1. Using the objects displayed, how can he get fresh water?

2. HOTS Higher Order Thinking Skills
What are HOTS?
Why are HOTS important?
How can we structure our lessons to promote HOTS?

3. 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!

6. 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

7. An example from Science
Aim: 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 body Discuss 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?

8. 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

9. -Will graphs and bar charts help?
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?

10. 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

11. 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

12. 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

13. How do whales manage to breed underwater?

14. Respiration Breathing Photosynthesis Digestion Deforestation

16. Linking Key Terms

17. Investigation

19. 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)

20. Re-design your objectives and tasks

21. 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

22. Important aspects to consider
Creating –
Evaluating –
Synthesising -
Analysing –
Application –
Understanding –
Remembering –

23. Student Task What? Where? Who/ Which? Draw Define How? Why? Describe
Explain
Link