HOTS as Teaching Strategy

(Improving HOTS through Language)

 Objective

To enhance language teachers’ competence in

developing students’ higher order thinking skills
through language teaching.
 Expected Output

Participants develop a teaching scenario/lesson

plan by incorporating HOTS as teaching
strategy.
 Course Contents

1. The Importance of 2. HOTS and Teaching

HOTS Strategy

4. Examples of HOTS
3. Types of Questions questions

5. Teaching Scenario
 Assignments

Identifying Teaching
Answering Questions
Strategies

Classifying Types of Developing Questions

Questions based on Given Text

Discussing Samples of
Lesson Plan
 Assessment

ASSESSMENT
Active Participation in Webex Vicon Quiz Final Assignment

25%

50%

25%
 Webex – Session 1

• Definition of HOTS
• Teaching strategy
• Use of questions
• Role of questioning in language teaching
• HOTS as teaching strategy
 21st Century Skills

Critical Collaboration
Thinking

4Cs

Communication Creativity
 4Cs and HOTS

Collaboration
Analyse
Higher
Critical Thinking Order
Evaluate Thinking
Communication Skills
Create
Creativity
Relation between HOTS
and Teaching Strategy
 TEACHING

STRATEGY

SUBJECT/FIELD SUSTAIN
GRADE/LEVEL
AREA ATTENTION,
INTEREST,
MOTIVATION
 Questioning as a teaching strategy
(Dewey, 1934, cited in Hall, Quinn, Gollnick (2014)

PLANNED CAREFULLY
PROBE SUBJECT
≠
≠ RANDOMLY
ELICIT FACT

PERSONAL INTERPRETATION
≠
LITERAL, DIRECT RESPONSE
Research findings on questioning
 Ask questions

• The most common technique used

• Natural and intuitive
• Stimulates thinking and learning
• Instructional cues or stimuli
 Teacher

• a professional question maker

• generates - 120 questions per hour
- 400 questions per day.
• the level of questions asked determines the level
of students’ thinking.
 Role of questioning in language teaching

• To create an interaction
• To develop language skills: listening and speaking
• As a setting for communication and communicative
activities
 Bloom Taxonomy
http://www.kurwongbss.qld.edu.au/thinking/Bloom/blooms.htm

6
5
4
3
2
1
LOTS vs HOTS
 LOT S

 Who?
 What?
 Where?
 When?
 Do you know…?
 Can you identify…?
 Name….
 LOT S

• are used to understand the basic story line or literal

meaning of a story, play, or poem.
• This includes:
• Wh questions.
• teaching relevant lexical items.
• relating to grammatical structures when needed.
 HOT S

 Encourage students to
think more deeply and
critically
 Solve problem
 Encourage discussion
 Stimulate students to seek
information on their own
 CONCLUSION

1. Question = powerful tool in teaching process

2.Questions in target language = real use of language
3. Interaction – oral questioning = foster listening &
speaking skills
 CONCLUSION

4.Teacher questions = students’ thinking level

5. Carefully planned questions, scaffold from LOT to HOT
6.LOT = factual and literal answers
7. HOT = work on the information learned to find answers
8.Nurture and practice thinking skills
THANK YOU
For more information, contact us at:
seaqilonline@gmail.com

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