HIGHER ORDER THINKING

1. HIGHER ORDER THINKING DEVELOPING A LEARNING CURRICULUM

2. THINK ABOUT IT… Great teachers are those who equip students to THINK for themselves.

3. Chinese Proverb He who learns but does not think is lost.

4. Overview • Why HOTS? • What is higher-order thinking? • Bloom’s Revised Taxonomy and higher-order thinking • Planning with Bloom’s Revised Taxonomy • Dimensions of Learning Framework • HOTs in action: Making decisions with the Decision Making Matrix

5. The Students Of The Future Should Be Able To: • Solve problems • Think creatively- invent and produce/ generate new ideas and knowledge • Think critically- challenge, debate, refute • Make decisions- compare, analyze, select, justify • Analyze and evaluate information and ideas • Plan for the future

6. Employability Skills for the Future • Communication • Team work • Problem solving • Initiative and enterprise • Planning and organizing • Self-management • Learning • Use of technology

7. The Research Suggests… The early self-fulfilling prophecy studies and studies of streaming and tracking (Oakes, Gorman and Page, 1992), show that one of the main reasons some students do not achieve high academic performance is that schools do not always require students to perform work of high intellectual quality.

8. Research Suggests… … Newmann and Associates (1996) suggest that when students from all backgrounds are expected to perform work of high intellectual quality, overall student academic performance increases… From this research, we would generalize that a focus on high intellectual quality is necessary for all students to perform well academically.

9. MYRAD – Middle Years Research and Development The more students believe their teachers to be emphasizing thinking and learning strategies: • The greater the motivation • The more strongly they are involved in productive cognitive strategies • The more firmly they focus on the task goals • The less they see school to be focused on individual ability and competition • The less they perceive a lack of control over their own learning

10. 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 synthesize, generalize, explain, hypothesize 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.”

11. 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.” Queensland, A guide to productive pedagogies:

12. Higher-order Thinking is: deciding experimenting creating comparing checking inventing interrogating deconstructing hypothesising critiquing organising producing finding judging planning designing constructing

13. Higher-order thinking is not: • regurgitation • rote learning • recall • remembering 

14. What Does The Thinking Classroom Look Like? • There are significant opportunities for: • higher-level thinking • complex problem solving • open-ended responses • Thinking skills are explicitly taught in an authentic and meaningful context.

15. Higher-Order Thinking Skills in a “Continuum of Practice” • Students are engaged only in lower-order thinking; i.e. they receive, or recite, or participate in routine practice. In no activities during the lesson do students go beyond simple reproduction of knowledge. • Students are primarily engaged in routine lower-order thinking for a good share of the lesson. There is at least one significant question or activity in which some students perform some higher-order thinking. • Almost all students, almost all of the time are engaged in higher-order thinking.

16. Bloom’s Revised Taxonomy? • Higher-order thinking occurs at the top three levels of Bloom's Revised Taxonomy • Analyzing • Evaluating • Creating

17. Bloom’s Revised Taxonomy • Taxonomy of Cognitive Objectives • 1950s- developed by Benjamin Bloom • Means of expressing qualitatively different kinds of thinking • Been adapted for classroom use as a planning tool • Continues to be one of the most universally applied models • Provides a way to organize thinking skills into six levels, from the most basic to the more complex levels of thinking • 1990s- Lorin Anderson (former student of Bloom) revisited the taxonomy • As a result, a number of changes were made.

18. Original Terms New Terms • Creating • Evaluating • Analyzing • Applying • Understanding • Remembering • Evaluation • Synthesis • Analysis • Application • Comprehension • Knowledge

19. Change in Terms • The names of six major categories were changed from noun to verb forms. • As the taxonomy reflects different forms of thinking and thinking is an active process verbs were used rather than nouns. • The subcategories of the six major categories were also replaced by verbs and some subcategories were reorganized. • The knowledge category was renamed. Knowledge is an outcome or product of thinking not a form of thinking per se. Consequently, the word knowledge was inappropriate to describe a category of thinking and was replaced with the word remembering instead. • Comprehension and synthesis were retitled to understanding and creating respectively, in order to better reflect the nature of the thinking defined in each category.

20. Change in Emphasis • The revision's primary focus was on the taxonomy in use. Essentially, this means that the revised taxonomy is a more authentic tool for curriculum planning, instructional delivery and assessment. • The revision is aimed at a broader audience. Bloom’s Taxonomy was traditionally viewed as a tool best applied in the earlier years of schooling (i.e. primary and junior primary years). The revised taxonomy is more universal and easily applicable at elementary, secondary and even tertiary levels. • The revision emphasizes explanation and description of subcategories.

21. BLOOM’S REVISED TAXONOMYCreatingGenerating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing.Evaluating Justifying a decision or course of actionChecking, hypothesising, critiquing, experimenting, judgingAnalyzingBreaking information into parts to explore understandings and relationshipsComparing, organising, deconstructing, interrogating, findingApplyingUsing information in another familiar situationImplementing, carrying out, using, executingUnderstandingExplaining ideas or conceptsInterpreting, summarising, paraphrasing, classifying, explainingRememberingRecalling informationRecognising, listing, describing, retrieving, naming, finding Higher-order thinking

22. CreatingGenerating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing.EvaluatingJustifying a decision or course of actionChecking, hypothesising, critiquing, experimenting, judgingAnalyzingBreaking information into parts to explore understandings and relationshipsComparing, organising, deconstructing, interrogating, finding

23. Analyzing The learner breaks learned information into its parts to best understand that information. • Comparing • Organizing • Deconstructing • Attributing • Outlining • Finding • Structuring • Integrating Can you break information into parts to explore understandings and relationships? Each of these is a skill that should be explicitly taught to students.

24. Analyzing • Compare • Contrast • Survey • Detect • Group • Order • Sequence • Test • Debate • Analyze • Diagram • Relate • Dissect • Categorize • Discriminate • Distinguish • Question • Appraise • Experiment • Inspect • Examine • Probe • Separate • Inquire • Arrange • Investigate • Sift • Research • Calculate • Criticize Breaking information down into its component elements • Products include: • Graph • Spreadsheet • Checklist • Chart • Outline • Survey • Database • Mobile • Abstract • Report

25. Classroom Roles for Analyzing Teacher roles • Probes • Guides • Observes • Evaluates • Acts as a resource • Questions • Organizes • Dissects Student roles • Discusses • Uncovers • Argues • Debates • Thinks deeply • Tests • Examines • Questions • Calculates • Investigates • Inquires • Active participant

26. Questions for Analyzing • Which events could not have happened? • If. ..happened, what might the ending have been? • How is...similar to...? • What do you see as other possible outcomes? • Why did...changes occur? • Can you explain what must have happened when...? • What are some or the problems of...? • Can you distinguish between...? • What were some of the motives behind..? • What was the turning point? • What was the problem with...? (

27. Analyzing: Potential Activities and Products • Design a questionnaire to gather information. • Write a commercial to sell a new product • Make a flow chart to show the critical stages. • Construct a graph to illustrate selected information. • Make a family tree showing relationships. • Devise a play about the study area. • Write a biography of a person studied. • Prepare a report about the area of study. • Conduct an investigation to produce information to support a view. • Review a work of art in terms of form, color and texture.

28. Evaluating The learner makes decisions based on in-depth reflection, criticism and assessment. • Checking • Hypothesising • Critiquing • Experimenting • Judging • Testing • Detecting • Monitoring Can you justify a decision or course of action?

29. Evaluating • Choose • Conclude • Deduce • Debate • Justify • Recommend • Discriminate • Appraise • Value • Probe • Argue • Decide • Criticise • Rank • Reject Judging the value of ideas, materials and methods by developing and applying standards and criteria. • Judge • Rate • Validate • Predict • Assess • Score • Revise • Infer • Determine • Prioritize • Tell why • Compare • Evaluate • Defend • Select • Measure • Products include: • Debate • Panel • Report • Evaluation • Investigation • Verdict • Conclusion • Persuasive speech

30. Classroom Roles for Evaluating Teacher roles • Clarifies • Accepts • Guides Student roles • Judges • Disputes • Compares • Critiques • Questions • Argues • Assesses • Decides • Selects • Justifies • Active participant

31. Questions for Evaluating • Is there a better solution to...? • Judge the value of... What do you think about...? • Can you defend your position about...? • Do you think...is a good or bad thing? • How would you have handled...? • What changes to.. would you recommend? • Do you believe...? How would you feel if. ..? • How effective are. ..? • What are the consequences..? • What influence will....have on our lives? • What are the pros and cons of....? • Why is ....of value? • What are the alternatives? • Who will gain & who will loose? 

32. Evaluating: Potential Activities and Products • Prepare a list of criteria to judge… • Conduct a debate about an issue of special interest. • Make a booklet about five rules you see as important. Convince others. • Form a panel to discuss views. • Write a letter to. ..advising on changes needed. • Write a half-yearly report. • Prepare a case to present your view about...

33. Creating The learner creates new ideas and information using what has been previously learned. • Designing • Constructing • Planning • Producing • Inventing • Devising • Making Can you generate new products, ideas, or ways of viewing things?

34. Creating • Formulate • Improve • Act • Predict • Produce • Blend • Set up • Devise • Concoct • Compile • Compose • Assemble • Organize • Invent • Compile • Forecast • Devise • Propose • Construct • Plan • Prepare • Develop • Originate • Imagine • Generate Putting together ideas or elements to develop an original idea or engage in creative thinking. • Products include: • Film • Story • Project • Plan • New game • Song • Newspaper • Media product • Advertisement • Painting

35. Classroom Roles for Creating Teacher roles • Facilitates • Extends • Reflects • Analyzes • Evaluates Student roles • Designs • Formulates • Plans • Takes risks • Modifies • Creates • Proposes • Makes • Active participant

36. Questions for Creating • Can you design a...to...? • Can you see a possible solution to...? • If you had access to all resources, how would you deal with...? • Why don't you devise your own way to...? • What would happen if ...? • How many ways can you...? • Can you create new and unusual uses for...? • Can you develop a proposal which would...?

37. Creating: Potential Activities and Products • Invent a machine to do a specific task. • Design a building to house your study. • Create a new product. Give it a name and plan a marketing campaign. • Write about your feelings in relation to... • Write a TV show play, puppet show, role play, song or pantomime about.. • Design a record, book or magazine cover for... • Sell an idea • Devise a way to... • Make up a new language and use it in an example.

38. Explicit Teaching of the Thinking Process: • Help students understand the process. • Give students a model for the process, and create opportunities for them to practice using the process. • As students study and use the process, help them focus on critical steps and difficult aspects of the process. • Provide students with graphic organizers or representations of the model to help them understand and use the process. • Use teacher-structured and student structured tasks.

39. Sample Unit : Space

40. Tr Vehicles and Travel

41. Bloom’s Activities • English • Analyze and explain the parallels between the myths in ancient Greece and the myths in the present day. • How do authors use literary elements to expand the boundaries of reality? Explain this with specific reference to the textual evidence in The Great Gatsby and analyze how these literary devices affect the reader? • Math • Make real-life conjectures about how you might survive in an urban city for two-weeks with only $100.00? • Biology • Evaluate some of the ethical issues surrounding the use of DNA technology (including: cloning, genetically modified organisms, stem cell research, and Human Genome Project).

42. Bloom’s Activities • Government • Describe three approaches to covering the uninsured. Identify which you think is most viable and defend your answer. • Geometry • Students are to design a square baseball field at a recreation center. The distance between home plate and first base is 90 feet. They will determine the distance between second base and home plate, and the distance between home plate and the pitcher’s mound if the pitcher’s mound is halfway between the two bases. Students will present their designs to the city council. They will include their calculations and write the solution as an exact value and an approximate decimal value. They will determine which value the city council prefer and defend their reasoning.

43. Teaching and Questioning Good teaching is more a giving of right questions than a giving of right answers. ~Josef Albers~

44. Five Basic Assumptions Dimensions of Learning Model • Instruction must reflect the best of what we know about how learning occurs. • Learning involves a complex system of interactive processes that include various types of thinking- represented by the five dimensions. • Curriculum programs should include the explicit teaching of attitudes, perceptions and mental habits that facilitate learning. • A comprehensive approach to instruction includes both teacher directed and student directed instruction. • Assessment should focus on students' use of knowledge and complex reasoning processes rather than on their recall of information.

45. We Need Good to Great Teachers A good teacher makes you think even when you don’t want to. (Fisher, 1998, Teaching Thinking)

46. Explicit Teaching of Thinking Skills: • Help students understand the thinking process. • Give students a model for the process, and create opportunities for them to practice using the process. • As students study and use the process, help them focus on critical steps and difficult aspects of the process. • Provide students with graphic organizersor representations of the model to help them understand and use the process. • Use teacher-structured and student-structured tasks.

47. Habits of Mind Use Knowledge Meaningfully Extend and Refine Knowledge Acquire and Integrate Knowledge Attitudes and Perceptions

48. Activity • A local coffee shop has decided to serve customers complimentary biscuits when they order coffee. • Assist the manager in selecting the best biscuit from the packets in front of you.

49. What’s Going on Here? • You are being asked to make a decision • What is a decision? • According to the Compact Oxford English Dictionary a decision is: • A conclusion or resolution reached after consideration • The action or process of deciding • According to Dimensions of Learning it is a Complex Reasoning Process.

50. Decision Making The process of generating and applying criteria to select from among seemingly equal alternatives. • Identify a decision you wish to make and the alternatives you are considering. • Identify the criteria you consider important. • Assign each criterion an importance score. • Determine the extent to which each alternative possesses each criterion. • Multiply the criterion scores by the alternative scores to determine which alternative has the highest total points. • Based on your reaction to the selected alternative, determine if you want to change importance scores or add or drop criteria.