PPG Ums Sains Kemahiran Tumpuan Sains Dr. Sabarian BT Sharif

PPG UMS SAINS KEMAHIRAN TUMPUAN SAINS DR.
SABARIAN BT SHARIF
David W. Dillard Arcadia Valley CTC
Higher-order thinking essentially means thinking that takes place in the higher-levels of the hierarchy of cognitive processing. Blooms Taxonomy is the most widely accepted hierarchical arrangement of this sort in education and it can be viewed as a continuum of thinking skills starting with knowledge-level thinking and moving eventually to evaluation-level of thinking.
Definition
The Learning Research and Development Center (1991) lists the following higher order thinking skills: "Size up and define a problem that isn't neatly packaged. Determine which facts and formulas stored in memory might be helpful for solving a problem. Recognize when more information is needed, and where and how to look for it. Deal with uncertainty by 'brainstorming' possible ideas or solutions when the way to proceed isn't apparent.
Definition
Carry out complex analyses or tasks that require planning, management, monitoring, and adjustment. Exercise judgment in situations where there aren't clear-cut 'right' and 'wrong' answers, but more and less useful ways of doing things. Step outside the routine to deal with an unexpected breakdown or opportunity."
Definition
"Every day thinking, like ordinary walking, is a natural performance we all pick up. But good thinking, like running the l00-yard dash, is a technical performance... Sprinters have to be taught how to run the 100yard dash; good thinking is the result of good teaching, which includes much practice." David Perkins, Howard University
HOT curriculum focuses on Higher Order Thinking and Technology HOT courses utilize Hands-On Technology HOT instruction promotes Cognitive Development HOT classroom environments reflect Active Interactions Realigning your curriculum to improve student achievement at the college-preparatory level
6 Levels of Bloom's Taxonomy
Choose
Compare
Support Evaluate
Give your opinion
Conclude
Justify, Judge Defend
Prioritize
Decide Value Select Rate
Combine
Combine
Construct Create
Change Design
Formulate
Generate
Originate
Synthesis
Find an unusual way Invent
Plan
Knowledge: Identification and recall of information Who, what, when, where, how? Describe ___________________.
Comprehension: Organization and selection of facts and ideas Retell ___________ in your own words. What is the main idea of ___________________?
Application: Use of facts, rules, principles How is __________ and example of _______________? How is __________ related to _________________? Why is _________________ significant?
Analysis: Separation of the whole into component parts What are the parts or features of ________________? Classify _______________ according to ________________. Outline/diagram/web ____________________. How does ______________ compare/contrast with __________________?
Synthesis: Combination of ideas to form a new whole What would you predict/infer from __________________? What ideas can you add to __________________? How would you create/design a new __________________?
Evaluation: Development of opinions, judgments, or decisions Do you agree with _________________? What do you think about _______________? What is the most important _____________?
What are you assuming? What is Karen assuming? What could we assume instead? You seem to be assuming________. Do I understand you correctly? All of your reasoning depends on the idea that . Why have you based your reasoning on ______ rather than ____? You seem to be assuming _______.
QUESTIONS THAT PROBE ASSUMPTIONS
What do you mean by? Could you give me an example? What is your main point? Would this be an example? Could you put that another way? Would you say more about that? What do you think is the main issue here? mean_______or______? How does this relate to our discussion (problem, issue)? What do you think John meant by his remark? What did you take John to mean? Jane, would you summarize in your own words what Richard has said? ...Richard, is that what you meant?
QUESTIONS OF CLARIFICATION
What would be an example? How do you know? Why do you think that is true? Do you have any evidence for that? What difference does that make? What are your reasons for saying that? Could you explain your reasons to us? Is there reason to doubt that evidence? What would you say to someone who said________? Can someone else give evidence to support that response? Who is in a position to know if that is so?
QUESTIONS THAT PROBE REASONS AND EVIDENCE
You seem to be approaching this issue from________ perspective. Why have you chosen this rather than that perspective? How would other groups/types of people respond? Why? What would influence them? How could you answer the objection that________would make? What might someone who believed________ think? Can/did anyone see this another way? What would someone who disagrees say? What is an alternative?
QUESTIONS ABOUT VIEWPOINTS OR PERSPECTIVES
What are you implying by that? But if that happened, what else would happen as a result? Why? What effect would that have? Would that necessarily happen or only probably happen? What is an altenative? If this and this are the case, then what else must also be true? If we say that this is unethical; how about that? When you say________you are implying?
QUESTIONS THAT PROBE IMPLICATIONS AND CONSEQUENCES
Suggestions Related to Using Writing to Promote Higher-Order Thinking
Writing to Promote Higher-Order Thinking
Ideas
Head-on Approaches to Teaching Higher-Order Thinking (Synthesized from Teaching Children to Be Literate: A Reflective Approach, by Anthony and Ula Manzo, 1995) Thinking Thursdays Consider setting aside a given amount of time on a regular basis to try some of these direct approaches to teaching critical and creative thinking. Word Creation: Define the word squallizmotex and explain how your definition fits the word. If dried grapes are called raisins, and dried beef is called beef jerky, what would you call these items if they were dried: lemons, pineapple, watermelon, chicken.
Ideas
Unusual Uses: Have students try to think of as many unusual uses as they can for common objects such as bricks, used toys, old tennis balls, soda bottles, and 8-track cassette tapes.
Circumstances and Consequences: What would happen if . . . school was on weekends and not during the week? water stuck like glue? gravity took a day off? there were no colors? everyone in the country could vote on every issue that is now decided by government representatives?
Ideas
Product Improvements: How could school desks be improved? How could living room furniture be improved to provide better storage and even exercise while watching television? How can we better equip book-carrying bags to handle lunches and other needs that you can think of?
Ideas
Ideas
Product Improvements: How could school desks be improved? How could living room furniture be improved to provide better storage and even exercise while watching television? How can we better equip bookcarrying bags to handle lunches and other needs that you can think of?

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PPG UMS SAINS KEMAHIRAN TUMPUAN SAINS DR.

David W. Dillard Arcadia Valley CTC

6 Levels of Bloom's Taxonomy

Give your opinion

Justify, Judge Defend

Decide Value Select Rate

QUESTIONS THAT PROBE ASSUMPTIONS

QUESTIONS THAT PROBE REASONS AND EVIDENCE

QUESTIONS ABOUT VIEWPOINTS OR PERSPECTIVES

QUESTIONS THAT PROBE IMPLICATIONS AND CONSEQUENCES

Suggestions Related to Using Writing to Promote Higher-Order Thinking

Writing to Promote Higher-Order Thinking

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