experimenting) comparing yentine creat “deci M turing. tnterrogating D aiganlsiing critiquing = cf finaing jncgingCreel MCE) Le Higher Order Thinking Skills essentially refer to thinking that takes place in the higher levels of the hierarchy of cognitive processing. It involves carrying out complex analyses or tasks that require planning, implementation, monitoring and continuous evaluation. It involves exercising judgement in situations where there are no clear cut right or wrong answers. It encourages ‘out of the box’ thinking and looking at creative solutions to everyday problems. 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 synthesise, generalise, explain, hypothesise 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.” “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.” Higher-Order Thinking Critical thinking Interpreting, testing, judging, justifying, critiquing, concluding, speculating, disputing, evaluating, deciding.Creative thinking Hypothesising, designing, reconstructing, creating, modifying, developing, imagining, brainstorming, generating, solving, devising Analytical thinking Comparing, contrasting, relating, choosing, determining, interviewing, identifying, combining, categorising, researching, experimenting, specifying, deducing. “Every day thinking, like ordinary walking, is a natural performance we all pick up. But good thinking, like running the 10-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 Realigning your curriculum to improve student achievement “HOT” curriculum focuses on Higher Order Thinking and Technology “HOT” courses utilize Hands-on Technology “HOT” instruction promotes Cognitive - DevelopmentDeen oe aa Critical-thinking a Creative-thinking - Convergent-thinking- PY Divergent-thinking - Inductive-thinking - Deductive-thinking - This is convergent thinking. It assesses the worth and validity of something existent. It involves precise, persistent, objective analysis. When teachers try to get several learners to think convergently, they try to help them develop common understanding. This is divergent thinking. It generates something new or different. It involves having a different idea that works as well or better than previous ideas. This type of thinking is cognitive processing of information around a common point, an attempt to bring thoughts from different directions into a union or common conclusion. This type of thinking starts from a common point and moves outward into a variety of perspectives. When fostering divergent thinking, teachers use the content as a vehicle to prompt diverse or unique thinking among students rather than a common view. This is the process of reasoning from parts to the whole, from example to generalizations. This type of reasoning moves from the whole to its parts, from generalizations to underlying concepts to examples.WHAT STRATEGIES HELP TO DEVELOP THESE SKILLS? Constructivist Teaching © Help Students Organize Their Knowledge e Build on What Students Already Know e Facilitate Information Processing e Facilitate Deep Thinking Through Elaboration Make Thinking Processes Explicit - How? ... © Reflect realife situations and contexts © Show collaboration among teachers, disciplines, and students © Encourage curiosity, exploration, and investigation © Demand student responsibility for learning © Encourage various performance —based displays of competenciesOOS ca el Cat RS 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. _Printrich environment E. Learner Autonomy F. Teacher as co-learner G._Nurture Exploration 2. Engage students in activities which foster high-level thinking. A. Collaborative group activities in which students can communicate with others in a variety of ways. Problem-solving activities that require more than routine calculations. Open-ended activities with more than one "right" answer. Activities which acommodate multiple intelligence. Acti moog 's in which both genders participate freely. 3. Construct questions that call for high-level thinking A. Ask yourself, "Do | always know the answer to my questions?" B. Use a variety of assessment methods that match teaching strategies for example, use a project for assessment instead of an End-of-Unit Test.(ore PE Cra Essential elements to develop thinking culture in whole school : EXPLICIT teaching of thinking-skills to all students, Teachers who design teaching and learning activities that will: engage create provide promote assist encourageTeachers can incorporate varying degrees of Higher-order Thinking Skills in a Continuum of practice in their classrooms. © Students are engaged only in lower-order thinking; i.e. they receive, or recite, or participate in routine practice. In these activities during the lesson students do not 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, Almostall students, almost all of the time are engaged in higher-order thinking. BU ER Rc We have a variety of thinking strategies and approaches to draw from: (ust to name a few) © DeBono's Six Hats © Gardner's Multiple intelligences Tony Ryan's Thinker’s Keys © Graphic Organisers © Bloom's Taxonomy/ Revised TaxonomyHIGHER ORDER THINKING Bee cee a ree Oe ar Rae + Leamer-centred activities + Learning centres/ rotational activities + Enrichment/ extension tasks + Small group activities + Whole class activities + Diary/ journal writing + Homework + Reading program + Across all curricular areas all the time BUG LE ESIOT Cun Col Lata cL + Understanding and comprehension are essential to a student's success with reading (ie. Interpreting, summarising, comparing, explaining). + BUT higher-order thinking should also play a part.Eur ecard + Whyinclude thinking skills? + Cater for student's individual learning styles and multiple intelligences. + Encourage students to construct knowledge for themselves, participate in higher-order thinking and facilitate divergent thinking + Tasks/learning units should be simple and include a variety of strategies and approaches. + A multiple intelligence approach is one way we can drive higher-order thinking in the classroom. + Amuttiple intelligence approach to program planning is required so that children can use thinking-skills to design, create, interpret and evaluate. 1, Knowledge - statements ask the student to recite the pledge. Example: “Say the Preamble or Repeattthe pledge.” 2. Comprehension - statements ask the student to explain the meaning of words contained inthe Preamble. Example: ‘Explain what equality liberty and justice mean.” 3. Application - statements ask the student to apply understanding. Example: “Create your own Preamble to something you believe in.” 4. Analysis - statements ask the student to interpret word meanings in relation to context. Example: “Discuss the meaning of “to constitute India into a Sovereign, Socialist Secular, Democratic Republic in terms ofits importance to the pledge.”5, Synthesis - statements ask the student to apply concepts in a new setting. Example: “Write a contract between yourself and a friend that includes an allegiance to a symbol that stands for something you both believe in.” 6, Evaluation - statements ask the student to judge the relative merits of the content and concepts contained in the subject. Example: “Describe the purpose of the preamble and assess how well it achieves that purpose. Suggest improvements.” Words (Behaviourial verbs) used for framing different kinds of questions 1. Words used for frat Knowledge Decree Rect ecu ae Define Fill in the blank List Locate Match [Memorize] (Spell) State Tall [__Underiine ___]2. Words used for framing Comprehension based questions are given below : Comprehension L_Beplain Relate Generalise Convert [Describe {Blain Paraphrase Rewrite Put in order [Restate] [Retell in your own words (Trace (__Transiate | Restate 3, Words used for framing Application based questions are given below : Application Determine Put together [Choose | Change Apply [Compute | Conclude Construct Give an example Mlustrate [Draw | Find out Wake / Show | | Selve | State a rule or principle use| Translate Produce |4, Words used for framing Analysis based questions are given below : Analysis CC Grassity | (sGompare) Deduct 5] | Determine the factors ) (Differentiate | [| Dissect Pe ee Ce ese ec eee eee ac Synthesis Change 5 Find an unusual way Combine . Formulate Compose 5 Construct Create Design GenerateSynthesis Contd... + Predict + Forecast : Pretend : ee MEY Produce = sae E + Rearrange nice + Reconstruct [7 Write + Reorganize + Hypothesize * Words (Behavioural verbs) used for framing Evaluat Evaluation ‘Appraise “choose SC Compare «= Eoneudel Decide SBeRAT—Evaluate Give your opinion Pudge Justify Prioritize Rank Rate Select Sappe Value Assess “Recommend Critique “WeighQUESTIONS THAT PROBE ASSUMPTIONS What are you assuming? What is Kiran assuming? What could we assume instead? You seem to be assuming Do | understand you correctly? Allof your reasoning depends on the idea that Why have you based your reasoning on rather than? You seem to be assuming How would you justify taking this for granted? Is it always the case? Why do you think the assumption holds here? Why would someone make this assumption? QUESTIONS OF CLARIFICATION What do you mean by 2 Could you give me an example. ? Whatis your main point? Would this be an example? How does. relate to? Could you explain this further? Could you putthatanotherway? Would yousaymore about that? Is your basic point. or___? Whydoyousaythat? What do you think is the main issue here? Let me see if | understand you; do you mean or. 2? 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?QUESTIONS THAT PROBE REASONS AND EVIDEN! What would be an example? How do you know? Why do you think that is true? Do you have any evidence for that? What difference does that make? What are your reasons for saying that? Could you explain your reasons to us? Is there reason to doubt that evidence? What would you say to someone who said 2 Can someone else give evidence to support that response? Who is in a position to know if that is so? By what reasoning did you come to that conclusion? How could we find out whether that is true? Are these reasons adequate? Why did you say that? What led you to that belief? How does that apply to this case? What would change your mind? What other information do we need? But is that good evidence to believe that? Who is in a position to know if that is so?QUESTIONS ABOUT VIEWPOINTS OR PERSPECTIVES You seem to be approaching this issue from, perspective Why have you chosen this rather than that perspective? How would other groups/types of people respond? Why? What would influence them? How could you answer the objection that. would make? What might someone who believed. ‘think? Canidid anyone see this another way? What would someone do who disagrees say? What is an other alternative? QUESTIONS THAT PROBE IMPLICATIONS AND CONSEQUENCES What are you implying by that? If that happened, what else would happen as a result? Why? What effect would that have? Would that necessarily happen or only probably happen? What is an other alternative? If this and that are the case, then what else must also be true? _ If we say that this is unethical; how about that? A. When you say, you are implying? / , i selSecretary, CBSE Community Centre, Preet Vihar, Delhi-92