Please enable JavaScript.
Coggle requires JavaScript to display documents.
High Order Thinking Skills (HOTS) in Education - Coggle Diagram
High Order Thinking Skills (HOTS) in Education
Definition:
Thinking that takes place in the higher-levels of the hierarchy of cognitive processing
It can be viewed as a continuum of thinking skills starting with knowledge-level thinking and moving eventually to creating-level of thinking
Why Is It Important
Exercise judgment in situations where there aren't clear-cut 'right' and 'wrong' answers, but more and less useful or efficient ways of doing things
Carry out complex analyses or tasks that require planning, management, monitoring, and adjustment
Step outside the routine to deal with an unexpected breakdown or opportunity
Types of Thinking
Critical thinking
is convergent thinking that 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.
Creative thinking
is divergent thinking generates something new or different. It involves having a different idea that works as well or better than previous ideas.
Convergent thinking
is cognitive processing of information around a common point, an attempt to bring thoughts from different directions into a union or common conclusion
Divergent 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
Inductive thinking
is the process of reasoning from parts to the whole, from examples to generalizations
Deductive thinking
is reasoning that moves from the whole to its parts, from generalizations to underlying concepts to examples
Closed questions
are questions asked by teachers that have predictable responses. Closed questions almost always require factual recall rather than higher levels of thinking
Open questions
are questions that do not have predictable answers. Open questions almost always require higher order thinking
Bloom’s taxonomy promotes effective questioning through a series of six key types of questions that encourage a deeper engagement with pupils learning (Starts from Lower Order Thinking to Higher Order Thinking Skills)
Lower Order Thinking
Remembering
involves such activities as recall and remembering
Understanding
might involve activities such as describing, explaining and summarising
Applying
requires the learner to use or
apply their knowledge
and understanding in different contexts
Higher Order Thinking
Analysing
requires learners to break down information and
search for relationships
Evaluating
involves making an
informed judgement
about something. Activities such as comparing, contrasting and prioritising
Creating
happens when learners are required to generate new ideas through activities such as
designing and inventing
Strategies to Develop It
An Igniting Interactive Environment
Encourages curiosity, exploration, and investigation
Encourages various performance –based displays of competencies
Shows collaboration among teachers, disciplines, and students
Reflects real-life situations and contexts
Using Writing
Write for real audiences and purposes
Allot sufficient time for stages of thought and editing to occur
Write daily or frequently rather than sporadically
Write with an initial emphasis on thinking rather than on proofreading and editing
Becoming a guide
Challenge students to develop alternatives and to ask thought-provoking questions
Serve as a master of apprentices rather than a teacher of students
Require justification for ideas and probe for reasoning strategies
