Professional Documents
Culture Documents
Vitug
Speaker
SKILLS
Definition
Higher-order thinking essentially
means thinking that takes place in
the higher-levels of the hierarchy of
cognitive processing. Bloom’s
Taxonomy is the most widely
accepted hierarchical arrangement
of this sort in education and it can
be viewed as a continuum of
thinking skills starting with
knowledge-level thinking and
moving eventually to evaluation-
level of thinking.
Higher Order Thinking Skills:
Knowledge
Comprehension
Application
Analysis
Change Find an
Combine unusual way
Formulate
Compose
Generate
Construct
Invent
Create
Originate
Design
Plan
Synthesis
Predict Revise
Pretend Suggest
Produce Suppose
Rearrange visualize
Reconstruct write
Reorganize
Analysis
Analyze Diagnose
Categorize Diagram
Classify Differentiate
Compare Dissect
Contrast Distinguish
Debate
Examine
Deduct
Infer
Determine the
factors Specify
Application
Give an example
Apply
Illustrate
Compute Make
Conclude Operate
Construct Show
Demonstrate Solve
Determine State a rule or
Draw principle
Use
Find out
Comprehension
Convert Retell in your
Describe own words
Explain Rewrite
Interpret Summarize
Paraphrase Trace
put in order Translate
Restate
Knowledge
Define Match
fill in the Memorize
blank Name
Identify Recall
Label Spell
State
List
Tell
Locate
Underline
Knowledge: Identification and recall of information
Who, what, when, where, how?
Describe ___________________.
Comprehension: Organization and selection of facts and ideas
Retell ___________ in your own words.
What is the main idea of ___________________?
Application: Use of facts, rules, principles
How is __________ and example of _______________?
How is __________ related to _________________?
Why is _________________ significant?
Analysis: Separation of the whole into component parts
What are the parts or features of ________________?
Classify _______________ according to ________________.
Outline/diagram/web ____________________.
How does ______________ compare/contrast with __________________?
What evidence can you list for _____________________?
Synthesis: Combination of ideas to form a new whole
What would you predict/infer from __________________?
What ideas can you add to __________________?
How would you create/design a new __________________?
What might happen if you combine _______________ with ________________?
What solutions would you suggest for __________________?
Evaluation: Development of opinions, judgments, or decisions
Do you agree with _________________?
What do you think about _______________?
What is the most important _____________?
Prioritize ________________.
How would you decide about ________________?
What criteria would you use to assess ______________________?
QUESTIONS THAT PROBE
ASSUMPTIONS
What are you assuming?
What is Karen assuming?
What could we assume instead?
You seem to be assuming________.
Do I understand you correctly?
All of your reasoning depends on the idea that .
Why have you based your reasoning on ______
rather than ____?
You seem to be assuming _______.
How would you justify taking this for granted?
Is it always the case?
Why do you think the assumption holds here?
Why would someone make this assumption?
QUESTIONS OF
CLARIFICATION
What do you mean by? Could you give me an
example?
What is your main point? Would this be an example?
How does_________relate________to? Could you explain this
further?
Could you put that another way? Would you say more about
that?
Is your basic point______or_____? Why do you say that?
What do you think is the main issue here?
Let me see if I understand you; do you mean_______or______?
How does this relate to our discussion (problem, issue)?
What do you think John meant by his remark? What did you take
John to mean?
Jane, would you summarize in your own words what Richard has
said? ...Richard, is that what you meant?
QUESTIONS THAT PROBE
REASONS AND EVIDENCE
What would be an example?
How do you know?
Why do you think that is true?
Do you have any evidence for that?
What difference does that make?
What are your reasons for saying that?
Could you explain your reasons to us?
Is there reason to doubt that evidence?
What would you say to someone who said________?
Can someone else give evidence to support that response?
Who is in a position to know if that is so?
QUESTIONS THAT PROBE
REASONS AND EVIDENCE
By what reasoning did you come to that conclusion?
How could we find out whether that is true?
Are these reasons adequate?
Why did you say that?
What led you to that belief?
How does that apply to this case?
What would change your mind?
What other information do we need?
But is that good evidence to believe that?
Who is in a position to know if that is so?
QUESTIONS ABOUT VIEWPOINTS
OR PERSPECTIVES
You seem to be approaching this issue
from________ perspective.
Why have you chosen this rather than that
perspective?
How would other groups/types of people
respond? Why? What would influence them?
How could you answer the objection
that________would make?
What might someone who believed________
think?
Can/did anyone see this another way?
What would someone who disagrees say?
What is an alternative?
QUESTIONS THAT PROBE IMPLICATIONS
AND CONSEQUENCES
What are you implying by that?
But if that happened, what else would happen
as a result? Why?
What effect would that have?
Would that necessarily happen or only probably
happen?
What is an altenative?
If this and this are the case, then what else
must also be true?
If we say that this is unethical; how about
that?
When you say________you are implying?
Suggestions Related to Using Writing to Promote
Higher-Order Thinking