HOT SKILLS

HOT SKILLS
SMK Bandar Sri Damansara 1
1 Apr 2017
SMK LaSalle
11 Mar 2017
SMK Tropicana
25 Feb 2017
SMK Bandar Utama Damansara 4
18 Feb 2017
SMK Sri Damansara 2
11 Feb 2017
SMK Taman Dato’ Harun
21 Jan 2017
SMK Sri Aman
14 Jan 2017
SMK Kelana Jaya
7 Jan 2017
SMK Taman Medan
8 Oct 2016
SMK Sultan Abdul Samad
24 Sept 2016
SMK Sri Utama
3 Sept 2016
SMK Sri Permata
27 August 2016
SMK Seksyen 8, Kota Damansara
20 August 2016
SMK Seksyen 4, Kota Damansara
6 August 2016
SMK Seksyen 10, Kota Damansara
30 July 2016
SMK Bandar Utama
16 July 2016
SMK Lembah Subang
28 May 2016
SMK Taman Sea
14 May 2016
SMJK Katholik
7 May 2016
SMK Damansara Utama
23 April 2016
SMK Damansara Jaya
16 April 2016
SMK Damansara Damai 1
9 April 2016
SMK Bandar Utama Damansara 2
2 April 2016
SMK Bandar Utama Damansara 3
25 March 2016
SMK Taman Petaling
27 Feb 2016
SMK Assunta
20 Feb 2016
SMK Bukit Bintang
30 Jan 2016
Headmasters Briefing
19 November 2016
Headmasters Training
24 November 2016
Headmasters Training
24 November 2016
Engaging and Empowering
Higher Order Thinking Skills
 Key Sections
1. What is Thinking?
2. What students want?
3. Engaging Students
4. Barriers to HOTS
5. Motivating Students
 Key Learnings
1. Time to Task
2. Class – Yes
3. Score Board
4. Micro-teaching
5. Think Pair Share
6. Blooms Taxanomy
7. Learning Cycle
8. VARK
9. 6 Foundations of FLOW
10. Habits
11. Motivating Students
 Itinerary

0830 to 0930 Empowering creative and critical thinking through HOTs

0930 to 1030 Understanding the needs of the 21st century student
1030 to 1130 Making HOTs engaging for students
1130 to 1215 Lunch
1215 to 1330 Understanding the barriers to HOTs
1330 to 1500 Motivating students for HOTS
Source: Malaysia Education Performance and Delivery Units. (2014)
What is
THINKING?
 THINKING
Bloom’s Taxanomy
Create revised by
Anderson
Evaluate
Analyze
Application
Understanding
Remembering
Source: Anderson & Krathwohl (2001)
 Honey & Mumford’s
Learning Process and Styles

Having a concrete
Activist Reflector
Dynamic Learner experience Imaginative Learner

Reflection and
Planning the next
reviewing the
steps
experience

Pragmatist Concluding from Theorist

Common Sense Learner the experience Analytic Learner

Source: Honey, P., & Mumford, A. (1992)

 Watching

Feeling Thinking

Doing
What do students want?
 Attributes of
Next Generation Learning from
students’ perspective
EDUCAUSE
Next Generation Learning

Source: Calkins, A., & Vogt , K. (2013)

 The needs of the 21st Century Student
1. Personalised
2. Flexible
3. Interactive and Engaging
4. Relevant
5. Paced by my own progress measured against goals I
understand
6. Constantly informed
7. Collaborative
8. Responsive and supportive faculty
9. Challenging but achievable
10. Available to me

Source: Calkins, A., & Vogt , K. (2013)

 Flexible so that I can try different ways to learn

Source: Calkins, A., & Vogt , K. (2013)

 Challenging but achievable, with opportunities to
become an expert in an area of interest

Source: Calkins, A., & Vogt , K. (2013)

A B

C D
 Personalised to my own needs and learning goals

Source: Calkins, A., & Vogt , K. (2013)

Student Profiling
Individual Learning Styles

Aural Read/Write

Visual Kinesthetic

Multimodal
http://vark-learn.com
 Relevant to my life I’d like to lead

Source: Calkins, A., & Vogt , K. (2013)

 Paced by my own progress measured against
goals I understand

Source: Calkins, A., & Vogt , K. (2013)

Source: Calkins, A., & Vogt , K. (2013)
 Constantly informed by different ways of
demonstrating and measuring my progress

Source: Calkins, A., & Vogt , K. (2013)

Source: Calkins, A., & Vogt , K. (2013)
 Collaborative with faculty, peers, and others,
unlimited by proximity.

Source: Calkins, A., & Vogt , K. (2013)

 Responsive and supportive when I
need extra help

Source: Calkins, A., & Vogt , K. (2013)

Source: Calkins, A., & Vogt , K. (2013)
 Interactive and engaging to draw me in

Source: Calkins, A., & Vogt , K. (2013)

Source: (Edgar, 1969)
 The needs of the 21st Century Student
1. Personalised
2. Flexible
3. Interactive and Engaging
4. Relevant
5. Paced by my own progress measured against goals I
understand
6. Constantly informed
7. Collaborative
8. Responsive and supportive faculty
9. Challenging but achievable
10. Available to me

Source: Calkins, A., & Vogt , K. (2013)

 Discuss in your groups,
for your students at school,
which needs are not met and why?
Is Student Engagement the key?
Engaged Student
Source: (Student Engagement Trust, 2015)
Do your classes look like this?
FLOW
Engaged students
 ENERGISED

Undistracted!

Source: (Csikszentmihalyi, 1990)

Focused FLOW
Focused

Source: (Csikszentmihalyi, 1990)

 FLOW

ENERGISED!

Source: (Csikszentmihalyi, 1990)

 FUN!

Source: (Csikszentmihalyi, 1990)

Moments when time disappear
Losing yourself in the activity

Source: (Csikszentmihalyi, 1990)

 (of an activity or a creative work) having an end or
purpose in itself.

Source: (Csikszentmihalyi, 1990)

What is FLOW?
 High

Anxiety FLOW
Challenge

Apathy Boredom

Low Learning Attitudes and Skills High

Source: (Csikszentmihalyi, 1990)

An example of a class in FLOW
using Whole Brain Teaching
How often do your classes get
into this state of FLOW?
 High

Anxiety FLOW
Challenge

Apathy Boredom

Low Learning Attitudes and Skills High

Source: (Csikszentmihalyi, 1990)

How do I get my class to FLOW?
The 6 Foundations of
FLOW
 1
Appropriately
Challenging Tasks
Tasks are appropriately challenging
• Each of the ability groups within the class are
equally stretched.
• Not everyone is working on a same challenging
task.
• Students should not be
– confused.
– given tasks that are out of their depth.
– waiting for others to catch up.
• Use HOTS like Application, Analysing, Evaluating,
Creating.

Source: Griffith, A., & Burns, M. (2012)

Tasks are appropriately challenging
• Deep learning occurs when
– Students are given opportunity to
• Apply
• Analyze
• Synthesize
• Evaluate
– Teachers are experts in subject matter
• Gives students autonomy to practise their learning and
explain to others.

Source: Hattie, J. (2003)

Blooms Taxanomy
How much should students do?
20%
30%
40%
50%
60%
70%
80%
Source: Calkins, A., & Vogt , K. (2013)
Source: (Edgar, 1969)
Who should FLOW?
 2
Teacher input should be minimal
 Teacher input is minimal
• Teacher has structured lessons.
• Giving many opportunities for students to work
independently or collaboratively.
• Does not mean teacher doing nothing or just asks
questions.
• Guide: 20:80 principle.
• Remember that you need to allow students to
learn and not about the teacher learning.
• The one that FLOWs is the one that learns.

Source: Griffith, A., & Burns, M. (2012)

 3
Tasks are
Intrinsically Motivating
 Tasks are intrinsically motivating.
• Students are doing the task because they are
KEEN to and not because they HAVE to.
• Students are not coerced or bribed to learn.

Source: Griffith, A., & Burns, M. (2012)

Students do because they are
KEEN to
and not because they
HAVE to.
Learning should be FUN!
 4
Goals are
Clear and Worthwhile
What they are doing?
Why they are doing it?
Be involved in setting their own
learning goals.
Know the steps to take to
achieve the goals.
Not just the ability to recite the
objectives.
 Understanding the syllabus and
how it fits into the bigger picture.
RELEVANCE
 Goals are clear and worthwhile
• Students are clear about
– What they are doing?
– Why they are doing it?
– Express the success criteria in their own words.
– Be part of the process of setting those goals.
– Know the steps to take to achieve the goals.
• Not about the ability to recite the objective but
about understanding the syllabus and and how it
fits into the bigger picture.
• Should not be asking, what should I do next?
Source: Griffith, A., & Burns, M. (2012)
5. Feedback is
Immediate
Teacher is not the only
source of feedback.
Self-assessment
Peer assessment
Source: Calkins, A., & Vogt , K. (2013)
 Empower students to take
ownership of their learning.
Lifelong Learners
 Feedback is immediate
• Students can
– Give feedback and receive it from their peers.
– Do self-assessment accurately.
– Take corrective actions.
• Teacher is not the source of feedback all the time.
• Self-access and peer-access is important.
• Students should be empowered to take
ownership.
• Give students autonomy to practice their learning
and explain to others.

Source: Griffith, A., & Burns, M. (2012)

 6
Students have
Learning Skills
Skills

Knowledge
CUE
ROUTINE
 Split Screen Teaching
• New Knowledge • Learning skills
• Subject-specific skills • Attitudes and Habits
• To be learnt • To empower learning
– E.g – E.g
– Composition – Creative thinking
– Algebra – Critical thinking
– Trigonometry – Communication skills
– Digestive System – Collaborative skills
– Photosynthesis – Respect

Source: Claxton, G. (2006)

Class have the necessary learning skills
• Students have the right
– Attitudes
– Skills
– Habits
• To work independently and to cope with the
challenging tasks
• Not about the student being well behaved,
compliant and have the right tools of learning.
• Use the ‘Split Screen Teaching’
Source: Griffith, A., & Burns, M. (2012)
 3. 4.
Intrinsically Worthwhile &
Motivated Clear Goals

2. 5.
Minimal Immediate
Teacher Input Feedback

1.
Appropriately
Challenging
Tasks
FLOW 6.
Learning Skills

Source: Griffith, A., & Burns, M. (2012)

Barriers to HOTS
What are the barriers to HOTS
for your students?
Activity:
In your groups, list the reasons why
your students are not able to learn
HOTS?
What really motivates students?
 Motivation
Valence Expectancy Instrumentality

Measures the value, Measures the Measures the

a person attaches to person’s confidence extent to which an
a given reward. in being able to get individual believes
These can be X the results X that the manager or
extrinsic or intrinsic. expected. It is organisation will
purely a subjective deliver the rewards
measure of an that were promised.
individual’s belief in
themselves.
 Valence Expectancy Instrumentality

How can you make

What do your How can you make
students TRUST you?
students VALUE? students more
CONFIDENT?

Source: Vroom (1964)

Which part of the syllabus area that
is most likely to have
HOTS elements?
Decide in your groups one
syllabus area to cover.
Designing the Experience
 Remembering
• Find ways to get the students to remember by
using the various techniques such as
– 3Rs: Reception, Retention, Recollection
– Mind-maps
– Mnemonics
– Relevance
– VARK
 Understanding
• Using Think-Pair-Share, get students to explain
the topic taught by teachers to their peers
• Make sure this is done with an appreciation of
– Micro Teaching
– The Learning Cycle
– VARK
 Application
• Get students to find an example of how the
theory can be applied to their real life
• Teacher, may need to start with an example
• Make sure this is done with an appreciation of
– Relevance
– The Learning Cycle
– VARK
 Analysis
• Build from what has been done in Application
• Consider an activity that requires the students to:
– Compare
– Contrast
– Categorize
– Classify
• Make sure this is done with an appreciation of
– iThink Maps
– Relevance
– Think Pair Share
 Evaluation
• Build from what has been done in Analyse
• Consider an activity that requires the students to:
– Evaluate
– Prioritize
– Make decisions with reasoned judgement
– Argue
– Defend decisions
• Make sure this is done with an appreciation of
– Relevance
– Think Pair Share
– VARK
– Scoreboard
 Create
• Build from what has been done in Evaluation
• Consider an activity that requires students to:
– Recommend the course of action after evaluation
– Create a new solution that is relevant to the situation
– Use creative thinking after critical thinking
– Justify why it is a good
– Present what they have created
• Make sure this is done with an appreciation of
– Relevance
– Think Pair Share
– VARK
– Scoreboard
In your groups prepare a lesson
plan based on what was learnt.
 Key Sections
1. What is Thinking?
2. What students want?
3. Engaging Students
4. Barriers to HOTS
5. Motivating Students
 Key Learnings
1. Time to Task
2. Class – Yes
3. Score Board
4. Micro-teaching
5. Think Pair Share
6. Blooms Taxanomy
7. Learning Cycle
8. VARK
9. 6 Foundations of FLOW
10. Habits
11. Motivating Students
 Effective Training
• Perancangan
• Pelaksanaan
• Pemantauan
• Penilaian
• Penambahbaikan
 Training Evaluation

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 Contact Details
wongkf@sunway.edu.my
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THANK YOU!