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Hots Slides For English

The document discusses 10 activities that encourage higher-order thinking skills according to Bloom's Taxonomy: 1) Questioning, 2) Connecting concepts, 3) Inferencing activities, 4) Using graphic organizers, 5) Problem solving, 6) Creative thinking, 7) Using mind movies, 8) Elaborating ideas, 9) Using Question-Answer Relationships (QARs), and 10) Using discovery learning. It then describes two tasks - a think-pair-share activity where students identify the cognitive level of questions, and a brainstorming and jigsaw activity where students generate questions for each level of Bloom's revised taxonomy.

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143 views

Hots Slides For English

The document discusses 10 activities that encourage higher-order thinking skills according to Bloom's Taxonomy: 1) Questioning, 2) Connecting concepts, 3) Inferencing activities, 4) Using graphic organizers, 5) Problem solving, 6) Creative thinking, 7) Using mind movies, 8) Elaborating ideas, 9) Using Question-Answer Relationships (QARs), and 10) Using discovery learning. It then describes two tasks - a think-pair-share activity where students identify the cognitive level of questions, and a brainstorming and jigsaw activity where students generate questions for each level of Bloom's revised taxonomy.

Uploaded by

muhd shamim
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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BLOOMS TAXANOMY BY

ANDERSON

ACTIVITIES THAT
ENCOURAGE THE
LEARNING OF HIGHER
ORDER THINKING
SKILLS

1. QUESTIONING
A classroom where students feel free to ask
questions without any negative reactions from
their peers or their teachers is a classroom
where students feel free to be creative.
Encourage students to ask questions, and if
for some reason you cant get to their
question during class time, then show them
how they can answer it themselves, or have
them save the question until the following day

2. CONNECTING CONCEPTS
Lead students through the process of how to
connect one concept to another. By doing this you
are teaching them to connect what they already
know with what they are learning. This level of
thinking will help students learn to make
connections whenever it is possible, which will help
them gain even more understanding. For example,
lets say that the concept they are learning is
Chinese New Year. An even broader concept
would be Holidays, and if you take it one step
further it can be Celebrations. Each small concept
can be connected to a bigger, broader concept.

3. INFERENCING ACTIVITIES
Teach students to make inferences by giving
them Real-world examples. You can start by
giving students a picture of a people standing
in line at a soup kitchen. Ask them to look at
the picture and focus on the details. Then, ask
them to make inferences based on what they
see in the picture. Another way to teach young
students about how to infer is to teach an easy
concept like weather. Ask students to put on
their raincoat and boots, then ask them to infer
what they think the weather looks like outside.

4. USING GRAPHIC
ORGANIZERS
Graphic organizers provide students
with a nice way to frame their
thoughts in an organized manner. By
drawing diagrams or mind maps,
students are able to better connect
concepts and see their relationships.
This will help students develop a
habit of connecting concepts.

5. PROBLEM SOLVING
Teach students to use a step-by-step
method for solving problems. This
way of higher order thinking will help
them solve problems faster and
easier. Encourage students to use
alternative methods to solve
problems as well as offer them
different problem-solving methods.

6. CREATIVE THINKING
Creative thinking is when students
invent, imagine, and design what
they are thinking. Using your creative
senses help students process and
understand information better.
Research shows that when students
utilize creative higher order thinking
skills, it indeed increases their
understanding. Encourage students
to think Outside of the box.

7. USING MIND MOVIES


When concepts that are being
learned are hard, encourage students
to create a movie in their mind.
Teach them to close their eyes and
picture it like a movie playing. This
way of higher order thinking will truly
help them understand in a powerful,
unique way.

8. ELABORATING IDEAS
Higher-order thinking requires
students to really understand a
concept not repeat it or memorize it.
Encourage students to elaborate
their answers and talk about what
they are learning. Ask parents to
reinforce this at home, as well by
asking the right questions that make
students explain their answers in
more detail, or to answer their childs

9. USING QARS
Question-Answer-Relationships, or QARs, teach
students to label the type of question that is
being asked, then use that information to help
them formulate an answer. Students must
decipher if the answer can be found in a text or
on the Internet, or if they must rely on their own
prior knowledge to answer it. This strategy has
been found to be effective for higher-order
thinking because students become more aware of
the relationship between the information in a text
and their prior knowledge, which helps them
decipher which strategy to use when they need to
seek an answer.

10. USING DISCOVERY


LEARNING
We encourage our learner to discover
for themselves so that the HOTS
faculties are utilized and they are
able to create a process through
which their cognitive abilities are
transalated and practised. This
encourages thought, creativity and
an analytical mind.

TASK 1
THINK PAIR SHARE
WORK WITH AYOUR SHOULDER PARTNER
READ THE QUESTIONS FROM THE
HANDOUT PROVIDED AND IDENTIFY THE
COGNITIVE LEVELS OF THE QUESTIONS
THINK PAIR SQUARE
NOW DISCUSS YOUR ANSWERS IN YOUR
GROUPS

TASK 2
BRAINSTORMING
IN YOUR TABLE GROUPS READ THE
TEXT PROVIDED AND CREATE A
QUESTION FOR EACH OF BLOOMS
REVISED TAXONOMY BY ANDERSON.
JIGSAW
STRAY TO OTHER GROUPS TO
COMPARE YOUR WORK

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