Chapter66

Chapter
Developing
Developing
Higher Order
Higher Order
Thinking Skills
Thinking Skills
1. INTRODUCTION
Higher order thinking:
• often yields multiple solutions (Arrend 1994)
• involves the application of multiple criteria, which
sometimes conflict with one another.
• is accompanied by uncertainty
• Includes self regulation of the thinking process
• Involves imposing meaning
• Is effortful.

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 H. O. T. S. are classified as:
A-Inferential Thinking
1. Formulating Inferences
2. Observing Relationships
3. Drawing Conclusions and Generalizations
B- Critical Thinking
1. Analysis
2. Evaluation
C. Creative Thinking D. Combination of Thinking Skil
1. Synthesis 1. Problem-solving
2. Originality 2. Decision-making
3. Flexibility
4. Imagination

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 CLASSIFICATIONOF
CLASSIFICATION OFHIGHER
HIGHERORDER
ORDER
THINKINGSKILLS
THINKING SKILLS to infer
(HOOTTS)S)
(H
means to
“deduce”
A.INFERENTIAL or
THINKING
A.INFERENTIAL THINKING “presume
”

1. Formulating Inferences - Inference is defined as an idea which is

1. Formulating
based Inferences
on observations. - Inference
Inferential is defined
thinking as an
is a higher ideathinking
order which is
based
skill. on observations.
It refers to the ability Inferential
to form an thinking is a higher
idea, opinion, order thinking
or a conclusion
skill.a Itseries
after refersoftoreasoning
the abilityand
to form an idea,outcomes
speculating opinion, orofaaconclusion
situation.
after a series of reasoning and speculating outcomes
Children who are able to conjectures, consider probabilities & of a situation.
surmise
Children who are able to conjectures, consider
consequences based on sufficient proofs are considered capable probabilities & surmise
of
consequences based
this higher-order thinking skill.on sufficient proofs are considered capable of
this higher-order thinking skill.

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 How can we
How can wePlandevelop
develop this skill?
this skill?
▧ lessons that require students to
observe many things in the environment. After recording
observations about a particular object or event and let
them formulate inferences. Train them in forming their
own ideas. The inference must be specific to the situation
being observed.

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2.Observing Relationships – The ability to observe similarities differences in
2.Observing
objects, eventsRelationships
and conditions – The ability
in the to observe
environment similarities
is essential in differences
sorting out in
ofobjects, events
information. Theand conditions
important in the
guide environment
in observing is essential
relationships in sorting
must be out
of information.
determined The
by the important
learners andguide
not byinsomeone
observingelse.
relationships
This is themust beway
surest
todetermined
develop theby theThe
skill. learners and
skill in not by someone
classifying enables else. This
one to is the
make surest way
accurate
to develop the
observations andskill. The skill in classifying enables one to make accurate
conclusions.
observations and conclusions.

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How
Howcan canwe wedevelop
developthe the
skill?
skill?
Start with activities that call for comparisons.
And you could come up with the question of
what are they going to base on their
comparisons? This skill enables them to
determine the criteria for making comparisons.

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 ADVANTAGES:
ADVANTAGES:
1. IF OBJECTS ARE SORTED OUT, CONFUSION AS TO THEIR
USE OR FUNCTION IS AVOIDED.
2. IT BECOMES EASY FOR AN OBSERVER TO ANALYZE DATA
AND OTHER INFORMATION THAT ARE ALREADY CLASSIFIED
AS TO SOME OBSERVABLE PROPERTIES OR DISTINCT
BEHAVIORS.
3. A WELL-CLASSIFIED ENVIRONMENT SUCH AS CLASSROOM,
HOUSE OR GARDEN IS VIEWED ORDERLY AND PLEASANT.
ALL ACTIVITIES IN IT WILL BE FACILITATED WITH EASE AND
ACCURACY.

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3. Drawing Conclusion & Generalizations– Conclusion is a statement arrived at
3. Drawing
based Conclusion
on sufficient & Generalizations–
observations Conclusion
and evidences. is a may
A conclusion statement arrived at
be considered
based on
specific sufficient
to an observations
experiment and evidences.
or an observation being A conclusion
conducted by may be considered
a class.
A specific
number toof an experiment
related or an
or similar observation
conclusions being
may conducted
serves as basisby
in aformulating
class.
A number of related or similar conclusions may serves as basis in formulating
generalizations.
generalizations.
Example: A class was observing body parts of some insect. A fly has three pairs of
Example:
legs. A class
Ten other waswere
insects observing body
observed parts the
to have of some
sameinsect.
number A of
flylegs.
has three pairs of
One could
legs. Tenthat
generalize other
allinsects
insectswere observed
possess to have
three pairs the same number of legs. One could
of legs
generalize that all insects possess three pairs of legs

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 How can we develop the skill?
How can we develop the skill?
Lessons that are activity-centered always end up with a
summary statement that expresses what they have learned. It
may not be definite conclusion right away but after a number of
activities directed towards the same problem, the concluding
statement becomes easy to formulate. A complete and accurate
analysis of recorded observations is crucial in formulating
conclusions.

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 CLASSIFICATIONOF
CLASSIFICATION OFHIGHER
HIGHERORDER
ORDER
THINKINGSKILLS
THINKING SKILLS
(HOOTTS)S)
(H
B. CRITICAL THINKING-

Critical thinking is a process of mentally acting on something by

Critical thinking
analyzing, is a process
interpreting of mentally
and evaluating any acting on something
observable property by
state or
analyzing, interpreting and evaluating any observable property
behavior. It is described as the ability to separate the components, state or
behavior.
examine It is described
closely and searchasfor
thereliable
ability to separate the components,
information.
examine closely and search for reliable information.

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Critical
Criticalthinking
thinkingcould
couldbebedeveloped
developedthrough
throughthe
the
processes
processesofofanalysis
analysisand
andevaluation:
evaluation:

1. Analysis- An analytic mind is continuously examining, investigating and

1. judging
Analysis- An analytic
events, mind
people and is continuously examining, investigating and
nature.
judging events, people and nature.

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 How
Howcan canwe wedevelop
developthe the
skill?
skill?
Confront the students during their daily lessons with
problems. The problems must be simple and within their ability
to solve. As they offer solutions, continue to ask questions of
the why and how type. They will start to analyze the situation
which is brought about by the problem. Competence in
analyzing can be developed through a tactful questioning
during class discussions. During their investigations, multiple
views, opinions and findings will enhance the skill.

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Critical thinking could be developed through:
Critical thinking could be developed through:

2. Evaluation- As an higher order thinking skill involves

2. judgement.Evidences
Evaluation- As an higher orderare
gathered thinking skill carefully
weighted involves
andjudgement.Evidences gatheredused,
depending on the standards are weighted
a decisioncarefully
is
and depending on the standards used, a decision
made. The act of collecting and sorting out observations is
is made.
merelyThe act of collecting
assessing andor
the situation sorting
event.out observations
is merely assessing the situation or event.

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How can we develop the skill?
How can we develop the skill?
Plan a lesson which will create situations or
problems wherein the students will have to
judge which is the best choice among a number
of probable answers.

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 CLASSIFICATION OF HIGHER
CLASSIFICATION OF HIGHER
ORDERTHINKING
ORDER THINKINGSKILLS
SKILLS
(HOOTTS)S)
(H C. CREATIVE THINKING

Creative thinking involves the use of one’s imagination in order to

Creative
come thinking
up with involves
new ideas. the usethinkers
Creative of one’sare
imagination
capable ofincoming
order to
up
come up with new ideas. Creative thinkers are capable
original ways of doing things. They are able to try their own of coming up
original ways
procedures, useofnew
doing things.
tools They areantiquated
and improve able to try methodologies.
their own
procedures,
They can applyuse new tools
different waysand improve antiquated
of searching informationmethodologies.
to the extent of
They the
risking caneffort
applyspent.
different ways of searching information to the extent of
risking the effort spent.

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Creative thinking is characterized by ::
Creative thinking is characterized by ::

1. Synthesis-means putting together parts to make it whole.

1. Creative
Synthesis-means putting
thinking works welltogether parts to
in combining makeideas
simple it whole.
or
Creative thinking works well in combining
elements in larger concepts and generalizations.simple ideas or
elements in larger concepts and generalizations.

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 How
Howcan
canwe
wedevelop
developthe
theskill?
skill?
1. Present a problem where they will be led to solve by
making use of separate parts or alternatives.
2. Motivate them to invent a favorite game and how it can
be won.
3. Improvise laboratory tools for simple experiments.
4. Recycle from discards
5. Present an equipment that fails to function.

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Creative thinking is characterized by :
Creative thinking is characterized by :

2.Originality- is the skill to make unequated or singular

2.Originality- is the skill to make unequated or singular
reaction.
reaction.

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Creative thinking is characterized by :
Creative thinking is characterized by :

3. Flexibility- it is the ability to generate many alternatives

3. Flexibility-
rather than being it istied
thetoability to generate
old ways of doingmany alternatives
things.
rather than being tied to old ways of doing things.

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Creative thinking is characterized by :
Creative thinking is characterized by :

4. Imagination-allows one to conceive a mental picture of a

4. Imagination-allows
situation one
or an object that is to
notconceive
existing a
atmental picture
a present time.of a
situation or an object that is not existing at a present time.

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 D. Combination of Thinking Skill

1. Problem-Solving- A problem originates from a situation that needs an answer

or a solution. An investigation, study or experiment usually
starts with a problem. The ability to identify it is a skill in itself. It should be clearly
stated and well-understood.

Problem-solving as a higher-order thinking skill includes the following

steps:
1. identifying a problem
2. collecting data
3. formulating hypothesis A hypothesis is a tentative solution or answer.

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Problem-solving as a higher-order thinking skill includes the
following steps:
4. Testing the likely hypothesis.
5. Analyzing the observations gathered and other recorded
data.
6. Formulating a conclusion or a solution.

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 2. Decision-making
A thorough analysis and evaluation of recorded observations and data
can serve as the solid basis for a decision.
Making a decision includes the following steps:
1. Identifying goals
2. Collecting relevant data
3. Formulating alternatives \
4. Analyzing alternatives
5. Choosing the best alternative

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 Thanks!
Any questions?

You can find me at kkmontaus.citci@gmail.com

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