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Introduction
Higher order thinking skills include critical, logical, reflective, metacognitive, and
creative thinking. They are activated when individuals encounter unfamiliar problems,
uncertainties, questions, or dilemmas. Successful applications of the skills result in
explanations, decisions, performances, and products that are valid within the context of
available knowledge and experience and that promote continued growth in these and
other intellectual skills. Higher order thinking skills are grounded in lower order skills
such as discriminations, simple application and analysis, and cognitive strategies and are
linked to prior knowledge of subject matter content. Appropriate teaching strategies and
learning environments facilitate their growth as do student persistence, self-monitoring,
and open-minded, flexible attitudes. An important but challenging part of mathematics
teaching is providing students with opportunities to engage in Higher Order Thinking.
These include students asking thoughtful questions, participating in student-student and
student-teacher substantiate conversations, applying existing knowledge, understanding
and skills to closed and open problems or investigations and learning activities that
deepen understanding of concepts.
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BLOOMS TAXONOMY
One of the most important aspects of setting tasks and asking questions is to know what
level of thinking you are requiring from your students.
In 1958, Benjamin Bloom created his thinking taxonomy for categorizing the level of
abstraction
of
questions
commonly occur
in the classroom.
Remember
Understand
Apply
Analyze
Evaluate
Design
that
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of seeing things.
Differences between HOTS and NTS
A main goal of educators today is to teach students the skills they need to be critical
thinkers. Instead of simply memorizing facts and ideas, children need to engage in higher
levels of thinking to reach their fullest potential. Practicing Higher Order Thinking (HOT)
skills outside of school will give kids and teens the tools that they need to understand,
infer, connect, categorize, synthesize, evaluate, and apply the information they know to
find solutions to new and existing problems.
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Today the labor market demands people with higher order thinking skills. These skills are
of vital importance because it is impossible to remember all the information we need for
future use. Today information grows exponentially and therefore individuals need to
learn to navigate all this information. Many educators believe that detailed knowledge
will not be as significant to tomorrow's workers and citizens as the ability to learn and
make sense of new information. According to Resnick (1987) all individuals, not just the
elite, have the ability to become adept at thinking.
Education Reform
It is a notion that students must master the lower level skills before they can engage in
higher order thinking. However, the National Research Council objected to this line of
reasoning, saying that cognitive research challenges that assumption, and that higher
order thinking is important even in elementary school. Including higher order thinking
skills in learning outcomes is a very common feature of standards based education reform.
Many forms of education reform, such as inquiry-based science, reform mathematics and
whole language emphasize HOTS to solve problems and learn, sometimes deliberately
omitting direct instruction of traditional methods, facts, or knowledge. HOTS assumes
standards based assessments that use open-response items instead of multiple choice
questions, and hence require higher order analysis and writing. Critics of standards based
assessments point out that this style of testing is even more difficult for students who are
behind academically. The Texas Republican Party expressed their opposition to the
teaching of certain HOTS by including the following item in their 2012 Party Platform:
"Knowledge-Based Education We oppose the teaching of Higher Order Thinking Skills
(HOTS) (values clarification), critical thinking skills and similar programs that are simply
a relabeling of Outcome-Based Education (OBE) (mastery learning) which focus on
behavior modification and have the purpose of challenging the students fixed beliefs and
undermining parental authority."
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Definition of Thinking
The second edition of the dictionary hall states think is working with brain to make a
decision. According to the fourth edition of the dictionary hall, thinking is to use common
sense to solve something. According to Fraenkel, JR, 1980, however, states that thinking
is the formation of ideas, remodeling experience and organizing information in a
particular form. According to Nickerson, Perkins and Smith, 1985, think is a collection of
skills or mental operations used by an individual. According to Beyer, BK, 1991 defines
thinking as the human ability to form concepts, to reason, or to make the determination.
Different Types of Thinking
Critical thinking is the term that most people associate with higher-order thinking skills
and is characterized by careful analysis and judgment. According to the National Council
for Excellence in Critical Thinking (Scriven and Paul 1987), Critical thinking is selfguided, self-disciplined thinking which attempts to reason at the highest level of quality
in a fair-minded way. People who think critically consistently attempt to live rationally,
reasonably, empathically. In other words, when a critical thinker is posed with a
problem, his or her learning is prompted. The thinker is committed to thinking logically
about a topic and refuse to jump a conclusions. He or she struggles to put away the biases
that come so naturally and endeavors to look at a situation in a new way so that it can be
analyzed and evaluated in a logical manner. And, the thinker reflects on what he or she
learned. John Dewey (1916) described reflective thinking as an active, persistent, and
careful review of something that is believed. The active learner does not just accept
information passively; he or she looks for evidence to support the information. If no
evidence is found, the piece of information cannot be believed. Instead of being told what
to think, a person must think for himself or herself and give good cause for the
conclusions that are reached. Reflective thinking is critical thinking. It is taking control of
learning and being continually conscious and committed to asking why.
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Fact
Fact
Fact
Answer
Fact
Fact
Fact
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Divergent / Creative thinking, on the other hand, involves breaking a topic apart to
explore its various component parts and then generating new ideas and solutions.
Divergent Thinking is thinking outwards instead of inward. It is a creative process of
developing original and unique ideas and then coming up with a new idea or a solution to
a problem.
Inductive thinking is the process of reasoning from parts to the whole, from examples to
generalizations. This type of thinking is something we are rather good at, especially as it
is our main mechanism for learning about the world. According to S. Ian Robertson
(2013) Inductive thinking refers to the extent to which we can make reasonable
generalizations from our specific experiences. This thinking is an extremely powerful
thinking mechanism since it underpins almost all learning. It allows you to learn fairly
quickly to make new types of inference that you have never made before.
Deductive thinking is the type of reasoning moves from the whole to its parts, from
generalizations to underlying concepts to examples. It is the process of reasoning from
one or more general statements regarding what is known to teach a logically certain
conclusion (Johnson-Laird, 2000). It often involves reasoning from one or more general
statements regarding what is known to a specific application of the general statement.
This type of thinking is based on logical propositions which is basically known as an
assertion, which may be either true or false. It is very useful because it helps people
connect various propositions to draw conclusion.
Closed questions are questions asked by teachers that have predictable responses. Closed
questions almost always require factual recall rather than higher levels of thinking. It is
involved a statement or question that followed by a rating scale. Robert D. Reid (2009)
said, closed questions provide a "don't know" or "no opinion" response where appropriate.
Closed question provides the respondent with options from which to select a response. It
is much easier to collect and analyze information in this type of question.
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Open questions are questions that do not have predictable answers. Open questions
almost always require higher order thinking. Which is David C. Bojanic (2009) said,
open question does not provide the respondent with any options, categories, or scales to
use in answering this question. These questions ae valuable fo obtaining information for
exploratory research, o in instances when the researcher is not sure what the response
might be. This type of questions are used to build a rapport and obtain information that is
easy for the respondent to provide.
Lateral Thinking Technique
A set of techniques used to stimulate creative or "out of the box" thinking. Applying
lateral thinking techniques is a deliberate strategy to interrupt normal, linear thought
patterns, to facilitate the transition between patterns, and to widen the range of
possibilities.
Base on Edward DeBonos concepts of lateral thinking include the following
characteristics:
The
results
of
lateral
thinking
are
unpredictable
and/or
probabilistic.
Other techniques are available to stimulate creative or lateral thinking. These include
checklists, attribute analyses, games or exercises and metaphors and analogies.
The purpose of using lateral thinking technique is to stimulate creative thinking during
brainstorming, visioning, and reengineering sessions while helping project teams relate to
One another and affiliate. The benefit of using lateral thinking technique is that it
stimulates out of the box thinking in group sessions.
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should be given to providing them with verbal explanations of the math problems and
procedures. Simply working problems again and again with no verbal explanation of the
problem will do little to help these students. Conversely, students who have difficulty
with verbal concept formation need multiple examples with relatively less language,
which may confuse them. Some students are "tell me" while others are "show me."
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teacher may use bumper stickers or well-known slogans and have the class brainstorm the
inferences that can be drawn from them.
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organizers may provide a nice beginning framework for conceptual mapping. Students
should develop the habit of mapping all the key concepts after completing a passage or
chapter. Some students may enjoy using the computer software Inspiration for this task.
Make methods and answers count
To develop problem-solving strategies, teachers should stress both the correct method of
accomplishing a task and the correct answer. In this way, students can learn to identify
whether they need to select an alternative method if the first method has proven
unsuccessful.
Identify the problem
Psychologist Robert Sternberg states that precise problem identification is the first step in
problem solving. According t o Sternberg, problem identification consists of (1) knowing
a problem when you see a problem and (2) stating the problem in its entirety. Teachers
should have students practice problem identification, and let them defend their responses.
Using cooperative learning groups for this process will aid the student who is having
difficulty with problem identification as he/she will have a heightened opportunity to
listen and learn from the discussion of his/her group members.
Cooperative learning
Many students who exhibit language challenges may benefit from cooperative learning.
Cooperative learning provides oral language and listening practice and results in
increases in the pragmatic speaking and listening skills of group members. Additionally,
the National Reading Panel reported that cooperative learning increases students' reading
comprehension and the learning of reading strategies. Cooperative learning requires that
teachers carefully plan, structure, monitor, and evaluate for positive interdependence,
individual accountability, group processing, face to face interaction, and social skills.
Think with analogies, similes, and metaphors
Teach students to use analogies, similes and metaphors to explain a concept. Start by
modeling ("I do"), then by doing several as a whole class ("We do") before finally asking
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the students to try one on their own ("You do"). Model both verbal and nonverbal
metaphors.
Reward creative thinking
Most students will benefit from ample opportunity to develop their creative tendencies
and divergent thinking skills. They should be rewarded for original, even "out of the box"
thinking.
Many students with higher order thinking challenges benefit from individual evaluation
and remediation by highly qualified professionals.
Make students your partners
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A teacher should let the student with higher order thinking challenges know that they will
work together as partners to achieve increases in the student's skills. With this type of
relationship, often the student will bring very practical and effective strategies to the table
that the teacher may not have otherwise considered.
Examples of Question in HOTS
(a) Function and Decimal
1. How can I use fractions in real life?
2. How can decimals be rounded to the nearest whole number?
3. How can models be used to compute fractions with like and unlike denominators?
4. How can models help us understand the addition and subtraction of decimals?
5. How many ways can we use models to determine and compare equivalent
fractions?
6. How would you compare and order whole numbers, fractions and decimals
through hundredths?
7. How are common and decimal fractions alike and different?
8. What strategies can be used to solve estimation problems with common and
decimal fractions?
9. How are models used to show how fractional parts are combined or separated?
10. How do I identify and record the fraction of a whole or group?
11. How do I identify the whole?
12. How do I use concrete materials and drawings to understand and show
understanding of fractions (from 1/12ths to 1/2)?
13. How do I explain the meaning of a fraction and its numerator and denominator,
and use my understanding to represent and compare fractions?
14. How do I explain how changing the size of the whole affects the size or amount of
a fraction?
(b) Function and Algebra
1. Are patterns important in the world today?
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Differences between Higher Order Thinking Skills (HOTS) and Lower Order
Thinking Skills (LOTS)
Higher Order Thinking Skills (HOTS) is the ability to think beyond rote memorization of
facts or knowledge. Rote memory recall is not really thinking. Higher order thinking
skills involve actually doing something with the facts that we learn. When students use
their higher order thinking skills that means they understand, they can find connections
between many facts, they can put them together in new ways and they can manipulate
them. Most importantly they can apply them to find new solutions to problems.
Lower Order Thinking Skills (LOTS) is the foundation of skills required to move into
higher order thinking. These are skills that are taught very well in school systems and
includes activities like reading and writing. In lower order thinking information does not
need to be applied to any real.
There are several differences between HOTS and LOTS which are:
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LOTS are used to understand the basic story line or literal meaning of a story
,play or poem while HOTS are used to interpret a text on more abstract level and
manipulate information and ideas in ways that transform their meaning and
implications
HOTS can make the student to think more creatively and think out of the box
while LOTS , the student only think and just recall back on the topic that they had
learnt.
What is...?
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Level 3: Apply Solve problems by applying knowledge, facts, techniques and rules
in a unique way
List of key words:
Apply, Build, Choose, Construct, Demonstrate, Develop, Draw, Experiment with,
Illustrate, Interview, Make use of, Model, Organize, Plan, Select, Solve, Utilize
List of Question Starters:
Illustrate how the belief systems and values of the characters are presented in the
story.
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Do you believe...?
What do you imagine would have been the outcome if... had made a different
choice?
I-Think
I-Think is an education program that created by Malaysian Ministry of Education
together with Agensi Inovasi Malaysia (AIM). The aim of this program is to equip
Malaysias next generation of innovators to think critically and be adaptable in
preparation for the future. Besides, Thinking School International (TSI) team works
together with Malaysian government in I-Think project. TSI is a team established in 2010
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and focused on students thinking skills across the globe that are committed to develop
21st century learning.
According to Richard Cummins (CEO of TSI) and Nick Symes (Global Trainer of
TSI), i-Think program has three main objectives:
Nurture and develop innovative human capital
Increase thinking skill amongst children
Equip future generations with Higher Order Thinking Skills
I-Think program is conducting in schools based on these objectives. I-Think program
have eight types of thinking maps. They are:
1. Circle Map
Thinking Process
: Defining in context
Aim
Key Question
Design
Example
Journal
Algebra
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Integration
Calculus
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2. Bubble Map
Thinking Process
Aim
Key Question
Design
Example
Loving
Patience
Discipline
Clever
Maths
Teacher
Knowledgeable
Confident
Strict
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Hardworking
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Aim
Key Question
Design
: In the center circle are the words for the two things
being compared and contrasted. In the middle bubbles,
use terms to show similarities. In the outside bubbles,
describe the differences. If there are too many
similarities or differences, student should prioritize
and keep only he most important.
Example
4 equal
side
2 sets of
parallel
side
All vertices
from right
and left
angle
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No
right
angles
Sides
(4)
Square
Shapes
Vertices
(4)
Trapezoid
No
equal
sides
Only top
& bottom
sides
parallel
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4. Tree Map
Thinking Process
: Classifying
Aim
Key Question
Design
Example
1 = ( 2 )
1
2 1
=
1
2 1
+
=1
Equation in the
gradient form:
= +
25
Equation in general
form:
+ + = 0
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5. Brace Map
Thinking Process
Aim
Key Question
Design
Example
: Decomposing of RM 1.00
RM 0.05
RM 0.25
RM 0.10
RM 0.25
RM 1.00
RM 0.05
RM 0.25
RM 0.25
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RM 0.10
RM 0.05
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6. Flow Map
Thinking Process
: Sequencing
Aim
Key Question
Design
Example
Identify the
number to be
rounded
Go to the right if
the number
If the number is
5 or greater,
increase the
number to be
rounded
If the number is
4 or less, do not
change the
number to be
rounded
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7. Multi-Flow Maps
Thinking Process
Aim
Key Question
Design
Example
Practice more
exercises
Create a study
group
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Good Grades in
Mathematics
Award
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8. Bridge Map
Thinking Process
: Seeing analogies
Aim
Key Question
Design
Example
: Coordinate plan
as
(+,+)
Quadrant III
Quadrant II
Quadrant I
as
(-,+)
Quadrant IV
as
(-,-)
(+,-)
Relating Factor: Any points located in _____________ will always have ________
coordinates.
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Conclusion
Thinking is the heart of all learning. Thinking makes things that have yet to be perceived
possible, thinking facilities and enhances our ability to perform and produce and pass on
such vital information to others who would then do the same. There many types of
thinking, students should choose the best method to solve their problem. Students need to
make significant academic gains only to catch up with other students and have more life
opportunities. One way to help students is to provide the opportunity to lead, engage, and
motivate students toward higher-order thinking. Malaysian Education System helps
students gain knowledge, but now we need a transformation create thinking generation.
With i-Think program, students will become lifelong learners, equipped with the right
skill sets to take on the challenges of the 21st century. As a conclusion, HOTS is an
alternative that can improve the Malaysia education quality and all parties must take part
in order to gain the best outcome of this program.
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