1. Improving Higher-Order Thinking Skills (Inclusion Strategies) Presented By: Veronica M. Gómez EDSC 310 Dr. Shand Fall 2015

2. HOTS HOTS (Higher-Order Thinking Skills) Objective: To increase students’ ability to “analyze and evaluate” (p.141) Ivie (1998) Defines HOTS as “use of abstract structures for thinking, organization of knowledge into an integrated system, and application of sound rules of logic”. Outcome: Improve “academic achievement and transfer the (gained) skills to new settings” (p.141)

3. Storyboards Type 1 Sequencing can be made explicit Categorizing information minimizes confusion Acts as a visual tool that initiates dialogue within their groups Students enter “Metacognition” level of thinking as they complete their storyboard Ratifying the Constitution Articles of Confederati on Three Branches of Government Bill of Rights Denison’s Definition: “Storyboarding is a strategy for project planning that begins with a problem”

4. Storyboards Type II “Requires students to draw a series of sketches or cartoon frames.” Rubman and Waters (2000) “Enhanced the integration of text propositions and helped students discover inconsistencies in text.” Results: Provides scaffolding and improves: recall of facts, sequencing skills, exams, organization, and behavior; supports nonlinear thinkers to develop their linear thinking, and aids in student comprehension. Organizing the events as “cause and effect” provides a visual clarity. Students are able to “Reason” because they can see the “cause and effect” of each event unravel. Title (Child Labor Laws in U.S. History) Effect First Event: Second Event: Third Event: Insert Date CauseEffect Cause

5. Flowcharts Accomplishes * Confusion is eliminated when cause and effects are made explicit in a visual form. * Reasoning is developed when the relationships between the events and their causes are clarified.” “The chart describes process and ensures mutual understanding and agreement in the process steps” (Cook 1995). Teaches and demonstrates the: “multiple cause and effect relationship” while students’ learn how to “identify and analyze.” Beneficial for students in math, science, language arts, history, behavioral sciences, and current events Westward Expansion (Topic) “Use for teaching a process that involves several steps”.

6. Venn-Euler Diagram A B A B Compare Contrast Facts in which both have in common Develop logic through examination of relationships Show that neither categories relate to one another List the separate facts in each circle and then list what they have in common in the overlapped circle in the middle “ Reasoning is supported when the invisible is made visible & Frustration is reduced when relationships are explicit”

7. Compare and Contrast Matrix First GroupSecond Group Category #1 (Identify the category in which you are asking students to compare.) Category #2 Category #3 Conclusion: Using the facts that make up the compare and contrast category, students summarize it all together while also pointing out what the groups may have in common. Is a guide that encourages students to think critically. Proven that students transfer their skills in using the Compare and Contrast Matrix to other subjects. Students reported to MacKinnon (2006) that graphic organizers (GOs) helped improved their ability to put together their arguments. “Invisible is made Visible” Confusion reduced when reasoning is supported by facts. Complicated concepts are organized in distinct clear categories. Main Question

8. Using Metaphor’s for HOTS Campfire Metaphor for Cause and Effect Reasoning by Metaphor and Analogy “Influence a reader’s ability to assimilate new concepts into existing conceptual schema” Helps students think beyond what they know and move on to new learning concepts. Develops critical thinking skills (Barrell and Oxman, 1984). Effective because they help students visualize information (Worsely, 1988). Especially in mathematics (Burton) Chiu (1994) Four Reasons: “Justify mathematical operations, integrate knowledge, enhance students’ computational environment, assist student’s recall.” “Combination of verbal and visual provides for dual coding” Help understand multiple cause and effects of a singular event. Grabs student’s attention Skills are “synthesized” as students begin to think metaphorically about other subject matter. Effects of the Event are the smoke Name and Description of the Event in the fire Causes of the events are the logs and match

9. Evaluation Using Matrices (Bloom’s taxonomy list EVALUATION as the highest level of thinking) Evaluation by Elimination by Aspects Matrix Evaluation by Addition Matrix Each alternative solution is examined and given a weighted rating Alternative 1 Alternative 2 Criterion 1810 Criterion 21012 Criterion 31510 Total3332 Decision: Based on the alternative that scored the most in each criterion. Not a “all-or-nothing” matrix. Eliminate each alternate solution if it fails to meet criterion. Alternative 1 (Describe alternate solution) Alternativ e 2 Criterion 1 (identify criterion) Criterion 2 Criterion 3 Decision: A brief written summary on how the alternative was chosen based on fitting the criterion. Makes an impossible task doable Students use critical thinking skills to make judgments Strategy requires organization Best solution is found through elimination All-or-Nothing approach Simplify version of MAUT (Multiattribute Utility Theory) US Air Force uses it to make decisions Edwards and Newman (1982) Identified Ways to Determine the value of each Alternative Fosters enthusiastic student discussion as they defend their reasoning for weighing the alternatives. Great for Addressing Current Events and Civic Issues. Transfers to students’ home life = Use for deciding family vacations

10. Benefits in Implementing Higher-Order Thinking Skills (Inclusion Strategies) Makes the Invisible Visible (the abstract into concrete) Organizing knowledge into a system that interlinks Shows the relationship (cause and effect, compare and contrast etc) of the topic they are learning Motivates students to interact with each other and the content material Graphic Organizers (GOs) help students structure their knowledge and aid in teaching “sequencing, classifying, and comparing and contrasting” DeWispelaere and Kossack (1996). Students operate at the Critical Thinking level: Evaluate, Analyze, and Transfer Skills !