Word Walls • Open-ended questions • Hypothetical situations • Point of View • Opinions • Debates

  39. Marzano’s Strategies • Step 1: Teacher describes the term • Uses and example • Compromise / “teenage date”

  40. Marzano’s Strategies • Step 2: Students explain the term • Using their own words • Compromise / “……..”

  41. Marzano’s Strategies • Step 3: Students draw a picture of the term • Reinforces the meaning • Compromise / “……..”

  42. Marzano’s Strategies • Step 3: Students draw a picture of the term

  43. Marzano’s Strategies • Step 4: Teacher uses the term in other contexts • Builds deeper meaning • “There was a compromise on the fire drill schedule for today.”

  44. Marzano’s Strategies • Step 5: Students discuss the terms • Adds to understanding

  45. Marzano’s Strategies • Step 6: Teachers uses vocabulary games • Gives more exposure to the words

  46. Vocabulary Development • Adjectives / Adverbs Supplemental Handout: #3

  47. Grouping Students • Grouping student populations for education activities = Cooperative Learning

  48. Grouping Students • Spencer Kagan: Cooperative Learning Strategies

  49. Grouping Students • Heterogeneous Ability Levels • Social Skill • Curriculum / Task Grouping (i.e., Lplanning) • Random Grouping

  50. Grouping Students • Group Leader • Recorder • Materials Person • Presenter

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