Using the objects

displayed, how can he get

fresh water?

HOTSHigher Order Thinking Skills

1. What are HOTS?2. Why are HOTS important?3. How can we structure our lessons to

promote HOTS?

HOTS – What are they?

• Getting students to use higher order cognitive processes

• Use of the Analysis, Synthesis, Evaluate and Link Lesson objectives

• Increasing the use of open ended, thought-provoking questions

• NOT just for the highest attaining students!

1. Remember 2. Understand 3. Apply 4. Analyse 5. Evaluate 6. InventDemand of task

HOTS – Why are they important?

Lead to a deep learning that goes beyond the acquisition of knowledge and embraces

understanding and application of knowledge

• Help students to consolidate learning • Drive students to a higher level of understanding • Promotion of thinking skills• Develop independence

An example from ScienceAim: To improve understanding of how drugs from a certain group affect the body. Objectives: Complete a research task to:Explain how a drug alters the physiology of the bodyDiscuss the dangers of using the drug

Questions/Tasks:Describe: How do stimulants change the way the body works?Describe: How does the activity at the synapse changes when someone takes a stimulant?Use data and evidence: How many people died from taking stimulants last year?Explain: Why can taking a stimulant be dangerous?

The Cognitive Process Dimension

The Knowledge dimension 1. Remember 2. Understand 3. Apply 4. Analyse 5. Evaluate 6. Create

A. Factual Knowledge

B. Conceptual Knowledge

C. Procedural Knowledge

D. Metacognitivve Knowledge

Objectives: Complete a research task to: 1. Explain how an illegal drug alters the physiology of the body 2. Discuss the dangers of using the illegal drug 3. Analyse the impact of increasing use of this drug on society 4. Produce a guide for teenagers to describe and explain the dangers of using drugs

Questions 5. Analyse: Is there a relationship between increased use of the drug and crime? 6. Analyse: What impact may this have on a local community where drug use is high? 7. Cognitive conflict: Compare the impact of this illegal drug with that of alcohol use? 8. Create: An information sheet showing the risks of drug use and evaluating the impact of

drug use on society. Use the following questions to help you present the information in the clearest method: a. How can you present the information to help people understand the link between

drug use and crime rates? -Will graphs and bar charts help? -Should you section the information to make it clearer? b. What might help people to understand all of the terms you use in your information

pack?

The Cognitive Process Dimension

The Knowledge dimension 1. Remember 2. Understand 3. Apply 4. Analyse 5. Evaluate 6. Create

A. Factual Knowledge

B. Conceptual Knowledge

C. Procedural Knowledge

D. Metacognitivve Knowledge

The Cognitive Process Dimension

The Knowledge dimension 1. Remember 2. Understand 3. Apply 4. Analyse 5. Evaluate 6. Create

A. Factual Knowledge

B. Conceptual Knowledge

Objective 1 and 2 Objective 3

C. Procedural Knowledge

D. Metacognitivve Knowledge

Objective 4

Create – propose solutions to problems using an informed approach

Evaluate – critical review and reflection to develop judgements

Synthesise - draw together common themes using a range of sources

Analyse – elicit and answer new questions about information

Apply – demonstrate understanding in a new context

Understand – demonstrate understanding of new knowledge

Remember – identification and internalisation of new knowledge

How do whales manage to breed underwater?

Respiration Breathing

Photosynthesis

Digestion Deforestation

Linking Key Terms

Investigation

Investigation

• You are in the Amazon Rainforest and you discover 5 new species.

• How would you know which species are most closely related to each other?

• How could you classify them?

(5marks)

Re-design your objectives and tasks

Key principles

• Plan for varied opportunities to develop these higher order thinking skills

• Highlight skill components• Challenge learners and develop autonomy• Assess skill acquisition and give feedback• Give them the opportunity to peer and self-

assess skill acquisition

Important aspects to consider

Creating –

Evaluating –

Synthesising -

Analysing –

Application –

Understanding –

Remembering –

Student Task

What? Where? Who/ Which?

Draw Define

How? Why? Describe Explain Link