LOTS vs HOTS.pptx

Bloom's taxonomy
Lower-order thinking skills vs higher-order thinking skills

1. LOWER ORDER THINKING SKILLS VS HIGHER ORDER THINKING SKILLS

2. BACKGROUND INFORMATION

3. HUMAN THINKING Human thinking has two major categories Lower Order Thinking skills (LOTs) and Higher Order Thinking skills (HOTs)

4. HUMAN THINKING BLOOM’S TAXONOMY

5. LOWER ORDER THINKING SKILLS First three levels of Bloom’s Taxonomy are lower order thinking skills REMEMBERING UNDERSTANDING APPLYING

6. LOWER ORDER THINKING SKILLS APPLYING employ, execute, implement, practice, calculate, show, demonstrate, translate, illustrate, model. Carry out or use a procedure in a given situation – using learned knowledge.

7. LOWER ORDER THINKING SKILLS UNDERSTANDING relate, interpret, classify, summarize, discuss, describe, explain, conclude, compare/contrast Construct meaning from instructional material, including oral, written, and graphic communication.

8. LOWER ORDER THINKING SKILLS REMEMBERING memorize, define, recite, recall, cite, count, draw, recall, list, name, record, repeat Retrieve relevant knowledge from memory.

9. Lower Order Thinking Skills Lower-Order thinking Skills are used to understand the basic storyline or literal meaning of a story, play or poem. These are required to move into higher order thinking. These are skills which are taught very well in the school systems and includes activities like reading and writing. In Lower order thinking information does not need to be applied to any real life examples, it only needs to be recalled and slightly understood

10. Lower Order Thinking Skills If a Person only obtains lower order thinking skills . It will not prepare the person for real life situations. This includes Wh questions, teaching relevant lexical items, relating to grammatical structures when relevant, who, what, where, when, do you know, etc once a student has mastered the basic understanding of text then the student is ready to move on to the next level which involves using that information in some way.

11. Higher Order Thinking Skills The Last three levels of Bloom’s Taxonomy are higher order thinking skills. Analyzing Evaluating Creating

12. LOWER ORDER THINKING SKILLS CREATING generate, plan, produce, develop, construct, organize, propose, invent, formulate Combining or reorganizing elements to form a coherent or functional whole or into a new pattern, structure or idea.

13. LOWER ORDER THINKING SKILLS EVALUATING argue, decide, validate, appraise, evaluate, judge, measure, rank, criticize, rate, select, consider Make judgments based on criteria and standards, using previously learned knowledge.

14. LOWER ORDER THINKING SKILLS ANALYZING distinguish, contrast, scrutinize, dissect, separate, discriminate, analyze, examine, survey Break down knowledge into its components and determine the relationships of the components to one another and then how they relate to an overall structure or task.

15. Higher Order Thinking Skills Higher Order Thinking Skills are used to: interpret a text on a more abstract level. manipulate information and ideas in ways that transform their meaning and implications.

16. HOTs for Analyzing Literary Texts Predicting. Applying, Inferring, Sequencing, Identifying Parts and whole Classifying Comparing and contrasting Explaining cause and effects Evaluating

17. LOTS VS HOTS

18. LOTS VS HOTS While critical thinking can be thought of as more left-brain and creative thinking more right brain, they both involve “thinking”. When we talk about HOTS “higher order thinking skills” we are concentrating on the top three levels of Bloom’s Taxonomy: analysis, synthesis and evaluation

19. LOTS VS HOTS LET’S WORK! Knowledge Comprehension Synthesis Application Evaluation

20. LOTS VS HOTS What did Cinderella want? Do you think the stepsisters loved Cinderella? If the Prince broke the glass slipper, how else could he find Cinderella? Who made Cinderella’s dree? Why was the glass slipper important? Did Cinderella like the ball? Who wanted to find Cinderella after the ball? Do you think that everyone who marries a prince will be happy? Why or why not?

21. Cinderella Questions What did Cinderella want? Knowledge Do you think the stepsisters loved Cinderella? Comprehension If the Prince broke the glass slipper, how else could he find Cinderella? Synthesis Who made Cinderella’s dress? Knowledge Why was the glass slipper important? Application Did Cinderella like the ball? Comprehension Who wanted to find Cinderella after the ball? Knowledge Do you think that everyone who marries a prince will be happy? Why or why not? Evaluation

22. LOTS VS HOTS LOWER ORDER THINKING SKILLS Answers given in the reading Students state or recite answers HIGHER ORDER THINKING SKILLS Answers not provided Students use information from the reading to figure out the answer

23. CONCLUSIONS Lower level questions are those at the remembering, understanding and lower levels of the taxonomy. Usually questions at the lower level are appropriate for: Evaluating students preparation and comprehension Diagnosing students’ strengths and weaknesses Reviewing and/or summarizing content

24. CONCLUSIONS Higher Level Questions are those requiring complex application, analysis, evaluation or creation skills. Questions at higher levels of taxonomy are usually most appropriate for: Encouraging students to think more deeply and critically Problem solving Encouraging discussions Stimulating students to seek information on their own

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