Higher Order Thinking Skills- HOTS

fleurzsa · Post time 6-1-2009 03:05 AM

Salam n good day

Bila kita perlu gunakan HOTS... macam I ni, cikgu, mostly guna HOTS masa nak bina exam questions... Taksonomi Bloom... Taksanomi SOLO

Tapi My Boss selalu bising2 suruh guna HOTS... dia sebut la IQ, EQ, AQ, CQ .... then words yg ada tif sema... kreatif, inovatif, produktif etc

Jom bincang pasal HOTS ni... apa yg anda faham

my-alja · Post time 6-1-2009 08:03 AM

cemana tu....1st time dgr

mbhcsf · Post time 10-1-2009 04:32 PM

Benjamin Bloom Taxonomy

synthesis is the highest level

ajinomotonosuga · Post time 11-1-2009 02:03 AM

Originally posted by my-alja at 6-1-2009 08:03 AM
cemana tu....1st time dgr

tak panas..

tak kembang ler alja..

tu pun tak tau apa lah ko nih

jadree00 · Post time 11-1-2009 03:50 PM

Cikgi...

Ni first taim jad dengor pasal HOTS. Jad bukan cikgucikgi atau pensyarah, jadiknya tak tau pasal nih.

Pasal Bloom's Taxanomy dah pernah dengor semasa hadir kursus gubal soalan exam utk kursus berkaitan pengesahan jawatan last year.

Ini definition HOT drp about.com.
Definition: HOTs moves away from general knowledge type skills to thinking skills like: synthesizing, analyzing, reasoning, comprehending, application, evaluation. Rather than emphasize the drill and repetition activities, the focus is on problem solving and higher level/order thinking skills. Although many learning disabled children are taught more drill and repetition, there is research that is not in favor of the drill/repetition approach and is in favor of using HOTs. LD children are often weak in memory and will therefore benefit from learning HOTs and developing the higher level thinking skills that teaches them how to be problem solvers. HOTs is designed to develop and increase cognitive development.

Kesimpulan yang jad faham drp definasi kat atas ialah :

- Bloom's taxonomy(objektif of learning) lebih holistic drp HOTS.
-HOTS hanya cover cognitive domain(Knowledge atau IQ) bagi Bloom's taxonomy ajer. Bagi domain Attitude(emosi atau bab2 EQ) dan domain physycomotor(physical skills) tak dicover oleh HOTS.
-walaubagaimanapun, tak semua dlm cognitive domain(knowledge, comprehension, application, analysis, synthesis, dan evaluation) dicover oleh HOTS. Jad agak HOTS cover semua dlm cognitive domain kecuali knowledge(soklan paling senang/asas).

Soklan2 exam ada yang susah dan ada yang senang. Yg paling senang ialah soklan kategori knowledge shj seperti namakan planet yg ada. Soklan yang susah adalah HOTS atau untuk nilai comprehension, application, analysis, synthesis, dan evaluation seseorang pelajar.

Very interesting kursus yg jad pegi nih. Baru ler paham camner kementerian gubal soklan atau silibus kat sekolah. Sekalisekala amik tahu/nyibuk something luar bidang sendiri nih seronok jugak.

Cikgu cikgi ada belajar tak pasal HOTS, Blooms semasa kat maktab atau KPLI?

-

muffins · Post time 12-1-2009 03:54 PM

x paham...

jadree00 · Post time 12-1-2009 11:12 PM

awak cikgu/cikgi/pengajar yang gubal soklan exam kah? Jika bukan pendidik atau orang yg terlibat gubal kertas soklan, then hmm saya rasa tak perlu paham pun tak per . Banyak bende lain yg lebih menarik dan penting utk difahami.

Apa yg tak faham, blooms ker HOT?

my-alja · Post time 15-1-2009 10:35 PM

Originally posted by ajinomotonosuga at 11-1-2009 02:03 AM

tak panas..

tak kembang ler alja..

tu pun tak tau apa lah ko nih

ada ka?

...
siggy baru tu beshhh

mbhcsf · Post time 16-1-2009 09:14 PM

that's why the universities too are more into this type of questioning in exams. So, they will not purely test someone in terms of knowledge but in theory as well.

my-alja · Post time 19-1-2009 08:45 AM

bagilah soklan contoh....nak paham gak

contoh soalan senang2 saja ye cik mbh

hanna1905 · Post time 19-1-2009 10:13 PM

adeii...tak paham i..yg i paham hari-hari i akan hot..

mbhcsf · Post time 21-1-2009 11:36 AM

Originally posted by my-alja at 19-1-2009 08:45 AM
bagilah soklan contoh....nak paham gak

contoh soalan senang2 saja ye cik mbh

awat dok highlight tang "cik " my status wei...hahahha

anyway contoh

soalan  bandingkan pendekatan taxonomy Bloom dan Solo.

apa pendapat anda tentang kedua - dua bentuk pendekatan tersebut?

Dari aspek manakah pendekatan Bloom lebih praktikal ....u know that kind.

Sekiranya anda ingin menggubal soalan peperiksaan, pendekatan manakah yg anada akan ambil dan kenapa. Berikan rasional

ni mungkin contoh  yg u mahu student bukan sahaja kena kuasai teori [ memory stuffs] tapi mampu tahu perbezaan , mampu pinpoint the differences between those two , the similarities etc etc and then APPLY...and then sintesis ....buat rasional based on proven data / facts  etc tec

kalau setakat . apakah  taxonomy bloom - ni jawapan gen gen 4.00 tu mmg boleh jawab but in most UK uni , depa tak buat ler soalan macam ni dalam exam..ni soalan passing round masa introductory lecture boleh ler....kah kah kah..anyway
i tak ambil bidang ni tapi dalam my field..lagilah aplplication and synthesis and god knows what lah

Mansairaku · Post time 26-1-2009 10:39 PM

.....let抯 elaborate things a little further untuk memudahkan perbincangan ...

BLOOM'S TAXONOMY
Part I - Cognitive (Intellect)
Part II - Affective (Emotion)
Part III - Psychomotor (Physical)

PART I

jadree00 · Post time 27-1-2009 09:51 PM

Rajinnya....tenkiu

Mansairaku · Post time 29-1-2009 09:32 PM

...... haven't finished reading but here goes ....

H.O.T.S  (Higher Order Thinking Skills)

(Marzano Model for HOTS) - KOAAGIE
1. Knowledge  (when content is new, students must be guided in relating to new knowledge)
2. Organizing  (used to arrange information so it can be understood)
3. Applying  (demonstration of prior knowledge within a new situation)
4. Analyzing  (clarifies existing information by discovering and examining parts/relationships)
5. Generating  (constructs a framework of ideas that holds new and old information together)
6. Integrating  (connects or combines prior knowledge and new information to build new understandings)
7. Evaluating (assessing the appropriateness and quality of ideas)

Marzano's: Nine Instructional Strategies
to improve student achievement across all content areas and across all grade levels. (reference book: Classroom Instruction That Works)

1. Identifying Similarities and Differences
Teachers can either directly present similarities and differences, accompanied by deep discussion and inquiry, or simply ask students to identify similarities and differences on their own. teacher-directed activities focus on identifying specific items, student-directed activities encourage variation and broaden understanding.

Cth:
Engage students in comparing and classifying activities, including creating metaphors and analogies.

2. Summarizing and Note Taking
Promote greater comprehension by asking students to analyze a subject to expose what's essential and then put it in their own words. Requires substituting, deleting, extracting and having awareness of how the basic structure of the information is presented.

Cth:
Summarizing a story book
Writing an summary for a movie (what抯 the movie about, characters, ending etc)

3. Reinforcing Effort and Providing Recognition
Effort and recognition speak to the attitudes and beliefs of students, and teachers must show the connection between effort and achievement. Although not all students realize the importance of effort, they can learn to change their beliefs to emphasize effort.

Cth:
揚ause-Prompt-Praise擺/i]
If a student is struggling, pause to discuss the problem, then prompt with specific suggestions to help her improve. If the student's performance improves as a result, offer praise.

4. Homework and Practice
Homework provides opportunity to extend learning outside classroom. Homework assigned should vary by grade level and that parent involvement should be minimal. Teachers should explain the purpose of homework to both the student and the parent or guardian, and teachers should try to give feedback on all homework assigned.

Cth:
Tell students if homework is for practice or preparation for upcoming units.
Maximize the effectiveness of feedback by varying the way it is delivered.
Focus practice on difficult concepts and set aside time to accommodate practice periods.

5. Nonlinguistic Representations
Knowledge is stored in two forms: linguistic and visual. The more students use both forms in the classroom, the more opportunity they have to achieve. Use of nonlinguistic representation not only stimulate but also increase brain activity.

Cth:
Incorporate words and images
Use symbols to represent relationships.
Use physical models and physical movement to represent information.

6. Cooperative Learning
Organizing students into cooperative groups yields a positive effect on overall learning. Keep groups small and don't overuse this strategy.

Cth:
When grouping students, consider a variety of criteria, such as common experiences or interests.
Vary group sizes and objectives.
Design group work around the core components of cooperative learning-positive interdependence, group processing, appropriate use of social skills, face-to-face interaction, and individual and group accountability.

7. Setting Objectives and Providing Feedback
Setting objectives provide students with a direction for their learning. Goals should not be too specific; they should be easily adaptable to students' own objectives.

Cth:
Set a core goal for a unit, and then encourage students to personalize that goal by identifying areas of interest to them. Questions like "I want to know" and "I want to know more about . . ." get students thinking about their interests and actively involved in the goal-setting process.
Use contracts to outline the specific goals that students must attain and the grade they will receive if they meet those goals.
Make sure feedback is corrective in nature; tell students how they did in relation to specific levels of knowledge
Encourage students to lead feedback sessions.

8. Generating and Testing Hypotheses
A deductive approach to this strategy works best. Whether a hypothesis is induced or deduced, students should clearly explain their hypotheses and conclusions.

Cth:
Ask students to predict what would happen if an aspect of a familiar system, such as the government or transportation, were changed.
Ask students to build something using limited resources. This task generates questions and hypotheses about what may or may not work.

9. Cues, Questions, and Advance Organizers
Cues, questions, and advance organizers help students use what they already know about a topic to enhance further learning. These tools should be highly analytical, focus on what is important, and are most effective when presented before a learning experience. Expose students to information before they "learn" it.

Cth:
Pause briefly after asking a question. Doing so will increase the depth of your students' answers.
Vary the style (tell a story, skim a text, or create a graphic image)

Mansairaku · Post time 29-1-2009 09:45 PM

"From higher-order thinking skills to thinking skills to just plain good thinking"
[ Lauren Resnick抯: Education and Learning to Think ]

Hihger Order Thinking Skills is:
* non algorithmic (path of action is not fully specified in advance)
* complex (total path is not 搗isible

Mansairaku · Post time 29-1-2009 09:55 PM

Conditions of Learning  (Gagne)

This theory stipulates that there are several different types or levels of learning. The significance of these classifications is that each different type requires different types of instruction. Different internal and external conditions are necessary for each type of learning.
In addition, the theory outlines nine instructional events and corresponding cognitive processes:
(1) gaining attention (reception)
(2) informing learners of the objective (expectancy)
(3) stimulating recall of prior learning (retrieval)
(4) presenting the stimulus (selective perception)
(5) providing learning guidance (semantic encoding)
(6) eliciting performance (responding)
(7) providing feedback (reinforcement)
(8) assessing performance (retrieval)
(9) enhancing retention and transfer (generalization).

1.  Gain attention
In order for any learning to take place, you must first capture the attention of the student. A multimedia program that begins with an animated title screen sequence accompanied by sound effects or music startles the senses with auditory or visual stimuli. An even better way to capture students' attention is to start each lesson with a thought-provoking question or interesting fact. Curiosity motivates students to learn.

2.  Inform learners of objectives
Early in each lesson students should encounter a list of learning objectives. This initiates the internal process of expectancy and helps motivate the learner to complete the lesson. These objectives should form the basis for assessment and possible certification as well. Typically, learning objectives are presented in the form of "Upon completing this lesson you will be able to. . . ." The phrasing of the objectives themselves will be covered under Robert Mager's contributions later in this chapter.

3.  Stimulate recall of prior learning
Associating new information with prior knowledge can facilitate the learning process. It is easier for learners to encode and store information in long-term memory when there are links to personal experience and knowledge. A simple way to stimulate recall is to ask questions about previous experiences, an understanding of previous concepts, or a body of content.

4.  Present the content
This event of instruction is where the new content is actually presented to the learner. Content should be chunked and organized meaningfully, and typically is explained and then demonstrated. To appeal to different learning modalities, a variety of media should be used if possible, including text, graphics, audio narration, and video.

5.  Provide "learning guidance"
To help learners encode information for long-term storage, additional guidance should be provided along with the presentation of new content. Guidance strategies include the use of examples, non-examples, case studies, graphical representations, mnemonics, and analogies.

6.  Elicit performance (practice)
In this event of instruction, the learner is required to practice the new skill or behavior. Eliciting performance provides an opportunity for learners to confirm their correct understanding, and the repetition further increases the likelihood of retention.

7.  Provide feedback
As learners practice new behavior it is important to provide specific and immediate feedback of their performance. Unlike questions in a post-test, exercises within tutorials should be used for comprehension and encoding purposes, not for formal scoring. Additional guidance and answers provided at this stage are called formative feedback.

8.  Assess performance
Upon completing instructional modules, students should be given the opportunity to take (or be required to take) a post-test or final assessment. This assessment should be completed without the ability to receive additional coaching, feedback, or hints. Mastery of material, or certification, is typically granted after achieving a certain score or percent correct. A commonly accepted level of mastery is 80% to 90% correct.

9.  Enhance retention and transfer to the job
Determining whether or not the skills learned from a training program are ever applied back on the job often remains a mystery to training managers - and a source of consternation for senior executives. Effective training programs have a "performance" focus, incorporating design and media that facilitate retention and transfer to the job. The repetition of learned concepts is a tried and true means of aiding retention, although often disliked by students. (There was a reason for writing spelling words ten times as grade school student.)

Example:
The following example illustrates a teaching sequence corresponding tothe nine instructional events for the objective, Recognize anequilateral triangle:
1. Gain attention - show variety of computer generated triangles
2. Identify objective - pose question: "What is an equilateral triangle?"
3. Recall prior learning - review definitions of triangles
4. Present stimulus - give definition of equilateral triangle
5. Guide learning- show example of how to create equilateral
6. Elicit per formance - ask students to create 5 different examples
7. Provide feedback - check all examples as correct/incorrect
8. Assess performance- provide scores and remediation
9. Enhance retention/transfer - show pictures of objects and ask students to identify equilaterals