1. Teaching a Higher-Order Thinking Skill (HOTS) with Deductive Methodology #1

2. Deductive Methodology #1- Stage 1
For Count That Day Lost
First we will explicitly teach the
HOTS of Explaining patterns.
The first stage is to explicitly teach the HOTS
Process
Description
Stage 1
Explicit teaching of the HOTS
Stage 2
Applying the HOTS to other areas of the students’ lives
Stage 3
Reading the text
Stage 4
Checking basic comprehension through LOTS
Stage 5
Applying the HOTS to the text through tasks in Analysis and Interpretation

3. Explaining Patterns Explicit Teaching of the HOTS
There are many different ways to explicitly teach the HOTS of Explaining patterns. Numerical or shape sequences are one example. The link below is another example of patterns which you can show your students to explain the HOTS. Escher

4. Students will be able to: Sample Tasks/Questions
Naming of the HOTS
What did you just watch?
What kinds of things repeated themselves?
Can you describe the types of patterns that you saw?
What made each of them special?
What did they have in common?
We have just learned a skill called :
Explaining Patterns
Thinking Skill
Students will be able to:
Sample Tasks/Questions
Explaining patterns
identify and explain different patterns in the text and explain their significance.
Explain why certain lines/ phrases/words are repeated.
What behavior does the character repeat?
Where is the rhyme scheme of the poem broken and why?

5. Deductive Methodology #1- Stage 2
Elicit from the students in what ways can you apply this HOTS to their lives?
Examples: (Anything that has a cyclical or repetitive nature is a pattern)
Cutlery settings Seasons
Logos on products School schedules
School uniforms
And more…..
The second stage is to apply the skill to the students’ lives.
Process
Description
Stage 1
Explicit teaching of the HOTS
Stage 2
Applying the HOTS to other areas of the students’ lives
Stage 3
Reading the text
Stage 4
Checking basic comprehension through LOTS
Stage 5
Applying the HOTS to the text through tasks in Analysis and Interpretation

6. Deductive Methodology #1 Stage 3
Read the poem
Count That Day Lost by George Eliot
aloud to your class
The third stage is to read the text.
Process
Description
Stage 1
Explicit teaching of the HOTS
Stage 2
Applying the HOTS to other areas of the students’ lives
Stage 3
Reading the text
Stage 4
Checking basic comprehension through LOTS
Stage 5
Applying the HOTS to the text through tasks in Analysis and Interpretation

7. Deductive Methodology #1 Stage 4
The fourth stage is to check basic understanding of the text
For Count That Day Lost
The activities we did in Session 3
Process
Description
Stage 1
Explicit teaching of the HOTS
Stage 2
Applying the HOTS to other areas of the students’ lives
Stage 3
Reading the text
Stage 4
Checking basic comprehension through LOTS
Stage 5
Applying the HOTS to the text through tasks in Analysis and Interpretation

8. Deductive Methodology #1 Stage 5
For Count That Day Lost
There are many different types of patterns we can look for in the poem:
Rhyme
Rhythm
Word repetition
Behavior of a character
Message of the narrator
The fifth stage is to apply the HOTS to the text.
Process
Description
Stage 1
Explicit teaching of the HOTS
Stage 2
Applying the HOTS to other areas of the students’ lives
Stage 3
Reading the text
Stage 4
Checking basic comprehension through LOTS
Stage 5
Applying the HOTS to the text through tasks in Analysis and Interpretation

9. Teaching a HOTS with a Methodology – Summary
There are three different methodologies to use. We have just learned Deductive Methodology #1.
Process
Description
Stage 1
Explicit teaching of the HOTS
Stage 2
Applying the HOTS to other areas of the students’ lives
Stage 3
Reading the text
Stage 4
Checking basic comprehension through LOTS
Stage 5
Applying the HOTS to the text through tasks in Analysis and Interpretation