HOW TO OVERCOME THE CHALLENGE OF DEVELOPING HIGHER ORDER THINKING SKILLS

It gives the description about HOTS, Bloom's Taxonomy and strategies to develop Higher Order Thinking Skills

1. HOW TO OVERCOME THE CHALLENGE OF
DEVELOPING HIGHER ORDER THINKING
SKILLS
BY
Dr.Ami Rathore
Assiociate Professor
LMTT College Dabok
Udaipur (Raj)

2. The mind is not a vessel The mind is not a vessel
to be filled, to be filled,
but a fire to be ignitedbut a fire to be ignited
(Plutarch)

3. Lower-Order
Thinking
Higher-Order
Thinking

4. Taxonomy of Cognitive
Objectives.
1950’s- developed by Benjamin
Bloom.
Means of qualitatively
expressing different kinds of
thinking.
Adapted for classroom use as a
planning tool.
Continues to be one of the most
universally applied models.
Provides a way to organize
thinking skills into six levels,
from the most basic to the
higher order levels of thinking.
1990’s- Lorin Anderson (former
student of Bloom) revisited the
taxonomy.
As a result, a number of
changes were made.

5. The names of six major categories were changed from noun to verb forms.
Bloom’s Taxonomy reflects different forms of thinking, and because thinking is
an active process, verbs presented a more accurate representation of the six
categories.
Subcategories of the six major categories were also replaced by verbs, and
some subcategories were reorganized and renamed.
The knowledge category was renamed. Knowledge is a product of thinking and
was inappropriate to describe the category of thinking, therefore, it was replaced
with the word remembering.
Comprehension became understanding and synthesis was renamed creating in
order to better reflect the nature of the thinking skills described by each
category.

6. Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
(Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

7. S
TRATERGIES TO BE
A
PPLIED IN
C
LASSROOMS

9. D
esign content ideas and skills, learning tasks,
assessmen
t activities, and materials and aids.

11. Pre
pare
sam
ple
p
roblems,
exam
ples, and
ex
planations.

12. Pre
pare
ques
tions
t
hat go
beyond sim
ple
recall of
fac
tual
informa
tion
t
o focus on
advanced
levels of
com
prehensio
n, such as
H
ow? Why? and
H
ow well?

13. Plan s
trategies for diagnosis, guidance, practice,
and remedia
tion.

14. C
onvey
en
thusiasm,
genuine in
terest in
a
topic, warmth,
and wi
th thorough
p
reparation and
organiza
tion,
minimal
transition
t
ime between
ac
tivities, clear
ex
pectations, and
a comfor
table,
non
threatening
a
tmosphere.

16. E
xpress
briefly wha
t
will be
learned, why
i
t is important,
when i
t will be
useful, and
how i
t should
be a
pplied.

17. U
se visual
dis
plays to
organize
informa
tion—
ne
tworks,
hierarchies,
schema
tic
diagrams, and
ma
trices show
rela
tionships
among ideas
or conce
pts

19. are we ready for this?