Teaching a Higher-Order Thinking Skill (HOTS) with Deductive Methodology #1

Deductive Methodology #1- Stage 1 For Count That Day Lost First we will explicitly teach the HOTS of Explaining patterns. The first stage is to explicitly teach the HOTS Process Description Stage 1 Explicit teaching of the HOTS Stage 2 Applying the HOTS to other areas of the students’ lives Stage 3 Reading the text Stage 4 Checking basic comprehension through LOTS Stage 5 Applying the HOTS to the text through tasks in Analysis and Interpretation

Explaining Patterns Explicit Teaching of the HOTS There are many different ways to explicitly teach the HOTS of Explaining patterns. Numerical or shape sequences are one example. The link below is another example of patterns which you can show your students to explain the HOTS. Escher

Students will be able to: Sample Tasks/Questions Naming of the HOTS What did you just watch? What kinds of things repeated themselves? Can you describe the types of patterns that you saw? What made each of them special? What did they have in common? We have just learned a skill called : Explaining Patterns Thinking Skill Students will be able to: Sample Tasks/Questions Explaining patterns identify and explain different patterns in the text and explain their significance. Explain why certain lines/ phrases/words are repeated. What behavior does the character repeat? Where is the rhyme scheme of the poem broken and why?

Deductive Methodology #1- Stage 2 Elicit from the students in what ways can you apply this HOTS to their lives? Examples: (Anything that has a cyclical or repetitive nature is a pattern) Cutlery settings Seasons Logos on products School schedules School uniforms And more….. The second stage is to apply the skill to the students’ lives. Process Description Stage 1 Explicit teaching of the HOTS Stage 2 Applying the HOTS to other areas of the students’ lives Stage 3 Reading the text Stage 4 Checking basic comprehension through LOTS Stage 5 Applying the HOTS to the text through tasks in Analysis and Interpretation

Deductive Methodology #1 Stage 3 Read the poem Count That Day Lost by George Eliot aloud to your class The third stage is to read the text. Process Description Stage 1 Explicit teaching of the HOTS Stage 2 Applying the HOTS to other areas of the students’ lives Stage 3 Reading the text Stage 4 Checking basic comprehension through LOTS Stage 5 Applying the HOTS to the text through tasks in Analysis and Interpretation

Deductive Methodology #1 Stage 4 The fourth stage is to check basic understanding of the text For Count That Day Lost The activities we did in Session 3 Process Description Stage 1 Explicit teaching of the HOTS Stage 2 Applying the HOTS to other areas of the students’ lives Stage 3 Reading the text Stage 4 Checking basic comprehension through LOTS Stage 5 Applying the HOTS to the text through tasks in Analysis and Interpretation

Deductive Methodology #1 Stage 5 For Count That Day Lost There are many different types of patterns we can look for in the poem: Rhyme Rhythm Word repetition Behavior of a character Message of the narrator The fifth stage is to apply the HOTS to the text. Process Description Stage 1 Explicit teaching of the HOTS Stage 2 Applying the HOTS to other areas of the students’ lives Stage 3 Reading the text Stage 4 Checking basic comprehension through LOTS Stage 5 Applying the HOTS to the text through tasks in Analysis and Interpretation

Teaching a HOTS with a Methodology – Summary There are three different methodologies to use. We have just learned Deductive Methodology #1. Process Description Stage 1 Explicit teaching of the HOTS Stage 2 Applying the HOTS to other areas of the students’ lives Stage 3 Reading the text Stage 4 Checking basic comprehension through LOTS Stage 5 Applying the HOTS to the text through tasks in Analysis and Interpretation