Higher-order Thinking at Otahuhu Intermediate

He who learns but does not think is lost (Chinese Proverb)

Overview Students of the future should be able to.. Students of the future should be able to.. What is higher-order thinking? What is higher-order thinking? When we learn about social studies we use the action learning process When we learn about social studies we use the action learning process When we learn about science we use the scientific process When we learn about science we use the scientific process When we learn about technology we use the design process When we learn about technology we use the design process De Bonos Thinking Hats De Bonos Thinking Hats Bloom’s Revised Taxonomy Bloom’s Revised Taxonomy Graphic Organisers Graphic Organisers

The students of the future should be able to: Solve problems Solve problems Think creatively- invent and generate new ideas and knowledge Think creatively- invent and generate new ideas and knowledge Think critically- challenge, debate, refute Think critically- challenge, debate, refute Make decisions- compare, analyse, select, justify Make decisions- compare, analyse, select, justify Analyse and evaluate information and ideas Analyse and evaluate information and ideas Plan for the future Plan for the future

What Is Higher-order Thinking? Higher-order thinking by students involves transforming existing information and ideas into a real meaning for them. Higher-order thinking by students involves transforming existing information and ideas into a real meaning for them. This happens when students take facts and ideas and synthesise, generalise, explain, or hypothesise to interpret them and reach their own conclusion. By using Blooms revised taxonomy, action learning, the design process, the scientific process and De Bonos Thinking hats our students are using higher order thinking skills.

What Is Higher-order Thinking? Continued…. When students produce their own knowledge they are using higher order thinking skills. When they recall information, copy or do rote learning, they are using lower order thinking skills. Citizens for the future need higher order thinking skills.

When we learn about social studies we use the action learning model Deciding : using brainsorms, questions, keywords Finding : using libraries, internets, interviews, field trips Recording : using note taking, punctuation layout Presenting : using multimedia, the arts, visual presentation Evaluating : reflecting how action learning was used, about the skills learned, about the presentation learned, about the presentation Our students learn the skills to use the process well.

When we learn about science science we use the scientific process Observing : skills to observe clearly Observing : skills to observe clearly Gathering Information: skills to gather information in grids and graphic organizers Gathering Information: skills to gather information in grids and graphic organizers Processing and interpreting information: skills to graph information, to explain findings Processing and interpreting information: skills to graph information, to explain findings Presenting findings: skills to present findings and conclusions to an audience Presenting findings: skills to present findings and conclusions to an audience Developing scientific attitudes: being analytical, being accurate when measuring, making a fair test, using equipment fairly and properly, having an open mind when discussing with others Developing scientific attitudes: being analytical, being accurate when measuring, making a fair test, using equipment fairly and properly, having an open mind when discussing with others

When we learn about technology we use the design process

There are a variety of higher order thinking tools to help us think critically. These are the tools we are practising today. Blooms revised Taxonomy Blooms revised Taxonomy De Bonos Thinking Hats De Bonos Thinking Hats Graphic Organisers Graphic Organisers

Higher-order Thinking is:

De Bono’s Thinking Hats " There are six imaginary thinking hats, each having a different colour. Each of the six hats represents a different type of thinking. When you "put on" one of the hats, you exclusively operate in that mode of thinking. When you change from one hat to another, you change from the thinking mode indicated by the first hat to the thinking mode indicated by the second hat." Red Hat Thinking * Emotions, feelings, hunches and intuition * Feelings might alter over time after discussion * An individuals' feeling might be mixed White Hat Thinking * Facts, figures, information * Neutral information * What information do we have? * What information is missing? * How do we get the information we need? White Hat Thinking * Facts, figures, information * Neutral information * What information do we have? * What information is missing? * How do we get the information we need? * Will the plan work? * What are the dangers of this plan? * Will the plan work? * What are the dangers of this plan? Blue Hat Thinking * Thinking about thinking * Where are we now? * What is the next step Yellow Hat Thinking * Advantages, benefits, savings * What are the benefits - why? Black Hat Thinking * Concerned with reality. Cautious * Do the conclusions follow from your evidence? * Is your claim justified? * Will the plan work? * What are the dangers of this plan Green Hat Thinking * Exploration, proposals, suggestions, new ideas * Creative thinking * Seeks to broaden the range of options before any one of them is pursued in more detail

For example, room ten students were exploring what “guardianship of the land meant to them” it involved growing plants, and investigating the importance of plants and our plant environment Red Hat = What are my feelings about the being a guardian of the land? Red Hat = What are my feelings about the being a guardian of the land? White Hat = What are some facts we have learned about our plants and growing environment? Blue Hat = Think of ways to prevent problems developing our environment? Blue Hat = Think of ways to prevent problems developing our environment? Green Hat =. What is possible for us to do as users of the land? Green Hat =. What is possible for us to do as users of the land? Black Hat =What questions or issues does our learning about our land raise? Black Hat =What questions or issues does our learning about our land raise? Yellow Hat = What are the good points we have learned aboutbeing guardians of the land?

Blooms revised Taxonomy is a tool used to help students reach higher thinking levels Higher-order thinking occurs at the top three levels of Bloom's Revised Taxonomy Higher-order thinking occurs at the top three levels of Bloom's Revised Taxonomy Analysing Analysing Evaluating Evaluating Creating. Creating.

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

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

Creating Green Hat, SCAMPER, Evaluating, Decision Making Matrix, PMI, Prioritising. Analysing Yellow Hat, Black Hat, Venn Diagram Applying Blue Hat, Brainstorming, Flow Chart. Red Hat Understanding Graphic Organisers, Reverse Listing, PMI, Webs (Inspiration). Remembering White Hat, Alphabet Key, Graphic Organisers, Acrostic, Listing, Brainstorming, Question Key.