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    Teaching Higher Order Thinkin...

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    Herdana Vildan
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    © All Rights Reserved
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    rites One Zist Conm |. Introduction of Higher-Order Thinking (H.O.T.) and Why? Il. Bloom's Cognitive Taxonomy Ill. Why Do We Want to Teach Higher-Order Thinking? IV. How Do We Teach Higher- Order Thinking? V. The High Investment of Higher- Order Thinking Introduction For decades, public schools prepared children to be good citizens—and good factory workers. Students were expected to sit, listen, and do exactly as they were told. Higher Order Thinking Skills | In some respects, this model Creating served high school | graduates well since they learned to follow directions in ways that would be NZ) 0-1) meal mULsUl ct Understanding Pree Evaluating Analysing Applying Lower Order Thinking Skills What Is Higher- Order Thinking? I. What Is Higher-Order Thinking? Appropriate teaching strategies and learning environments that facilitate growth in student thinking skills in area of critical, logical, reflective, meta-cognitive, and creative Thinking. got Coil Tn, This Celtel atena) is ea to how eR. g lly higher order thinking skills are learned ch and developed. fiat Although different theoreticians and evades researchers use different frameworks JGonnrchersion to describe higher order skills and how a they are acquired, all fe L Igo Synthesis in general agreement concerning the Evaluation conditions under which they prosper. Higher-Order Thinking essentially means thinking that takes place in the higher level of hierarchy in the cognitive processing. Creating Cognitive Domain While lower-order thinking is more easily defined as mastering facts (such as being able to describe the Water Cycle) urrace Runort Evaporation or completing a task with specific steps (such as being able to solve a two- variable equation), that study ultimately describes higher-order thinking as thinking that is (or involves), that study ultimately describes Why Higher-Order Thinking As economic and technological changes shape the occupational outlook of today’s students, schools have begun to embrace the need to instill “higher-order thinking” to prepare the 21st century workforce. No longer is it enough for high school graduates simply to know basic facts and skills. To be successful, students must master decision-making, prioritizing, strategizing and (a) collaborative problem solving. Decision Making II. Bloom’s Cognitive Taxonomy In1948, Benjamin Bloom led a team of educational psychologists saat-lmaalim coke (Celera [steele gam ee Nie ee 1ae MUMATo meer CMR t-ea (i) should have in mind when designing activities for their students (Bloom, 1956). Bloom’s aim was to promote higher forms of thinking in education, such as analyzing and oot ; evaluating, rather than just ) teaching students to remember y wa facts (rote learning). Three domains of Learning Learning was divided into three domains of educational activity. Cognitive: mental skills (Knowledge) 3 Types of Learning Affective: Psychomo Affective growth in feelings or emotional “— Tg EM CAAA le Rela) How we do Psychomotor: manual or physical skills (Skills) While Bloom's Taxonomy is not the only framework for teaching thinking, it is the most widely used, and subsequent frameworks tend to be closely linked to Bloom’s work. Bloom’s Cognitive Taxonomy While all three domains are important for a ‘rounded’ person, it is the first domain , Cognitive that is the subject of (H.O.T.) The Cognitive domain involves ‘knowledge and the development of Tare eee It is generally accepted that each behavior needs to be mastered Le Ace) kM UaT MN -ye MOAR CLM) LTECe This is useful knowledge in assisting teachers in their lesson planning. Cognitive Domain It involves student knowledge. It also involves the development of intellectual attitudes and skills. eH efeT aT MERE ele METAL) COGNIT/VE ABILITIES student cognitive abilities in the cognitive domain from simple to the most complex into six categories. These categories are Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation. This ranking is known as Bloom's Taxonomy. This system is generally easily understood and applied. Bloom’s Taxonomy- 1.Knowledge Bloom defines the lowest level of student ability as "knowledge." This category involves simple knowledge of dates, events, fo) Flam ice Cua vod lea oto) (eh) eo aT ee leek required to use this information in any practical way. They're simply asked to recall previously learned material. Knowledge is the lowest level of the scale. It No CM CLUS ROR AUR L CoA) Colon aen tLe Leto Ce Bloom found that over ninety-five percent of the activities students encountered required SM tee a Re unre cy Aennord Den eroltan CMU aA ed LAL drill" sort. This sort uses repetitive, flashcard- meen lumenal Riele (alcatel lar} regurgitate facts. Knowledge task words are Serene iit an sas eo Bloom’s Taxonomy- 2.Comprehension The second level of student ability is called "comprehension." Comprehension requires students to demonstrate an understanding of the information. STAUle neat ATOR E OD summarizing main ideas, translating a mathematical word problem to numbers, or by interpreting charts or graphs. Students go further with the information than simply recalling it. Comprehension task words are "predict," "summarize," "translate," "associate," "translate," and "estimate." Bloom’s Taxonomy- 3.Application "Application" is the third level of ability. It's observed when students use methods, theories, or concepts in new situations. Students don't simply interpret a graph. Instead, they may construct a new graph using the data. Or, they may use a learned formula to solve an equation. The key CT aC ea ea lacie lela e Ta) abstract idea, theory, or principal in anew, concrete situation to solve a problem. Application task words are "solve," "complete," "calculate," "apply," and LI Teen Bloom’s Taxonomy- 4.Analysis Bloom calls the fourth level of ability "analysis." Analysis requires the student to examine and break information down into parts. MB a-Bs clear R eal or- Ta CR CON alc leel ie ae RUN eee] ae M1 meaning. BUNA merece lel on ck Cong 16) fox -Tam CMa Sa aL oR To and find evidence to support fete) eel Re Manele E-Ten a te) NSP ean Lael oR aL Lea o acumen (adUl cea bal-eciaelel Lalas loci distinguish between facts and Talia -tate-eR a RN CH UCL ae meals relevancy of data. Constructing an outline from a reading passage is an example of analysis. Analysis task words ETc) 0)- 1-1 Neco] AG LL alae Tie AMAT) Ve 4 aT ToL Bloom’s Taxonomy- 5.Synthesis "Synthesis" is the fifth level of student ability. It deals with putting together parts to form a new whole. This may involve putting ideas together in a creative new way. It may also involve using ald ideas to come up with new ones. Writing a poem, giving a well-organized speech, or proposing a plan for anew experiment would involve synthesis. MUN eseUe (ah ae) cM homer Leela mi coda) several areas and combines it to Cac e1e MN ATMA Uae le ESN AN aT SE) task words are "integrate," "design," "invent," "modify,""formulate," and "compose." Bloom’s Taxonomy- 6.Evaluation "Evaluation" is the sixth and highest level of student ability. This level requires the student to perform two simultaneous tasks. First, the student must present and defend opinions. Second, the student must make judgments about the value of Area Ran enero Students compare and discriminate eeu Cooma ni subjectivity. They judge the adequacy with erence cet eg ac ren BUN MaU lemma) (Ulla Reg let UVa Ld INU oR Eas Oa ese Ua yy CoCaLo RIOT -1eCo la ACR eT ete) the highest since it incorporates elements of all the other levels. It also requires the Rear CE cneetene teat iatiis based on clearly defined criteria. SVE Went n ea ole kT aol a TT PM Xd Tana Coe "recommend," and "judge." Higher-Order Thinking Overall, “higher-order” thinking means handling a situation that you have not encountered before and is generally ic-teeXe aIrA-XeR-Lete lan Meola ease Role elec Rela oon Bloom's Taxonomy for Thinking It is thinking that happens in ae a1nAe LTS atin gs ott , ee evaluation rungs of Bloom's Ans cine FTelel-tg Using inowacge Innew stuabons 9 dadgerent By contrast, “lower-order thinking" is simple, reflex-like, = @ sala yen Tae enka LUndesanang Higher-Order Thinking Skills Higher order thinking skills are grounded in lower order skills such as discriminations, simple application and analysis, and cognitive strategies and are linked to prior knowledge of subject matter content. Why Higher-Order Thinking Although most teachers learned about Bloom's Taxonomy, many seldom challenge students beyond the first two levels of cognition: knowledge and comprehension. Because most jobs in the 21st century will require employees to use the four highest levels of thinking—application, analysis, Ta lualeePae aCe RZ) LU lol tea oa unacceptable in today's instructional programs. We must expect students to operate iceLelei CI NA-Lm dat Malle] atta thinking. Fostering Higher-Order Thinking In 1987, the National Research Council sponsored a project that attempted to synthesize all the many theories about higher-order thinking. UNCIL The express goal of the project was to make recommendations about how to foster higher-order thinking in students. NATIONAL RESEARCH CO High Order Thinking (H.O.T.) Skills Higher order thinking skills include Critical Thinking skills which are logical, reflective, meta-cognitive and creative. They are activated when individuals encounter unfamiliar problems, uncertainties, questions, or dilemmas. r Applications of the skills result in Reasoning, Evaluating, Problem solving, Decisions making & Analyzing products that are valid within the context of available knowledge and experience that promote continued growth in these and other intellectual skills. Wise judgment in Critical Thinking Incritical thinking, being able ‘to think’ means Peete esa ene iaaaciasrctis areasoned critique. The goal of teaching is purse etl aca ol ea Ngee le) Rea UAR CoN lke MNO MCOM TL EeoLe a ee (eto Seon ccie cheater al students need to be taught to do this include: EAC rchuctlniemam rete identify assumptions, generalisation and bias; identify connotation in language use; understand the purpose of a written or spoken text; identify the audience; and to make fag 1B (elena NCH |e Meal MeL effectiveness of various strategies used to Taal mee Ug oLe tod Uc Teaching (H.O.T.) Skills It is hard to imagine a teacher or school leader who is not aware of the importance of teaching higher-order thinking (H.O.T.) skills to prepare young men and women to live in sda a Galea However, the extent to which higher-order thinking skills are taught and assessed continues to be an area of debate, with many teachers and employers expressing concern that young people ‘cannot think’. Teaching (H.O.T.) Skills Teachers are good at writing and asking literal questions (e.g., "Name the parts of a flower”), but we tend to do this far too often. oS) LUC BORDERS Students must be taught to find the information they need, judge its worth, and think at higher levels. There is simply too much information in the world for us to WYER e eee el al CMe lea Raa) regurgitations of basic facts. As Bellanca (1997) states: III. Why Do We Want to Teach Higher-Order Thinking? We push toward higher-order thinking skills in the classroom because they have enormous benefits for our students. Bi aec ela ae Maca) Ta Ea CoR ueelere lal for pushing knowledge into our long-term areata Why Do We Want to Teach Higher- Order Thinking? First, information learned and processed through higher-order thinking processes is remembered longer and more clearly than information that is processed through lower-order, rote memorization. Consider for example, the difference oT -ta CUMIN AP alae Relea LEE} explaining the derivation of the Om EE Tan aaa CU lol tn mae ER eal} latter-type of understanding will carry that knowledge longer. Deep Conceptual understanding r-rel Reale eh maT cte Ra ateT miele (lal ee Tce ae) c aL mCOR- T° NVA] skill to solve new problems when they have a deep conceptual understanding of that skill than when there is a lack of this conceptual understanding. Area of Parallelogram One researcher used The area of a Parallelogram equals the two methods to teach base times the height eee perpendicular” method for computing the area — eee rlel levels A x7 A= 56cm Memorizing a formula ery eal Students in Group A simply memorized by rote the “drop Explaining derivation of the formula Students in Group B were provided the reasoning behind the process. They were shown how one could cut off a triangular portion of a parallelogram and re-attach it at the other end to make a rectangle. Application of the deep conceptual understanding in problem solving The students were led to understand that the method is actually a simple variation on the “(length) x (width)” = (area)” formula that they already knew for rectangles. This set of students, Group B, then applied the method and, like Group Perera 00) mele aon eat -e-1k-ROll the parallelogram. Then, when a parallelogram were presented in an unusual orientation, Group A students incorrectly applied the process, arriving at an incorrect Why Do We Want to Teach Higher-Order Aarne) ena-tg Knowledge obtained through higher-order thinking processes is more easily transferable, oh agrelei tele (aren TE) deep conceptual understanding of an idea will be much more likely to be able to apply that knowledge to solve new problems. Teaching Higher-Order Thinking This sort of higher-order “transfer” of understanding is the key to good thinking and problem solving. Good thinking and problem solving skills make learned knowledge applicable in the real world. As teachers of students who are often lagging behind their peers in better resourced schools, we have a mandate to do all that we can to ensure that our students are engaging new knowledge at a Tl Raat UT El emda name} transfer it to new real-world applications. If our students can idd nu ; with dec Teaching Higher-Order Thinking So, you know that your students are engaged in higher-order thinking when they: [1 * Visualize a problem by diagramming it * Separate relevant from irrelevant information in a word problem Beto) accor RerL or) Justify solutions See more than one side of a problem CEN rel serelt]ce-mol mal celdaar- a(n 126) on their credibility +f] Reveal assumptions in reasoning “Aldentify bias or logical inconsistencies Teaching Higher-Order Thinking “Non-algorithmic” Involving paths of action for solving problems that are not specified in advance (creative problem TN Ta1e)) (ened , . ; ; Involving problem solving where multiple solutions Ecard Effortful Involving considerable mental energy directed toward problem solving Nuanced judgments Involving subtle, less-than-obvious decisions about _ strategies Teaching Higher-Order Thinking Uncertainty about what is known Involving problems that do not provide a clear starting point Self-regulation Involving some degree of meta- cognition and self-awareness about strategies being employed Imposition of meaning Involving development and application of new theories onto Teaching Higher-Order Thinking? If our students can write a persuasive essay, can they write a letter to their banks requesting a loan, their senators arguing policy points, or, someday, their children’s teachers calling for high expectations for their children? Persuasive Essay: writing to convince Raetoa las iene Teaching Higher-Order Thinking? THE SCIENTIFIC METHOD = Proce Exam = ar. yy =| melee eel eke Lan cial Sic am Uneven Liman aalele can they also recognize that the conclusions drawn by a polluting company failed to be reached using that scientific method? IV. How Do We Teach Higher-Order Thinking? Higher order thinking is a very difficult to teach. Thinking aloud is the most effective. Whenever students are being pushed to their academic levels, or being forced to apply what they know, they often need to be shown how to think. They need to be aware that there PICHERORDER should be something going on in 5 7 their head. | always model my TAA: : ey thinking aloud. | pretend to bea student in the class and put ona Eyelet] Maren alana Te 1 eo) use hypothetical questions that | ask myself out OU. rraniccush, Houston ‘oy eee Heuristics: Tools for Solving Problems Do you know the steps to approaching a problem sum? Heuristics are general problem-solving strategies that may help students tackle difficult questions. You can practice these techniques with your students and then provide novel situations for them to apply their newly acquired skills 1@ Heuristics Problems Solving hela hes) oa k= 1) Do not focus only on the details; try to see the Biola RU Reto 2) Do not rush to a solution rashly. 3) Try working backwards by starting with the goal. 4) Create a model using pictures, diagrams, symbols or equations. 5) Use analogies: “What does this remind me of?” Look for unconventional or new ways to use the available tools. Discuss a problem aloud until a solution emerges. Keep track of partial solutions so you can come back to them and resume where you left off. LETC) aout om e019) 1am acolo ae} IV. How Do We Teach Higher-Order Thinking? The importance of higher-order thinking makes it a priority in our classroom, but how does one teach towards higher-order thinking? Thinking Skills and Personal How does one foster the kind of deep conceptual understanding that is transferable to various academic contexts and, perhaps more importantly, to real-world problems? MWA Mel- leat -1k te Mae MYT a COLO} strategies for doing just that: IV. How Do We Teach Higher-Order Thinking? If you are studying persuasive writing, have all students write a letter to a local leader on some hot-button topic in your community. Baw If you are considering how to teach the scientific method, look for community issues arlene oO motivate your students and provide them an authentic context for applying the a ER Vel Tcchetrealalep Teaching Higher-Order Thinking (COMI oedema ele celia a cece Because higher-order thinking is difficult—after all, you are asking students to make decisions, rather than simply follow a prescriptive path—it will help your cause if you build motivation for the tasks you have developed. If you are teaching your THIS MACHINE Tea Aa URC UTS "45 NO BRAIN various equipment use YOUR OWN | operations, bring them to the workshop and demonstrate the application. Teaching Higher-Order Thinking (OOM Ela ue t ae Roe Ree MUN aelie lad Ale Another prerequisite for (H.O.T.) is flexible approaches to problem solving. Besides an emphasis on real world application of skills, a teacher should work to introduce students to a variety of real- world contexts in using a fey Taee0) Tad The more settings in which a student uses some new element of knowledge, the more the student internalizes the deeper conceptual implications and applications of the knowledge. Teaching Higher-Order Thinking (For example, to teach addition of numbers with decimal points, have students work with and add decimal-laden temperatures, metric-based measurements of the lengths of walls, and the scores from skating competitions.) ic Figure Skating 's champion — Three times trip times 4-3 jump By coming at a skill from many different angles, you will loosen the contextual grip that a student's mind may have linking a particular skill with a particular circumstance. Teaching Higher-Order Thinking (3) Throughout your instruction, take every opportunity to emphasize the building blocks of higher-order thinking. Teach content in ways that require students to: Build background knowledge. The more your students are gaining and retaining information about the world around them, the more they bring to the table when solving complex problems. Help students tap into what they already know, which might just be the information needed to answer a challenging question. Teaching Higher-Order Thinking Classify things into categories. You might, for example, have your first graders develop and create categories for a series of words based on their aad t ow Students might come up with categories based on first letter, ending letter, or vowel sound. Arrange items along some Colfer asel ae Teaching Higher-Order Thinking As you are teaching students to write persuasive essays, you might provide students with five different essays of different qualities, asking the students to rank them and explain their ranking. Persuasive Writing Post-It Rank these five skils against each other, from & (highest) to 1 lowest}: My intro and conclusion grab the reader and sum up my argument. (org)} I maintain a tone (atttitude) about my topic throughout the writing, (voice) My choice of specific details strengthens my argument. (ideas) My transitions help the reader know where new ideas begin and end. (org) | am not “one sided” here; | skillfully acknowledge opposing viewpoints. (ideas and voice) Teaching Higher-Order Thinking Ey ete ta ea 8 ee NL ALLL LG students to mentally conduct the experiment before you actually do conduct it. “What do you think will Lieve) exam Late el Coe A weight to the side of the ball and throw it?” Teaching Higher-Order Thinking ple ate MENU RACe WAC tCeRaaC Mate Toe (lace Mclean tte Teo) (eM NT ltar RRMA Tee CLLR] Lele a Md) -1a Tae ROL Cae Beat tae Analyze things into their components. | a alate aleRe Cleo a cla9 with? How do you write that sound?” or “What influences do you think were weighing on the ae -i(el Tale M alae RY aA ME \ that decision?” Solve problems. Puzzles and problems can be designed for any age level and any subject matter. Meta-cognitive Development Meta-cognitive development supports students’ internalization of strategies. It does this through a conscious focus on the implementation of plans of attack. Meta-cognitive development ieeeele( ale autonomy through self-monitoring and ole (Walqui, 1992). Meta-cognitive Development An example is teaching what a "good" reader does as he or she ic Stok om Male Tedd sete eecol) (em ol ReLel aia eR KeR tal -e1d len Predict meaning knowledge toconnect to text This way, the students can copy the steps gen ALO Students can stop from seamen tan -Rell alah aati reading and examine whether they're getting the main idea, understanding the theme of the article, etc. Teaching Higher-Order Thinking Think about planning (“How should | approach this problem? What additional resources or information do | need?” ie The Priority Matrix Purposefully allocate Action: Action: Sean TaLe Rake) OND Do Next do | prioritize my tasks Tamelke lm Comaae ia SiitalTn ae m tn problem?”) Teaching Higher-Order Thinking Specifically, for a teacher, this means delineating and teaching specific problem-attack strategies, giving students time to ponder difficult answers for themselves, and modeling those strategies by thinking aloud to solve problems during guided practice. Steps to solve a problem.. Did the 7 Identify solution work? the problem. wo Develop alternatives. ae Implement select the best alternative. Teaching Higher-Order Thinking New Jersey, Susan Asiyanbi realized that many of her fourth grade math students lacked proficiency in open-ended questions because of their lack of reading comprehension: She then had them break down any higher-order problem into five steps: Q. Question, ea S. Strategy, S. Solve, and (en itta.a After modeling how to break down sample problems into these five steps, she had her students identify and write down the questions FFs) <

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