HIGHER ORDER THINKING

SKILLS

EVELYN O. VERGARA
TEACHER IN-CHARGE
 Higher Order Thinking Skills (HOTS)

Refer to skills that allow learners to process information,

apply them to situations, and make sound decisions.

It is related to the ability to do critical and creative thinking.

HOTS questions are more concerned with how, what if,

and why more than what, who, or when.
 REVISED BLOOMS TAXONOMY FOR TEACHING HOTS

Bloom’s taxonomy has withstood the test of time for over 45

years but with the dramatic changes in society over the last five
decades, the Revised Bloom’s Taxonomy (RBT) provides an
even more powerful tool to fit today’s teachers’ needs.

Why is Bloom’s Taxonomy being revised?

To provide learners with clearer instructional
goals.
 OLD REVISED

Evaluation Creating
Synthesis Evaluating
Analysis Analyzing
Application Applying
Comprehension Understanding
Knowledge Remembering

•
• Two points being revised:
- nouns were replaced by –ing form of the verb
- Creating is now higher than evaluating. There is a
repositioning happened between Evaluating and Creating.
This change was made because the taxonomy is
viewed as a hierarchy reflecting the increasing complexity
of thinking, and creative thinking (creating level) is
considered a more complex form of thinking than critical
thinking (evaluating level).
 REVISED BLOOMS TAXONOMY FOR TEACHING
HOTS

The levels of learning objectives in increasing complexity

First
three (3) belong to Lower Order Thinking Skills
(LOTS): Remembering, Understanding, and Applying.
Thelast three (3) belong to Higher Order Thinking Skills
(HOTS): Analyzing, Evaluating, and Creating
1. Remembering
Retrieving from memory previously learned material
Recalling facts or whole theories
Recognizing relevant knowledge

Verbs include:
Describe Duplicate Find
Identify Label List
Locate Memorize Name
Order Recall Recognize
Relate Repeat Reproduce
Show State Tell
Write
2. Understanding
Grasping the meaning of material
Interpreting (Explaining or Summarizing)
Inferring outcomes and effects

Verbs include:
Classify Compare Demonstrate
Describe Differentiate Discuss
Distinguish Explain Express
Find more information about Identify Indicate
Interpret Locate Outline
Paraphrase Predict Report
Put into your own words Recognize Restate
Review Select Summarize
Translate Visualize Give example
3. Applying
Ability to use learned material in a situation
Apply rules, laws, methods, theories

Verbs include:
Apply Calculate Choose
Classify Complete Construct
Demonstrate Dramatize Employ
Examine Illustrate Interpret
Manipulate Modify Operate
Practice Put into practice Relate
Schedule Show Sketch
Solve Use Write
Activity 1. Notice the usage of the verb write in each task. Identify what level of
learning objectives of each task. (LOTS) Remembering, Understanding, Applying
1.Write the three characters of the story.
2.Write a short description of the character of the villain in the story.
3.Write a sentence with the passive form of the verb.
Answer:
1.Remembering

2.Understanding

3.Applying

Activity 2: Write your own tasks or questions based on the Lower Order Thinking Skills
learning objectives.
4. Analyzing
Breaking materials down into parts
Understanding organization
Clarifying and concluding

Verbs include:
Advertise Analyze Appraise
Calculate Categorize Choose
Compare Contrast Criticize
Deduce Differentiate Discriminate
Distinguish Examine Experiment
Explain Identify Investigate
Organize Question Separate
Test Order Achieve
5. Evaluating
Making judgments based on criteria and standards
Supporting judgment with evidence obtained from checking and
critiquing

Verbs include:
Appraise Argue Assess
Attach Choose Compare
Criticize Debate Decide
Defend Estimate Determine
Discuss Evaluate Judge
Justify Predict Prioritize
Rate Recommend Select
Support Value Verify
6. Creating
Putting parts together to form a coherent whole
Reorganizing elements into a new pattern or structure through
generating, planning, or producing

Verbs include:
Arrange Assemble Collect
Compare Compose Construct
Create Design Develop
Devise Discuss Formulate
Hypothesize Imagine Invent
Manage Organize Plan
Predict Prepare Propose
Report Schematize Set-up
Support Write
Activity 1. Notice the usage of the verb write in each task. Identify what level of
learning objectives of each task. (HOTS) Analyzing, Evaluating, Creating
1.Write a reflection essay on the lessons you learned from the story.
2.Write an in-depth character sketch of the protagonist and antagonist in the story.
3.Write your personal assessment of the significance and relevance of the article to our
present time.
Answer:
1.Creating

2.Analyzing

3.Evaluating

Activity 2: Write your own tasks or questions based on the Higher Order Thinking Skills
learning objectives.
Example:
Level 1 Questions (Remembering) LOTS
1.Describe how the earth rotates around the sun.
2.Find the Philippines on the map.
3.Identify the largest object in this set.
4.Label the parts of the human body.
5.List down the things you do in the morning.

Level 4 Questions (Analyzing) HOTS

1.Analyze how the earth is able to maintain its position around the sun.
2.Appraisethe land area covered by the Philippines in relation to nearby land areas
on the map.
3.Calculate the size difference between the largest object and the next largest object
in this set.
4.Categorize the parts of the human body.
5.Compare your activities in the morning with the things you do in the afternoon.
 Benefits and Drawbacks of Integrating HOTS in Instruction

Benefits
1.Enhancement of learners’ critical thinking skills
2.Improvement of ways of thinking and skills in problem-solving
3.Encourages active learning
4.Promotes involvement and interest in learning
5.Academic success leading to success in future career
Drawbacks
1.Time-consuming to implement
2.Requires intensive planning for questions and exercises by the teacher
3.Skills are difficult to measure
Thank you for
listening &
participating!