Prof. Ed. 21 Worktext LEpisode 0.5

Conceptualized by: Raymond D.
Garcia, MA Math
Assistant Professor 1 – Apayao State College
Preliminaries: Content Knowledge and Pedagogy Strategies for Developing HOTS
Worktext in Prof. Ed. 21
Field Study 1
(Learning Episode 0.5)
by:
RAYMOND D. GARCIA, MA Math
Assistant Professor I
BACHELOR OF SECONDARY EDUCATION .
Field Study 1 26
Conceptualized by: Raymond D. Garcia, MA Math
Learning Episode 0.5: Strategies for Developing Critical and Creative Thinking as well as
Higher – Order Thinking Skills
This lesson will guide you in understanding how teaching strategies develop critical and
creative thinking as well as Higher – Order Thinking Skills (HOTS).
Objectives:
1. Observe how teachers apply HOTS in formulating lesson objectives and assessments.
2. Identify the strategies that enhance the students’ HOTS.
3. Recognize the importance of HOTS in teaching and learning
Education Theory
Higher – Order thinking skills (HOTS) is a concept of learning based on cognitive processes
that are beyond the basic thinking skills classified in Bloom’s taxonomy. Based on Bloom’s
taxonomy of cognitive domain, thinking skills are organized into six major classes and presented in
hierarchical order (refer to the table below). The hierarchical presentation suggests that learners
should master lower level thinking skills such as knowledge, comprehension, and application before
they can demonstrate HOTS such as analysis, synthesis, and evaluation. Anderson and Krathwohl
revised Bloom’s taxonomy of educational objective in 2001. This led them to provide six categories
of the cognitive process dimension and related cognitive processes and offer active verbs for each
level to help teachers in writing lesson objectives.
Table 1: Taxonomy of Educational Objectives: Cognitive Domain

Bloom’s Anderson and Krathwohl’s Revised Taxonomy
Taxonomy
HIGHER Evaluation Create – put elements together to form a coherent functional
ORDER whole; reorganize elements into a new pattern or structure
(Keywords: hypothesizing, designing, constructing)
Synthesis Evaluate – make judgment based on criteria and standard
(Keywords: checking, critiquing)
Analysis Analyze – break material into its constituent parts and determine
how the parts relate to one another and to an overall structure or
purpose.
(Keywords: differentiating, organizing, attributing)
LOWER Application Apply – carry out or use procedure in a given situation
ORDER (Keywords: executing, implementing)
Comprehension Understand – construct meaning from instructional messages,
including oral, written, and graphic communication.
(Keywords: interpreting, exemplifying, classifying, summarizing,
inferring, comparing, explaining)
Knowledge Remember – retrieve relevant knowledge from long – term
memory.
(Keywords: recognizing, recalling)
Relatively, critical and creative thinking are considered to be HOTS as they requires a more
complex level of thinking. Critical thinking is the ability to make logical, rational, and reasonable
judgment using HOTS such as analyzing, synthesizing, and evaluating before making conclusions.
Creative thinking, on the other hand, is the ability to become resourceful, open minded, innovative,
Field Study 1 27
and adaptive in addressing problems; it involves HOTS such as analyzing, designing, composing,
and constructing to generate ideas or create something new.
The following are some of the strategies to enhance HOTS of students as suggested by
Collins (2014):
1. Teach the language and concept of higher – order thinking
2. Encourage questioning and discussion to tap into particular HOTS
3. Teach subject concepts to connect students
4. Provide scaffolding by giving student support at the beginning of the lesson such as visuals,
graphic organizers, and problem – solving tasks
5. Encourage higher – order thinking to foster deep conceptual understanding
Field Study 1 28
LEARNING ACTIVITY TASK 0.5A
Strategies for Developing Higher – Order Thinking Skills
Name: Rezia Rose Pagdilao Date:

Course/Year/Section: BSED-4 Social Studies Score:
Direction: Download from the internet (or ask a copy from a teacher) three (3) lesson plans in 3
different subjects/topics. Review the objectives of each lesson in the lesson plans. Provide examples
of educational objectives based on the following HOTS. Compile your answer in a portfolio.
1. Creating  Nakakagawa ng slogan at nakakasulat ng tula tungkol sa pangangalaga

ng daigdig
 Nakabubuo ng mga malikhaing presentasyon ukol sa dahilan at ibat
ibang paraan ng pananakop ng mga kanluranin sa Silangan at Timog
Silangang Asya
 Makapagpapakita ng pagpapahalaga sa aralin sa pamamagitan ng aktibong
pakikipagtalastasan
2. Evaluating
 Nasusuri ang konsepto ng Renaissance
 Nasusuri ang pag-usbong at pag-unlad ng mga klasiko na lipunan sa
Africa, America, at mga pulo sa Pacific.
 nailalarawan ang daigdig base sa nakakapaloob sa teksto;
3. Analyzing
 Nakapaglalahad ng mga hakbang upang mabigyang proteksyon ang
karapatang pantao
 Naipapaliwanag ang kahulugan ng karapatang pantao
 Nabibigyang kahulugan ang mga salitang may kaugnayan sa katangiang
pisikal ng daidig
Field Study 1 29
LEARNING ACTIVITY TASK 0.5B

Direction: Use the online class you observed in the previous Episodes (Indicate which class you
use), then indicate whether the following HOTS strategies are applied during the class by checking
the appropriate box. Write your remarks in the last column. Comp Xile your answer in a
portfolio.
HOTS Strategies Observed Not

Remarks
Observed
The teacher applies the HOTS
1. Teaches the concepts of HOTS  concepts in his lesson plan.
The teacher encourages his
2. Promotes the use of HOTS when
communicating  students to communicate with
each other using HOTS.
The teacher encourages
3. Encourages question and answer during students to participate in
discussion  discussions by asking
questions.
The teacher employs a visual
4. Uses visuals and graphic organizers to
connect concepts  and graphic organizer to link
the subject matter to HOTS.
The teacher employs problem-
5. Uses problem – solving to foster critical solving techniques to promote
thinking  students' development of
critical thinking skills.
The teacher promotes group
6. Promotes collaborative learning to learning to stimulate students'
generate new ideas  creativity and generate
innovative ideas.
The teacher encourages his
students to participate in oral
7. Encourages students to elaborate their
answers  recitation to enhance their
understanding of their
answers.
The teacher promotes inquiry-
8. Promotes inquiry – based learning to
validate ideas  based learning to give
students' ideas credibility.
The teacher utilizes
9. Uses educational objectives that foster
HOTS  educational objectives to
promote HOTS in his lesson.
The teacher employs
assessment tools to effectively
10. Uses assessment that promotes HOTS  promote HOTS to his
students.
Field Study 1 30
LEARNING ACTIVITY TASK 0.5C

Direction: Answer the following questions based on what you have observed in the class. Compile
your answer in a portfolio.
1. In what part of the instructional plan can teachers apply HOTS?
Teachers are free to apply HOTS into every aspect of the lesson plan, from creating objectives
to creating exercises and tests. They can encourage creativity, critical thinking, and problem-
solving among their students by doing this.
2. How can HOTS improve the students’ learning?
Higher Order Thinking Skills (HOTS) significantly enhance students' learning by promoting
high-level thinking, connecting concepts, and fostering a classroom environment that values
questioning and inquiry. Teachers can guide students in developing these skills, enabling them
to apply critical thinking, problem-solving, and analysis in various contexts. By encouraging
students to ask questions, they engage actively in the learning process and develop their own
ideas. Moreover, well-developed HOTS equip students with problem-solving skills, preparing
them for real-world scenarios.
3. How important is creative and critical thinking in the 21st century workplace?
In the 21st century, creative and critical thinking skills are important for employees to solve
problems, adapt to new situations, and drive innovation. Critical thinking involves analyzing
information, evaluating evidence, and applying logical reasoning to arrive at well-reasoned
conclusions. It helps in assessing situations objectively, identifying potential challenges, and
developing effective strategies. Creative thinking, on the other hand, generates new ideas,
approaches, and solutions, allowing employees to identify new opportunities and contribute to
organizational growth. Both skills are closely intertwined, enabling individuals to navigate
complex environments.
4. What are the things that teachers need to improve on to enrich the students’ HOTS?
To enhance students' Higher Order Thinking Skills (HOTS), teachers should encourage
active participation, foster a growth mindset, provide reflection opportunities, offer open
-ended and complex tasks, and provide guidance and scaffolding. Active participation
encourages critical thinking, while fostering a growth mindset encourages resilience and
learning. Reflection activities, such as journaling or group discussions, help students analyze
their thinking processes and identify areas for improvement. Open-ended and complex tasks
stimulate independent thinking and provide clear instructions and feedback throughout the
learning process.
Field Study 1 31
LEARNING ACTIVITY TASK 0.5D

 Direction: Write your reflection of what you have learned in this lesson by
completing the statements below. Compile your answer in a portfolio.
1. I realized that higher order thinking skills are essential in the classroom, distinguishing between
different learning forms and the cognitive processing required.
2. I believe that higher order thinking aids students in enhancing their cognitive competencies and
abilities beyond mere memorizing.
3. I feel that higher-order questions stimulate critical thinking in students by encouraging them to
apply, analyze, synthesize, and evaluate material beyond mere factual recall.
4. When I become a teacher, I will implement HOTS in instructional plans to enhance student
engagement and learning outcomes by increasing their willingness to learn and enhancing their
interest in the lesson.
Field Study 1 32

Prof. Ed. 21 Worktext LEpisode 0.5

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Prof. Ed. 21 Worktext LEpisode 0.5

Uploaded by

Copyright:

Available Formats

Conceptualized by: Raymond D.

Worktext in Prof. Ed. 21

BACHELOR OF SECONDARY EDUCATION .

Table 1: Taxonomy of Educational Objectives: Cognitive Domain

1. Teach the language and concept of higher – order thinking

2. Encourage questioning and discussion to tap into particular HOTS

3. Teach subject concepts to connect students

5. Encourage higher – order thinking to foster deep conceptual understanding

Name: Rezia Rose Pagdilao Date:

1. Creating  Nakakagawa ng slogan at nakakasulat ng tula tungkol sa pangangalaga

Name: Rezia Rose Pagdilao Date:

HOTS Strategies Observed Not

Name: Rezia Rose Pagdilao Date:

1. In what part of the instructional plan can teachers apply HOTS?

2. How can HOTS improve the students’ learning?

Name: Rezia Rose Pagdilao Date:

You might also like