Bimbingan Teknis

RSBI SMP 2011

Outcome and Objective

Outcome Objective

 Increased participants’  Engage and experience

awareness around writing higher order
higher order thinking thinking skills
skills questions
What is Higher-Order Thinking?

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What are the characteristics of HOT?
 HOT involves more than one fixed answer

 HOT is brought about by complex tasks

 HOT is about understanding

 HOT is both content-free and content-related

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Different kinds of HOT

 Educators from different backgrounds have different

conceptualization & classification systems.

 Creative Thinking
 Critical Thinking
 Bloom’s Taxonomy
 Marzano’s Dimensions of Learning
 Metacognition
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What is HOT? (1)
 Creative Thinking (e.g., De Bono; Perkins)

 Ability to generate novel and multiple

solutions
 Aesthetics, risk-taking, edge of knowledge
 Lateral Thinking (I.e., six hats)

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What is HOT? (2)
 Critical Thinking (Ennis)
 focus on a question
 analyze arguments;
 observe and seek supports for evidence
 make inferences (induction & deduction)
 identify unstated assumptions
 decide on an action
 employ strategies to interact with others in discourse

HOTS in chemistry 7
What is HOTS? (3 & 4)

 Bloom’s Taxonomy
 Lower-level to higher-level questions

 Marzano’s Dimensions of Learning

 Different Kinds of Thinking Skills

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Bloom’s Taxonomy
Bloom’s Taxonomy is a multi-tiered model of classifying thinking by six
cognitive levels of complexity. First created in the 1950’s, Bloom’s
Taxonomy was revised in the 1990’s in an attempt to make it more
relevant for 21st century students and teachers.

Old Version Revised Version

Evaluate Creating
Synthesis Evaluating
Analysis Analyzing
Application Applying
Comprehension Understanding
Knowledge Remembering
Nouns Verbs
 What is HOTS?
Bloom’s Taxonomy
(updated by Anderson
and Krathwohl, 2001)
(right) shows a set of
thinking skills.

.Anderson, L.W., and D. Krathwohl (Eds.) (2001). A Taxonomy for Learning, Teaching
and Assessing: a Revision of Bloom's Taxonomy of Educational Objectives. Longman,
New York. Image: http://edorigami.wikispaces.com/file/view/blooms_revised_taxomony.jpg
Key Verbs for various Thinking Levels
Higher Order Thinking Skills (HOTS)
Creating -design, construct, plan, produce

Evaluating hypothesize, critique, experiment

Analysing - Compare, organize, outline, find

Applying - Implement, carryout, use

Understanding - Interpret, summarize, infer

Remembering -recognize, list, identify

Lower Order Thinking Skills (LOTS)
 Marzano’s Dimensions of Learning
Acquire and Integrate Knowledge
 Construct meaning
Extend and Refine Knowledge
 Compare
 Classify
 Induce
 Construct support
 Abstract
 Analyze perspectives
Use knowledge meaningfully
 Decision making
 Investigation/Experimentation
 Problem Solving

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 What is HOT? (5)

Metacognition & higher-level

understanding (Bereiter, Scardamalia, Resnick,
Brown)
 Thinking about “thinking” (meta-cognition)

 Higher-order thinking is about students taking

active roles in constructing meaning and deep
understanding

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Why HOTS? - 21st Century Skills
Learning & Innovation
Skills
 Creativity & Innovation Life & Career Skills
 Critical Thinking &  Flexibility & Adaptability
Problem-solving  Initiative & Self-direction
 Communication &  Social & Cross-cultural Skills
Collaboration  Productivity & Accountability
 Leadership & Responsibility
Information, Media &
Technology Skills
 Information Literacy
 Media Literacy
www.21stcenturyskills.org
 ICT Literacy
20th Century Learning
Teacher-directed
Direct Instruction
Knowledge
Content
Basic Skills
Theory
Curriculum
Individual
Classroom
Summative Assessed
Learning for School
 21st Century Learning
Teacher-directed Learner-centered
Direct Instruction Collaborative Instruction
Knowledge Skills
Content Process
Basic Skills Higher-order Thinking
Theory Practice
Curriculum Life Skills
Individual Group
Classroom Community
Summative Assessments Formative Evaluations
Learning for School Learning for Life

A Better Balance
Fostering HOTS – How?

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 Teaching and learning strategies for promoting
higher-order thinking in classroom
 Concept mapping
 Questioning
 Learning journals/diaries
 Computer-supported collaborative learning
 Analogy
 Inquiry-based experiments
 Project work
 Decision making exercises
 Problem Solving

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Example of Promoting HOTS

Use of Concept Mapping

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 Concept Map Showing Key Concepts in Concept Mapping

Adapted from: Joseph Novak (1991) Clarify with Concept Maps. The Science Teacher, 58(7),
45-49.

CONCEPT MAPS
WORDS

Can be CONCEPT LINKING

LABELS WORDS CONTEXT
is
SYMBOLS HIERARCHY DEPENDENT
for To form

CONCEPTS from
PROPOSITIONS
are
Are stored in MOST MOST
form GENERAL IMPORTANT
PERCEIVED RELATIONSHIPS COGNITIVE
REGULARITIES to
STRUCTURE
are
are
in in are
MOST LEAST
Achieved by
KNOWLEDGE SPECIFIC IMPORTANT
CLAIMS
EVENTS OBJECTS LEARNING

e.g. e.g. Can be

RAINING DOG ROTE

EXPLOSION LEAF are
PHOTOSYNTHESIS WOMAN MEANFUL
Perception is

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Evaluation of concept maps:
Qualitative assessment
 Are all important concepts included ?
 Are there any incorrect or missing linkages
between concepts (misconceptions) ?
 Is the map laid out in a way that higher order
relationships are apparent and easy to follow ?
 Is there a substantial amount of branching
hierarchy and cross-linking (the complexity) ?

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Evaluation of concept maps:
Quantitative assessment
 Scoring rubric

No effort Poor Fair Good Excellent

0 1 2 3 4
Number of concepts

Focal concepts

Propositions

Validity of linkages

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 Evaluation of concept maps:
Quantitative assessment
 Basics for determining the level of adherence

No effort Poor Fair Good Excellent

0 1 2 3 4
Number of concepts too few or too many concepts vs. only the major concepts
misses the major foci vs. hierarchically indicates the
Focal concepts
major foci
Propositions propositional links are vague or missing vs. explicit
Validity of linkages inaccurate linkages vs. accurate linkages

HOTS in chemistry 23
Example in Chemistry Classroom

Asking from LOTS to HOTS

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 Bloom’s taxonomy of cognitive levels

 To recall facts: 1. Knowledge

2. Comprehensio
 Define the term ‘rusting’. n
 State two substances that are
3. Application
needed for rusting to occur.
4. Analysis
5. Synthesis
6. Evaluation
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 Bloom’s taxonomy of cognitive levels

 To understand the 1. Knowledge

meanings / organize facts:
2. Comprehension

 Explain why rusting of iron

3. Application
nail occurs faster in salt 4. Analysis
solution than in tap water.
5. Synthesis
6. Evaluation

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 Bloom’s taxonomy of cognitive levels

 To use (apply) facts, rules

1. Knowledge
or principles:
2. Comprehension
 Suggest a metal that is used 3. Application
to protect underground steel 4. Analysis
pipes. Explain your choice.
5. Synthesis
 Calculate the e.m.f. of the
rusting process from the 6. Evaluation
electrode potentials of half
reactions.
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 Bloom’s taxonomy of cognitive levels

 To break down the whole 1. Knowledge

into it component parts: 2. Comprehension
3. Application
 Can you distinguish between
tin-plating and zinc-plating 4. Analysis
to prevent iron cans from 5. Synthesis
rusting?
6. Evaluation

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 Bloom’s taxonomy of cognitive levels

 To put parts together into 1. Knowledge

a new whole 2. Comprehension
3. Application
 Design an experiment to 4. Analysis
show that oxygen is
5. Synthesis
essential to cause rusting.
6. Evaluation

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 Bloom’s taxonomy of cognitive levels

 To justify the value or merits 1. Knowledge

of an idea/problem 2. Comprehension
3. Application
 Discuss the effects of rusting 4. Analysis
on social, economic and
5. Synthesis
environmental aspects of a
society. 6. Evaluation

• Construct higher-level questions HOTs

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 Marzano’s Dimensions of Learning -
Questions for Different Thinking Skills
Acquire and Integrate Knowledge
 Construct meaning - How does X relate to something you
already know?
Extend and Refine Knowledge
 Compare - How are X and Y alike? How are Y and Z
different?
 Classify – How can you group XYZ into groups?
 Induce - Based on such information, what would you
conclude?
 Construct support – What evidence do you have to support
this..?
 Abstract – What patterns can you observe from …?
 Analyze perspectives – What are the reasons for the
different explanations? Which is better?

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Marzano’s Dimensions of Learning
Use knowledge meaningfully
 Decision making – What course of action is the best and
why?
 Investigation/Experimentation– What information is
needed to solve this problem? Design an experiment to
examine…How would you investigate that…
 Problem Solving – Identify the problem…What are the
possible solutions..

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Activity
 Design a question/problem to elicit your student’s
HOTS for specific topic.
 Discuss it with your peers/group members
 Revised as necessary