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Learning Task 12

The document discusses utilizing various teaching strategies to promote higher order thinking skills. It outlines three desired learning outcomes related to applying critical thinking strategies, demonstrating content knowledge, and communicating effectively in the classroom. Key questions are posed about teaching strategies, integrative learning, higher order skills, and verbal/non-verbal communication. The document defines teaching strategies, integrative learning, and higher order thinking skills. It also provides a table outlining levels of thinking from remember to create.

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kenneth
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13K views2 pages

Learning Task 12

The document discusses utilizing various teaching strategies to promote higher order thinking skills. It outlines three desired learning outcomes related to applying critical thinking strategies, demonstrating content knowledge, and communicating effectively in the classroom. Key questions are posed about teaching strategies, integrative learning, higher order skills, and verbal/non-verbal communication. The document defines teaching strategies, integrative learning, and higher order thinking skills. It also provides a table outlining levels of thinking from remember to create.

Uploaded by

kenneth
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
  • Utilizing Various Teaching Strategies to Promote Higher Order Thinking Skills: Introduces strategies for developing and enhancing teaching skills to encourage higher order thinking among students.
  • Bloom's Taxonomy Pyramid: Illustrates the levels of cognitive processes from basic understanding to creative application.

Utilizing Various Teaching Strategies

Learning Task 12 to Promote Higher Order Thinking


Skills
PPST Domain 1 Content Knowledge and Pedagogy

Desired Learning Outcomes:


 Apply teaching strategies that develop critical and creative thinking and/or other
higher order thinking skills
 Demonstrate content knowledge and its application within and/or across the
curriculum teaching areas
 Demonstrate an understanding of the range of verbal and non-verbal classroom
communication strategies that support learner understanding participation,
engagement and achievement

Essential Questions
 What are teaching strategies?
 What is integrative learning?
 What are higher order teaching skills?
 What are the verbal and non-verbal communication strategies?
Understandings
Teaching strategies are ways and means by which you implement a method.
These are used to help the students to achieve the desired learning outcomes by
learning the desired course content.
Integrative learning helps the students make connections and relevance
between and among subjects. It allows the learners to engage in purposeful, relevant
learning. It encourages the learners to see the interconnectedness and
interrelationships between the curriculum areas rather than focusing in isolated
curriculum areas.
According to Pigdon and Wooley (1992) in an integrated curriculum, all activities
contain opportunities for learners to learn more about content through purposeful
activities.
Higher Order Thinking Skills
Higher order thinking skills known also as HOTS imply that some types of
learning require higher cognitive processes than others. Skills in analyzing, evaluating
and creating are thoughts of higher order than learning facts or concepts.
cr Produce new or original work
e design, assemle, construct, conjectufe develop, formulate,
author, investigate
at
e Justify a stand or decision
appraise, argue, defend, judge, select, support,
evaluate value, critique, weigh

Draw connections among ideas


differentiate, organize, relate, compare,
analyze contrast, distiguish, examne, experinment,
question, test

Use information in new situations


execute, implement solve, use,
apply demonstrate, interpret, operate,
schedule, sketch
Explain ideas or concepts
classify, describe, discuss,
understand explain, identify, locate,
recognize, report, select, translate
Recall facts and basic
concepts
remember define, duplicate, list,
memorize, repeat state

Desired Learning Outcomes:  Apply teaching strategies that develop critical and creati
Produce new or original work design, assemle, construct, conjectufe develop, formulate, author, investigate cr e at e Justif

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