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Definition
Higher-order thinking essentially means thinking that takes place in the higher-levels of the hierarchy of cognitive processing. Blooms Taxonomy is the most widely accepted hierarchical arrangement of this sort in education and it can be viewed as a continuum of thinking skills starting with knowledge-level thinking and moving eventually to evaluationlevel of thinking.
Thought
"Every day thinking, like ordinary walking, is a natural performance we all pick up. But good thinking, like running the l00-yard dash, is a technical performance... Sprinters have to be taught how to run the 100-yard dash; good thinking is the result of good teaching, which includes much practice." David Perkins, Howard University
HOT curriculum focuses on Higher Order Thinking and Technology HOT courses utilize Hands-On Technology HOT instruction promotes Cognitive Development HOT classroom environments reflect Active Interactions
Application
Analysis
Synthesis
Evaluation
Benjamin Bloom (1956)
Knowledge statements ask the student to recite the pledge. Example: Say the pledge. Comprehension statements ask the student to explain the meaning of words contained in the pledge. Example: Explain what indivisible, liberty, and justice mean.
7. Closed questions - These are questions asked by teachers that have predictable responses. Closed questions almost always require factual recall rather than higher levels of thinking. 8. Open questions - These are questions that do not have predictable answers. Open questions almost always require higher order thinking.
Becoming a guide
--Require justification for ideas and probe for reasoning strategies --Challenge students to develop alternatives and to ask thoughtprovoking questions --As an instructor, ask open-ended questions and accept varied responses --Require all students to participate actively in class discussions --Serve as a master of apprentices rather than a teacher of students
contexts --Shows collaboration among teachers, disciplines, and students --Encourages curiosity, exploration, and investigation --Demands student responsibility for his or own learning --Encourages various performance based displays of competencies
1. Set up a classroom environment which is conducive to high-level thinking. A. Multi-level materials B. Flexible grouping C. Accept and celebrate diversity D. Print-rich environment E. High expectations F. Teacher as co-learner G. Nurture risk-taking 2. Engage students in activities which foster highlevel thinking.
Evaluation: Words
Appraise Choose Compare Conclude Decide Defend Evaluate Give your opinion Judge Justify, Prioritize Rank Rate Select Support Value
Synthesis
Change Combine Compose Construct Create Design Find an unusual way Formulate Generate Invent Originate Plan
Synthesis
Predict Pretend Produce Rearrange Reconstruct Reorganize Revise Suggest Suppose visualize write
Analysis
Analyze Categorize Classify Compare Contrast Debate Deduct Determine the factors Diagnose Diagram Differentiate Dissect Distinguish Examine Infer Specify
Application
Apply Compute Conclude Construct Demonstrate Determine Draw Find out Give an example Illustrate Make Operate Show Solve State a rule or principle Use
Comprehension
Convert Describe Explain Interpret Paraphrase put in order Restate Retell in your own words Rewrite Summarize Trace Translate
Knowledge
Define fill in the blank Identify Label List Locate Match Memorize Name Recall Spell State Tell Underline
Knowledge: Identification and recall of information Who, what, when, where, how? Describe ___________________. Comprehension: Organization and selection of facts and ideas Retell ___________ in your own words. What is the main idea of ___________________? Application: Use of facts, rules, principles How is __________ and example of _______________? How is __________ related to _________________? Why is _________________ significant? Analysis: Separation of the whole into component parts What are the parts or features of ________________? Classify _______________ according to ________________. Outline/diagram/web ____________________. How does ______________ compare/contrast with __________________? What evidence can you list for _____________________? Synthesis: Combination of ideas to form a new whole What would you predict/infer from __________________? What ideas can you add to __________________? How would you create/design a new __________________? What might happen if you combine _______________ with ________________? What solutions would you suggest for __________________? Evaluation: Development of opinions, judgments, or decisions Do you agree with _________________? What do you think about _______________? What is the most important _____________? Prioritize ________________. How would you decide about ________________? What criteria would you use to assess ______________________?
QUESTIONS OF CLARIFICATION
What do you mean by? Could you give me an example? What is your main point? Would this be an example? How does_________relate________to? Could you explain this further? Could you put that another way? Would you say more about that? Is your basic point______or_____? Why do you say that? What do you think is the main issue here? Let me see if I understand you; do you mean_______or______? How does this relate to our discussion (problem, issue)? What do you think John meant by his remark? What did you take John to mean? Jane, would you summarize in your own words what Richard has said? ...Richard, is that what you meant?
Write daily or frequently rather than sporadically. Write for real audiences and purposes. Allot sufficient time for stages of thought and editing to occur. Encourage peer review Write with an initial emphasis on thinking rather than on proofreading and editing.
(Synthesized from Teaching Children to Be Literate: A Reflective Approach, by Anthony and Ula Manzo, 1995) Writing activates the readers background knowledge before reading/thinking. Writing builds anticipation of upcoming learning events. Writing raises the readers level of intellectual activity. Writing encourages meaningful comparisons of the students perspective with that of the writer (in reading situations) Writing helps students better formulate their world view. Writing allows students to examine their perspectives on key issues. Writing builds metacognitive as well as cognitive abilities because writing forces deeper levels of introspection, analysis, and synthesis than any other mediational process.
(Synthesized from Teaching Children to Be Literate: A Reflective Approach, by Anthony and Ula Manzo, 1995)
1. Remember to ask for it; that is, for discovery, invention, and artistic/literary creation. 2. Great curiosity and new ideas with enthusiasm; these can often lead to the most valuable teachable moments. 3. Expose learners to new twists on old patterns and invite looking at old patterns from new angles. 4. Constructively critique new ideas because they almost always require some fine-tuning. 5. Reset our expectations to the fact that there will be many more misses than hits when reaching for workable new ideas. 6. Learn to invite contrary, or opposing, positions; new possibilities are often discovered in this way and existing thoughts, patterns, and beliefs can be tested and strengthened.
Head-on Approaches to Teaching Higher-Order Thinking (Synthesized from Teaching Children to Be Literate: A Reflective Approach, by Anthony and Ula Manzo, 1995) Thinking Thursdays Consider setting aside a given amount of time on a regular basis to try some of these direct approaches to teaching critical and creative thinking. Word Creation: Define the word squallizmotex and explain how your definition fits the word. If dried grapes are called raisins, and dried beef is called beef jerky, what would you call these items if they were dried: lemons, pineapple, watermelon, chicken.
Unusual Uses: Have students try to think of as many unusual uses as they can for common objects such as bricks, used toys, old tennis balls, soda bottles, and 8-track cassette tapes.
Circumstances and Consequences: What would happen if . . . school was on weekends and not during the week? water stuck like glue? gravity took a day off? there were no colors? everyone in the country could vote on every issue that is now decided by government representatives?
Product Improvements: How could school desks be improved? How could living room furniture be improved to provide better storage and even exercise while watching television? How can we better equip bookcarrying bags to handle lunches and other needs that you can think of?
Systems and Social Improvements: A sample question that could lead into plenty of higher-level discussion and a good give-andtake of views and needs could be: How can schools be made more fun without hurting learning?