Higher Order Thinking Skills David W. Dillard Arcadia Valley CTC

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Higher Order Thinking Skills David W. Dillard Arcadia Valley CTC Slide 2 Definition Higher-order thinking essentially means thinking that takes place in the higher-levels of the hierarchy of cognitive processing. Blooms 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. Slide 3 Higher Order Thinking Skills: The Learning Research and Development Center (1991) lists the following higher order thinking skills: "Size up and define a problem that isn't neatly packaged. Determine which facts and formulas stored in memory might be helpful for solving a problem. Recognize when more information is needed, and where and how to look for it. Deal with uncertainty by 'brainstorming' possible ideas or solutions when the way to proceed isn't apparent. Slide 4 Higher Order Thinking Skills: Carry out complex analyses or tasks that require planning, management, monitoring, and adjustment. Exercise judgment in situations where there aren't clear-cut 'right' and 'wrong' answers, but more and less useful ways of doing things. Step outside the routine to deal with an unexpected breakdown or opportunity." Slide 5 Thought "Every day thinking, like ordinary walking, is a natural performance we all pick up. But good thinking, like running the l00-yard dash, is a technical performance... Sprinters have to be taught how to run the 100-yard dash; good thinking is the result of good teaching, which includes much practice." David Perkins, Howard University Slide 6 Realigning your curriculum to improve student achievement at the college- preparatory level HOT curriculum focuses on Higher Order Thinking and Technology HOT courses utilize Hands-On Technology HOT instruction promotes Cognitive Development HOT classroom environments reflect Active Interactions Slide 7 Knowledge Comprehension Application Analysis Synthesis Evaluation Benjamin Bloom (1956) 6 levels of Bloom's Taxonomy: Slide 8 Knowledge statements ask the student to recite the pledge. Example: Say the pledge. Comprehension statements ask the student to explain the meaning of words contained in the pledge. Example: Explain what indivisible, liberty, and justice mean. Slide 9 6 levels of Bloom's Taxonomy: Application statements ask the student to apply understandings. Example: Create your own pledge to something you believe in. Analysis statements ask the student to interpret word meanings in relation to context. Example: Discuss the meaning of and to the Republic for which it stands in terms of its importance to the pledge. Slide 10 6 levels of Bloom's Taxonomy: Synthesis statements ask the student to apply concepts in a new setting. Example: Write a contract between yourself and a friend that includes an allegiance to a symbol that stands for something you both believe in. Evaluation statements ask the student to judge the relative merits of the content and concepts contained in the subject. Example: Describe the purpose of the pledge and assess how well it achieves that purpose. Suggest improvements. Slide 11 Different types of thinking: 1. Critical thinking - This is convergent thinking. It assesses the worth and validity of something existent. It involves precise, persistent, objective analysis. When teachers try to get several learners to think convergently, they try to help them develop common understanding. 2. Creative thinking - This is divergent thinking. It generates something new or different. It involves having a different idea that works as well or better than previous ideas. Slide 12 Different types of thinking: 3. Convergent thinking - This type of thinking is cognitive processing of information around a common point, an attempt to bring thoughts from different directions into a union or common conclusion. 4. Divergent thinking - This type of thinking starts from a common point and moves outward into a variety of perspectives. When fosering divergent thinking, teachers use the content as a vehicle to prompt diverse or unique thinking among students rather than a common view. Slide 13 Different types of thinking: 5. Inductive thinking - This is the process of reasoning from parts to the whole, from examples to generalizations. 6. Deductive thinking - This type of reasoning moves from the whole to its parts, from generalizations to underlying concepts to examples. Slide 14 Different types of thinking: 7. Closed questions - These are questions asked by teachers that have predictable responses. Closed questions almost always require factual recall rather than higher levels of thinking. 8. Open questions - These are questions that do not have predictable answers. Open questions almost always require higher order thinking. Slide 15 WHAT STRATEGIES HELP TO DEVELOP THESE SKILLS? Help Students Organize Their Knowledge Build on What Students Already Know Facilitate Information Processing Facilitate Deep Thinking Through Elaboration Make Thinking Processes Explicit Slide 16 Becoming a guide (promoting cognitive development) --Require justification for ideas and probe for reasoning strategies --Challenge students to develop alternatives and to ask thought- provoking questions --As an instructor, ask open-ended questions and accept varied responses --Require all students to participate actively in class discussions --Serve as a master of apprentices rather than a teacher of students Slide 17 An Igniting Interactive Environment --Reflects real-life situations and contexts --Shows collaboration among teachers, disciplines, and students --Encourages curiosity, exploration, and investigation --Demands student responsibility for his or own learning --Encourages various performance based displays of competencies Slide 18 How do I foster higher-order thinking in my classroom? 1. Set up a classroom environment which is conducive to high-level thinking. A. Multi-level materials B. Flexible grouping C. Accept and celebrate diversity D. Print-rich environment E. High expectations F. Teacher as co-learner G. Nurture risk-taking 2. Engage students in activities which foster high- level thinking. Slide 19 How do I foster higher-order thinking in my classroom? A. Collaborative group activities in which students can communicate with others in a variety of ways. B. Problem-solving activities that require more than routine calculations. C. Open-ended activities with more than one "right" answer. D. Activities which acommodate multiple intelligences. E. Activities in which both genders participate freely. 3. Construct questions that call for high-level thinking. A. Ask yourself, "Do I always know the answer to my questions?" B. Use a variety of assessment methods that match teaching strategies. For example, use a project for assessment instead of an end-of-unit test. Slide 20 Evaluation: Words Appraise Choose Compare Conclude Decide Defend Evaluate Give your opinion Judge Justify, Prioritize Rank Rate Select Support Value Slide 21 Synthesis Change Combine Compose Construct Create Design Find an unusual way Formulate Generate Invent Originate Plan Slide 22 Synthesis Predict Pretend Produce Rearrange Reconstruct Reorganize Revise Suggest Suppose visualize write Slide 23 Analysis Analyze Categorize Classify Compare Contrast Debate Deduct Determine the factors Diagnose Diagram Differentiate Dissect Distinguish Examine Infer Specify Slide 24 Application Apply Compute Conclude Construct Demonstrate Determine Draw Find out Give an example Illustrate Make Operate Show Solve State a rule or principle Use Slide 25 Comprehension Convert Describe Explain Interpret Paraphrase put in order Restate Retell in your own words Rewrite Summarize Trace Translate Slide 26 Knowledge Define fill in the blank Identify Label List Locate Match Memorize Name Recall Spell State Tell Underline Slide 27 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 ______________________? Slide 28 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? Slide 29 QUESTIONS OF CLARIFICATION What do you mean by? Could you give me an example? What is your main point? Would this be an