1. The City School O Levels Economics INSET 2010 The best teachers are those who equip students to THINK for themselves.

2. Creating a Thinking Curriculum: Higher-order Thinking Presented by: Shahid Iqbal Shahid Iqbal Omer Fahim

3. The City School O Levels Economics INSET 2010 He who learns but does not think is lost (Chinese Proverb)

4. The City School O Levels Economics INSET 2010 Activity Bubbles

5. Overview  Why HOTS?  What is higher-order thinking?  Bloom’s Revised Taxonomy and higher- order thinking  Planning with Bloom’s Revised Taxonomy  Dimensions of Learning Framework

6. The City School O Levels Economics INSET 2010 The students of the future should be able to:  Solve problems  Think creatively- invent and produce/ generate new ideas and knowledge  Think critically- challenge, debate, disprove  Make decisions- compare, analyse, select, justify  Analyse and evaluate information and ideas  Plan for the future

7. The City School O Levels Economics INSET 2010 One of the main reasons some students do not achieve high academic performance is that schools do not always require students to perform work of high intellectual quality. (Queensland School Reform Longitudinal Study, 2001a, p. 3)

8. The City School O Levels Economics INSET 2010 What Is Higher-order Thinking? “Higher-order thinking by students involves the transformation of information and ideas. This transformation occurs when students combine facts and ideas and synthesise, generalise, explain, hypothesise or arrive at some conclusion or interpretation. Manipulating information and ideas through these processes allows students to solve problems, gain understanding and discover new meaning.” “Higher-order thinking by students involves the transformation of information and ideas. This transformation occurs when students combine facts and ideas and synthesise, generalise, explain, hypothesise or arrive at some conclusion or interpretation. Manipulating information and ideas through these processes allows students to solve problems, gain understanding and discover new meaning.” ( Department of Education, Queensland, A guide to Productive Pedagogies: Classroom reflection manual, 2002, p. 1)

9. The City School O Levels Economics INSET 2010 What Is Higher-order Thinking? Continued…. “When students engage in the construction of knowledge, an element of uncertainty is introduced into the instructional process and the outcomes are not always predictable; in other words, the teacher is not certain what the students will produce. In helping students become producers of knowledge, the teacher’s main instructional task is to create activities or environments that allow them opportunities to engage in higher-order thinking.” (Department of Education, Queensland, A guide to productive pedagogies: (Department of Education, Queensland, A guide to productive pedagogies: classroom reflection manual, 2002, p. 1)

10. The City School O Levels Economics INSET 2010 Higher-order Thinking is:

11. The City School O Levels Economics INSET 2010 Higher-order thinking is not:  regurgitation  rote learning  recall  remembering  remembering

12. The City School O Levels Economics INSET 2010 Higher-order thinking is not:  rote learning  recalling  remembering  remembering

13. The City School O Levels Economics INSET 2010 Bloom’s Revised Taxonomy?  Higher-order thinking occurs at the top three levels of Bloom's Revised Taxonomy Analysing Analysing Evaluating Evaluating Creating. Creating.

14. The City School O Levels Economics INSET 2010 Bloom’s Revised Taxonomy  Taxonomy of Cognitive Objectives  1950s- developed by Benjamin Bloom  Means of expressing qualitatively different kinds of thinking  Been adapted for classroom use as a planning tool  Continues to be one of the most universally applied models  Provides a way to organize thinking skills into six levels, from the most basic to the more complex levels of thinking  1990s- Lorin Anderson (former student of Bloom) revisited the taxonomy  As a result, a number of changes were made (Pohl, 2000, Learning to Think, Thinking to Learn, pp. 7-8)

15. The City School O Levels Economics INSET 2010 Original Terms New Terms  Evaluation  Synthesis  Analysis  Application  Comprehension  Knowledge Creating Evaluating Analysing Applying Understanding Remembering (Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

16. The City School O Levels Economics INSET 2010 Change in Terms  The names of six major categories were changed from noun to verb forms.  As the taxonomy reflects different forms of thinking and thinking is an active process verbs were used rather than nouns.  The subcategories of the six major categories were also replaced by verbs and some subcategories were reorganised.  The knowledge category was renamed. Knowledge is an outcome or product of thinking not a form of thinking per se. Consequently, the word knowledge was inappropriate to describe a category of thinking and was replaced with the word remembering instead.  Comprehension and synthesis were retitled to understanding and creating respectively, in order to better reflect the nature of the thinking defined in each category. http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html

17. The City School O Levels Economics INSET 2010 Change in Emphasis  The revision's primary focus was on the taxonomy in use. Essentially, this means that the revised taxonomy is a more authentic tool for curriculum planning, instructional delivery and assessment.  The revision is aimed at a broader audience.  The revision emphasizes explanation and description of subcategories. http://rite.ed.qut.edu.au/oz-teachernet/training/bloom.html

18. The City School O Levels Economics INSET 2010 BLOOM’S REVISED TAXONOMY Creating Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing. Evaluating Justifying a decision or course of action Checking, hypothesising, critiquing, experimenting, judging Analysing Breaking information into parts to explore understandings and relationships Comparing, organising, deconstructing, interrogating, finding Applying Using information in another familiar situation Implementing, carrying out, using, executing Understanding Explaining ideas or concepts Interpreting, summarising, paraphrasing, classifying, explaining Remembering Recalling information Recognising, listing, describing, retrieving, naming, finding BLOOM’S REVISED TAXONOMY Creating Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing. Evaluating Justifying a decision or course of action Checking, hypothesising, critiquing, experimenting, judging Analysing Breaking information into parts to explore understandings and relationships Comparing, organising, deconstructing, interrogating, finding Applying Using information in another familiar situation Implementing, carrying out, using, executing Understanding Explaining ideas or concepts Interpreting, summarising, paraphrasing, classifying, explaining Remembering Recalling information Recognising, listing, describing, retrieving, naming, finding

19. The City School O Levels Economics INSET 2010 Analysing The learner breaks learned information into its parts to best understand that information. Comparing Comparing Organising Organising Deconstructing Deconstructing Attributing Attributing Outlining Outlining Finding Finding Structuring Structuring Integrating Integrating Can you break information into parts to explore understandings and relationships? Each of these is a thinking skill that should be explicitly taught to students. explicitly

20. The City School O Levels Economics INSET 2010 Analysing cont’  Distinguish  Question  Appraise  Experiment  Inspect  Examine  Probe  Separate  Inquire  Arrange  Investigate  Sift  Research  Calculate  Criticize Compare Contrast Survey Detect Group Order Sequence Test Debate Analyse Diagram Relate Dissect Categorise Discriminate Breaking information down into its component elements Products include : Graph Spreadsheet Checklist Chart Outline Survey Database Mobile Abstract Report

21. The City School O Levels Economics INSET 2010 Classroom Roles for Analysing Teacher roles  Probes  Guides  Observes  Evaluates  Acts as a resource  Questions  Organises  Dissects Student roles  Discusses  Uncovers  Argues  Debates  Thinks deeply  Tests  Examines  Questions  Calculates  Investigates  Inquires  Active participant

22. The City School O Levels Economics INSET 2010 Analysing: Potential Activities and Products  Design a questionnaire to gather information.  Write a commercial to sell a new product  Make a flow chart to show the critical stages.  Construct a graph to illustrate selected information.  Make a family tree showing relationships.  Devise a play about the study area.  Write a biography of a person studied.  Prepare a report about the area of study.  Conduct an investigation to produce information to support a view.  Review a work of art in terms of form, colour and texture.

23. The City School O Levels Economics INSET 2010 Evaluating The learner makes decisions based on in-depth reflection, criticism and assessment. Checking Checking Hypothesising Hypothesising Critiquing Critiquing Experimenting Experimenting Judging Judging Testing Testing Detecting Detecting Monitoring Monitoring Can you justify a decision or course of action? Can you justify a decision or course of action?

24. The City School O Levels Economics INSET 2010 Evaluating cont’  Judge  Rate  Validate  Predict  Assess  Score  Revise  Infer  Determine  Prioritise  Tell why  Compare  Evaluate  Defend  Select  Measure Choose Conclude Deduce Debate Justify Recommend Discriminate Appraise Value Probe Argue Decide Criticise Rank Reject Judging the value of ideas, materials and methods by developing and applying standards and criteria. Products include : Debate Panel Report Evaluation Investigation Verdict Conclusion Persuasive speech

25. The City School O Levels Economics INSET 2010 Classroom Roles for Evaluating Teacher roles  Clarifies  Accepts  Guides Student roles  Judges  Disputes  Compares  Critiques  Questions  Argues  Assesses  Decides  Selects  Justifies  Active participant

26. The City School O Levels Economics INSET 2010 Questions for Evaluating  Is there a better solution to...?  Judge the value of... What do you think about...?  Can you defend your position about...?  Do you think...is a good or bad thing?  How would you have handled...?  What changes to.. would you recommend?  Do you believe...? How would you feel if...?  How effective are...?  What are the consequences..?  What influence will....have on our lives?  What are the pros and cons of....?  Why is....of value?  What are the alternatives?  Who will gain & who will loose?  Who will gain & who will loose? (Pohl, Learning to Think, Thinking to Learn, p. 14)

27. The City School O Levels Economics INSET 2010 Evaluating: Potential Activities and Products  Prepare a list of criteria to judge…  Conduct a debate about an issue of special interest.  Make a booklet about five rules you see as important. Convince others.  Form a panel to discuss views.  Write a letter to...advising on changes needed.  Write a half-yearly report.  Prepare a case to present your view about...

28. The City School O Levels Economics INSET 2010 Creating The learner creates new ideas and information using what has been previously learned. Designing Designing Constructing Constructing Planning Planning Producing Producing Inventing Inventing Devising Devising Making Making Can you generate new products, ideas, or ways of viewing things? Can you generate new products, ideas, or ways of viewing things?

29. The City School O Levels Economics INSET 2010 Creating cont’  Compose  Assemble  Organise  Invent  Compile  Forecast  Devise  Propose  Construct  Plan  Prepare  Develop  Originate  Imagine  Generate Formulate Improve Act Predict Produce Blend Set up Devise Concoct Compile Putting together ideas or elements to develop an original idea or engage in creative thinking. Products include : Film Story Project Plan New game Song Newspaper Media product Advertisement Painting

30. The City School O Levels Economics INSET 2010 Classroom Roles for Creating Teacher roles  Facilitates  Extends  Reflects  Analyses  Evaluates Student roles  Designs  Formulates  Plans  Takes risks  Modifies  Creates  Proposes  Makes  Active participant

31. The City School O Levels Economics INSET 2010 Questions for Creating  Can you design a...to...?  Can you see a possible solution to...?  If you had access to all resources, how would you deal with...?  Why don't you devise your own way to...?  What would happen if...?  How many ways can you...?  Can you create new and unusual uses for...?  Can you develop a proposal which would...? (Pohl, Learning to Think, Thinking to Learn, p. 14)

32. The City School O Levels Economics INSET 2010 Creating: Potential Activities and Products  Invent a machine to do a specific task.  Design a building to house your study.  Create a new product. Give it a name and plan a marketing campaign.  Write about your feelings in relation to...  Write a TV show play, puppet show, role play, song or pantomime about..  Design a record, book or magazine cover for...  Sell an idea  Make up a new language and use it in an example.  Devise a way to...

33. The City School O Levels Economics INSET 2010 Explicit Teaching of the Thinking Process:  Help students understand the process.  Give students a model for the process, and create opportunities for them to practice using the process.  As students study and use the process, help them focus on critical steps and difficult aspects of the process.  Provide students with graphic organisers or representations of the model to help them understand and use the process.  Use teacher-structured and student structured tasks.

34. The City School O Levels Economics INSET 2010 We believe:  Higher-order thinking skills and strategies can be applied: Across all year levels Across all year levels Throughout all aspects of life, during school and beyond Throughout all aspects of life, during school and beyond Form the basis of Life Long Learning Form the basis of Life Long Learning

35. The City School O Levels Economics INSET 2010 Sample Unit : Inflation Remembering Collect some information about Inflation from the news papers, magazines or internet. Understanding Discuss with your friend sitting next to you “ What did you comprehend from the information? and take their feedback. Make a list of the terminologies you don’t know about and discuss with your teacher. Applying Collect five years data of “Rate of Inflation” for two economies. Discuss the information with your teacher. Analysing Comment on the findings e.g. RPI, Price levels, cost of living Evaluating Compare the benefits and demerits of different rates of inflation and give reasons. Creating Write a report for the following headline: Evils of Inflation Deflation and Disinflation Causes and Consequences of Inflation Can you see a possible solution to control the rate of inflation? The City School O Levels Economics INSET 2010

36. Thank You