Penyusunan Draft Proposal dan Instrument
High Order of Thinking Skills(HOTS)Prepared for Bimbingan Teknik
RSBI SMP 2011
1Outcome and ObjectiveOutcome
Objective
Increased participants awareness around higher order thinking
skills
Engage and experience writing higher order thinking skills
questions2What is Higher-Order Thinking? 3
What are the characteristics of HOT?HOT involves more than one
fixed answer
HOT is brought about by complex tasks
HOT is about understanding
HOT is both content-free and content-related4Different kinds of
HOT
Educators from different backgrounds have different
conceptualization & classification systems. Creative
ThinkingCritical ThinkingBlooms TaxonomyMarzanos Dimensions of
Learning Metacognition
5What is HOT? (1)Creative Thinking (e.g., De Bono; Perkins)
Ability to generate novel and multiple solutions
Aesthetics, risk-taking, edge of knowledge
Lateral Thinking (I.e., six hats)6
What is HOT? (2)Critical Thinking (Ennis)focus on a
questionanalyze arguments; observe and seek supports for
evidencemake inferences (induction & deduction)identify
unstated assumptionsdecide on an actionemploy strategies to
interact with others in discourse HOTS in chemistry7
What is HOTS? (3 & 4)Blooms TaxonomyLower-level to
higher-level questions
Marzanos Dimensions of LearningDifferent Kinds of Thinking
Skills8
Blooms
TaxonomyEvaluateSynthesisAnalysisApplicationComprehensionKnowledgeCreatingEvaluatingAnalyzingApplyingUnderstandingRememberingBlooms
Taxonomy is a multi-tiered model of classifying thinking by six
cognitive levels of complexity. First created in the 1950s, Blooms
Taxonomy was revised in the 1990s in an attempt to make it more
relevant for 21st century students and teachers. Old VersionRevised
VersionNounsVerbs9Blooms Taxonomy (updated by Anderson and
Krathwohl, 2001) (right) shows a set of thinking skills. What is
HOTS?.Anderson, L.W., and D. Krathwohl (Eds.) (2001). A Taxonomy
for Learning, Teachingand Assessing: a Revision of Bloom's Taxonomy
of Educational Objectives. Longman,New York. Image:
http://edorigami.wikispaces.com/file/view/blooms_revised_taxomony.jpg
10Waterman & Hill 2008Higher Order Thinking Skills
(HOTS)Creating -design, construct, plan, produceEvaluating
hypothesize, critique, experimentAnalysing - Compare, organize,
outline, find Applying - Implement, carryout, useUnderstanding -
Interpret, summarize, inferRemembering -recognize, list,
identifyLower Order Thinking Skills (LOTS)Key Verbs for various
Thinking Levels11Waterman & Hill 200812Marzanos Dimensions of
LearningAcquire and Integrate KnowledgeConstruct meaningExtend and
Refine KnowledgeCompareClassifyInduceConstruct
supportAbstractAnalyze perspectives Use knowledge
meaningfullyDecision makingInvestigation/ExperimentationProblem
Solving
What is HOT? (5)
Metacognition & higher-level understanding (Bereiter,
Scardamalia, Resnick, Brown) Thinking about thinking
(meta-cognition)
Higher-order thinking is about students taking active roles in
constructing meaning and deep understanding13
Why HOTS? - 21st Century SkillsLearning & Innovation
SkillsCreativity & InnovationCritical Thinking &
Problem-solvingCommunication & Collaboration
Information, Media & Technology SkillsInformation
LiteracyMedia LiteracyICT LiteracyLife & Career
SkillsFlexibility & AdaptabilityInitiative &
Self-directionSocial & Cross-cultural SkillsProductivity &
AccountabilityLeadership & Responsibility
www.21stcenturyskills.org1420th Century
LearningTeacher-directedDirect InstructionKnowledgeContentBasic
SkillsTheoryCurriculumIndividualClassroomSummative AssessedLearning
for School1521st Century LearningTeacher-directedDirect
InstructionKnowledgeContentBasic
SkillsTheoryCurriculumIndividualClassroomSummative
AssessmentsLearning for SchoolLearner-centeredCollaborative
InstructionSkillsProcessHigher-order ThinkingPracticeLife
SkillsGroupCommunityFormative EvaluationsLearning for LifeA
BetterBalance1617Fostering HOTS How?
18Teaching and learning strategies for promoting higher-order
thinking in classroomConcept mappingQuestioningLearning
journals/diariesComputer-supported collaborative
learningAnalogyInquiry-based experimentsProject workDecision making
exercises Problem Solving
19Example of Promoting HOTSUse of Concept
Mapping20WORDSSYMBOLSCONCEPT
LABELSCONCEPTSPERCEIVEDREGULARITIESEVENTSOBJECTSCONCEPT MAPSLINKING
WORDSPROPOSITIONSCOGNITIVESTRUCTURERELATIONSHIPSHIERARCHYCONTEXT
DEPENDENTMOST GENERALMOST IMPORTANTMOST SPECIFICLEAST
IMPORTANTROTEKNOWLEDGECLAIMSLEARNINGMEANFULRAININGEXPLOSIONPHOTOSYNTHESISDOGLEAFWOMANCan
behavehavehaveareTo formTo formisareareareareRelated toCan
beMemorized byAchieved byoffromtoPerception
isareinine.g.e.g.arerepresentsAre stored informAs stored
inareforConcept Map Showing Key Concepts in Concept MappingAdapted
from: Joseph Novak (1991) Clarify with Concept Maps. The Science
Teacher, 58(7), 45-49.21Evaluation of concept maps:Qualitative
assessmentAre all important concepts included ?Are there any
incorrect or missing linkages between concepts (misconceptions) ?Is
the map laid out in a way that higher order relationships are
apparent and easy to follow ?Is there a substantial amount of
branching hierarchy and cross-linking (the complexity)
?22Evaluation of concept maps:Quantitative assessmentScoring
rubricNo effort0Poor1Fair2Good3Excellent4Number of conceptsFocal
conceptsPropositionsValidity of linkagesHOTS in
chemistry23Evaluation of concept maps:Quantitative assessmentBasics
for determining the level of adherenceNo
effort0Poor1Fair2Good3Excellent4Number of conceptstoo few or too
many concepts vs. only the major conceptsFocal conceptsmisses the
major foci vs. hierarchically indicates the major
fociPropositionspropositional links are vague or missing vs.
explicitValidity of linkagesinaccurate linkages vs. accurate
linkages24Example in Chemistry ClassroomAsking from LOTS to
HOTS25Blooms taxonomy of cognitive levelsTo recall facts:
Define the term rusting.State two substances that are needed for
rusting to
occur.KnowledgeComprehensionApplicationAnalysisSynthesisEvaluation26Blooms
taxonomy of cognitive levelsTo understand the meanings / organize
facts:
Explain why rusting of iron nail occurs faster in salt solution
than in tap
water.KnowledgeComprehensionApplicationAnalysisSynthesisEvaluation27Blooms
taxonomy of cognitive levelsTo use (apply) facts, rules or
principles:
Suggest a metal that is used to protect underground steel pipes.
Explain your choice.Calculate the e.m.f. of the rusting process
from the electrode potentials of half
reactions.KnowledgeComprehensionApplicationAnalysisSynthesisEvaluation28Blooms
taxonomy of cognitive levelsTo break down the whole into it
component parts:
Can you distinguish between tin-plating and zinc-plating to
prevent iron cans from rusting?
KnowledgeComprehensionApplicationAnalysisSynthesisEvaluation29Blooms
taxonomy of cognitive levelsTo put parts together into a new
whole
Design an experiment to show that oxygen is essential to cause
rusting.KnowledgeComprehensionApplicationAnalysisSynthesisEvaluation30Blooms
taxonomy of cognitive levelsTo justify the value or merits of an
idea/problem
Discuss the effects of rusting on social, economic and
environmental aspects of a
society.KnowledgeComprehensionApplicationAnalysisSynthesisEvaluation
Construct higher-level questions HOTs31Marzanos Dimensions of
Learning - Questions for Different Thinking SkillsAcquire and
Integrate KnowledgeConstruct meaning - How does X relate to
something you already know?Extend and Refine KnowledgeCompare - How
are X and Y alike? How are Y and Z different?Classify How can you
group XYZ into groups?Induce - Based on such information, what
would you conclude?Construct support What evidence do you have to
support this..? Abstract What patterns can you observe from
?Analyze perspectives What are the reasons for the different
explanations? Which is better? 32Marzanos Dimensions of LearningUse
knowledge meaningfullyDecision making What course of action is the
best and why?Investigation/Experimentation What information is
needed to solve this problem? Design an experiment to examineHow
would you investigate thatProblem Solving Identify the problemWhat
are the possible solutions..ActivityDesign a question/problem to
elicit your students HOTS for specific topic.Discuss it with your
peers/group membersRevised as necessary
