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Module 6 - Developing Higher Order Thinking Skills-Ocampo
Module 6 - Developing Higher Order Thinking Skills-Ocampo
Module 6 - Developing Higher Order Thinking Skills-Ocampo
MODULE 6
LAYING DOWN THE CURRICULUM PLAN :
DEVELOPING HIGHER ORDER THINKING SKILLS
MODULE 6
I. INTRODUCTION
Higher order thinking skills is a concept that notes on the different types of
learning and on the difference in the amount of cognitive processing. It is a
way to help students think and not just memorize and also improve their
cognitive ability. They can make critical interpretations and demonstrate high
levels of insight and sophistication in their thinking. They are able to make
inferences , draw relevant and insightful conclusions , use their knowledge in
new situations and relate their thinking to other situations and to their own
background knowledge.
INFERENTIAL THINKING.
Apply the concepts and processes of inferential thinking .
Cite as many inferences as you can which you have formulated in a day. Mention the
observations which would serve as your evidence.
You’re about to enter a classroom. It’s 8:57, and there is lots of chatter coming from
➔ You infer that there’s a 9:00 class that hasn’t started yet.
Harry’s face turned red and he started to yell, balling his hands up into shaking fists.
➔ It’s not to hard to infer what Harry’s feeling here. From the evidence of his face,
voice, and hands, we infer that he’s really angry about something, though we don’t
CRITICAL THINKING.
product of analysis.
Describe a time when you were given a problem without a lot of information. How did you handle
this situation?
Answer: “In my current role, I am often tasked with developing better processes in our workplace. My
first step is to look at our database and see if there are other processes we’ve used previously. One
particular process included entering information into both a cloud-based database and a spreadsheet. I
found that we weren’t always updating the info in both places. I also saw that the database could export
to a spreadsheet. I brought this up to my manager, and now all the information only gets entered into the
database so that when we use the information for projects, it’s the most accurate.”
Answer:“I try to make this process as simple as I can. In general, if the advantages outweigh the
disadvantages, then we will usually move forward with that decision. However, I do try to take this to
another level. For example, there have been a few instances where the pros outweighed the cons by one
advantage. So I took a deeper dive into what this decision could cost us if we moved forward with it. I
also looked at other costs outside of financials and found that this decision would end up costing us more
in the long-term and could end up a detriment to our company. So we chose to forgo the decision and
Give an example of a time when you had to take a risk to achieve your desired goal. What was your
Answer:“I recently had a situation like this. My team needed to fix an issue with our company’s website.
Our contact page wouldn’t load, and we explored all the reasons why this could happen. Normally we
don’t deviate from our usual processes, but I saw something in our code that just seemed off. I spoke up
about it and said that all we needed to do was add a semicolon to a couple of lines. At this point, we just
needed to fix the website so that we didn’t lose any customers. So we tried it, and it worked. Our team is
now backtracking so that we know more about why this happened. Normally we would have done some
CRITICAL THINKING.
Is curiosity a proof of an analytical mind? Cite examples based from your observation and/
or own experience.
Curiosity is a proof of an analytical mind as they’ve said, strong analytical thinkers are always curious.
Curiosity allows us to embrace unchartered territories, ask questions, and dig a little deeper. Being
inquisitive opens a world of possibilities and seeks rare ideas that a lack of curiosity would just pass by.
Curiosity is key to learning. In fact, studies show that, when we’re curious about a subject, we are much
more likely to remember information we learned about that subject. 1 If you’re an educational
professional—or are considering earning a teaching degree and entering the classroom—knowing how to
What makes children want to learn? According to research, it's the joy of exploration -- a hidden force
that drives learning, critical thinking, and reasoning. We call this ability curiosity, and we recognize it in
children when we see them exploring their environment, devouring books and information, asking
questions, investigating concepts, manipulating data, searching for meaning, connecting with people and
Most teachers understand that curiosity supercharges learning. But they also know that many students can
achieve high grades without being curious -- by understanding the system of test-taking and dutifully
doing their homework. Curious children often spend a great deal of time reading and acquiring knowledge
because they sense a gap between what they know and what they want to know -- not because they are
motivated by grades. In fact, when kids are in curiosity's grip, they often forget the immediate goals at
CREATIVE THINKING.
Design a class activity that will test the creativity of your students.
Members of the class take the part or perspective of historical figures, authors, or other
characters and must interact from their perspective. Breakdown the role play into specific
tasks to keep students organized and to structure them so that the content you want to
cover is addressed. Preparation work can be assigned for outside of class, so clearly
problem or to resolve a conflict for the character, providing a new perspective through
which students can explore or understand an issue and the development of skills, such as
Cite some problems that occur almost daily in school. How do you solve them?
• finding schoolwork difficult, or having problems concentrating in class if others are noisy and
disruptive
• exam stress
• not getting on with teachers, or feeling like you are labelled as 'trouble'
• bullying
How to solve?
The easiest management problems to solve are ones that do not happen in the first place!
Even before the school year begins, you can minimize behavior problems by arranging
classroom furniture and materials in ways that encourage a focus on learning as much as
possible. Later, once school begins, you can establish procedures and rules that support a
Unlike procedures or routines, rules express standards of behavior for which individual
students need to take responsibility. Although they are like procedures in that they
sometimes help in insuring the efficiency of classroom tasks, they are really about
encouraging students to be responsible for learning and showing respect for each other.