1. Higher Order Thinking Skills
H.O.T.S
A good teacher makes you think even when you don’t want to.
(Fisher, 1998, Teaching Thinking)

2. Higher Order Thinking Skills
Aims of workshop
To give an insight into Blooms Taxonomy
To explain Higher Order Thinking Skills (HOTS)
To explain how teachers are using Blooms Taxonomy in the classroom
To provide guidance on how Blooms Taxonomy can be used at home
To visit the classrooms and see it action!

3. Questioning
AGE
per day
Questions help children to learn through activating their brains. Answering different types of questions also helps to develop knowledge and understanding of different topics.

4. H.O.T.S Based on Blooms Taxonomy
Bloom’s Taxonomy is named after Benjamin Bloom, a psychologist who in 1956 developed the classification of questioning according to six levels of higher level thinking. Bloom devised a taxonomy in order to categorise different levels of thinking. He researched what really made people think and what didn’t require much of the grey matter to be engaged. These thinking skills were further grouped into two categories, lower order thinking skills and higher order thinking skills.
Originally concieved by Benjamin Bloom in 1956.
Revised in 2001.
A classification model of thinking skills

5. Blooms Taxonomy Triangle

6. Blooms Taxonomy Triangle
Bloom’s taxonomy promotes effective questioning through a series of six key types of questions that encourage a deeper engagement with pupils learning (Higher Order Thinking Skills)
This approach allows individuals to consider the breadth of questioning they use

7. Taxonomy Triangle
It is important that all learners are given appropriate opportunities to develop their thinking skills. These skills can be developed across a range of contexts including through more practical or applied learning opportunities:
Lower Order Thinking
Remembering involves such activities as recall and remembering
Understanding might involve activities such as describing, explaining and summarising
Applying requires the learner to use or apply their knowledge and understanding in different contexts

8. Higher Order Thinking
Analysing requires learners to break down information and search for relationships Evaluating involves making an informed judgement about something. Activities such as comparing, contrasting and prioritising Creating happens when learners are required to generate new ideas through activities such as designing and inventing

9. Bloom’s Taxonomy Creating Evaluating Analysing Applying Understanding
Remembering
I can use the information to
build new ideas
How could you change the plot...?
I can say what I think about the
information and back up my opinion
What would you say
is the importance of…?
I can break down the information
to understand it better
What evidence can you find to…?
I can use the information
in a new way
What questions
would you ask of…?
I can explain the ideas
in the information
How could you say that
in your own words…?
I can remember facts
about the information
Where does it say…?
When/why/how did…?

10. Higher Order Thinking in the Classroom
Effective teacher questioning
Pupils asking and answering different questions
A focus on open questions
Using colours and terms consistently
Promoting an awareness of thinking levels to pupils

11. Watch the pupils in action…

12. What one word/phrase describes the main character really well?
Question Fans
How would change the first chapter?
Compare this book to the last one you read. Which is better and why?
 What one word/phrase describes the main character really well?
 What lesson did you learn from the story?
 What is this book about?
 Who are the main characters?

13. Class Displays
All classrooms have a HOTS display…

14. Class Activities Questioning in class using fans
Pupils asking HOTS questions to their peers
Activities linked to Blooms Taxonomy
Early Level
When studying Pirates through IDL, Primary 1 might design a new pirate ship and persuade people to join it
First Level
When studying Egyptians through IDL, Primary 3 might apply their knowledge of pyramids to make a model.
Second Level
When studying Victorians through IDL, Primary 6 might compare and contrast the lives of rich and poor children

15. Class Activities

16. Guidance for using Blooms Taxonomy at home...

17. Using Blooms Taxonomy at Home
Question through Reading
Take time to discuss the book and ask a range of questions before, during and after
Encourage children to ask you questions about the book
Guidance Booklet

18. Any Questions?