Teacher Readiness to Engage Students in

the 21st Century Learning:

Integrating Higher Order Thinking Skills

Anita Lie
Unika Widya Mandala Surabaya
https://anitalie.wordpress.com
Implementing HOTS
in your Classrooms

• WHY
• WHAT
• HOW
WHY
The Public Space in IR 4.0
WHY
WHY Meet the Generation Alpha
born after 2010

Are we ready for them?

WHY
WHY

Klaus Schwab

The Fourth Industrial Revolution

“New technologies and approaches

are merging the physical, digital, and
biological worlds in ways that will
fundamentally transform humankind.”
WHAT
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher,
15, 4-14.

Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational
Review, 57, 1-22.

Professional Competence Pedagogical Competence

Content Pedagogical
Knowledge Knowledge

What How
Pedagogical
Content
Knowledge

How to deliver the What

HOTS
STEAM
WHAT

Teaching Skill
• Understanding the
Curriculum

• Turning it into a Lesson

Plan

• Delivering the Lesson

Plan

• Assessing the Outcome.

WHAT

Curriculum Basic Enrichment

Structured Mastery

Enrichment
Nonstructured
Organic
WHAT

Lesson-Planning
i a l s
Ma ter
Method:

i a
M ed • Problem-Based Learning

• Project-Based Learning

• Cooperative Learning

• Hybrid Learning (pemerataan

akses dan Digital Literacy)

• …. etc
WHAT

Delivering • Opening the Lesson

the Lesson •…
•…
•…
•…
•…
•…
•…
• Ending the Lesson
WHAT

Delivering • Opening the Lesson

the Lesson •…
•…
•…
•…
•…
•…
•…
• Ending the Lesson
WHAT Assessing
the Outcome

• Are students engaged?

• Do students learn what
they are supposed to
learn?
WHAT

In life,
you are tested
and then you learn.

Teaching HOTS
is preparing students
to face life’s tests.
In school,
you learn
and then you are tested.
WHAT

Higher-Order Thinking

The level of thinking that requires a

person to go beyond facts and
enables a person to use knowledge,
not just know it.
 WHAT
HOT as Transfer

Teaching
and
Assessing
HOT as
HOTS
Critical Thinking

HOT as
Problem Solving
 General Principles 

for Teaching HOTS:

◆ Model as Higher-Order Thinker.

Think Aloud.
◆ Engage your students by
prompting through challenging
question. Do not spoon-feed
them.
◆ Engage your students in
collaborative thinking.
◆ Cultivate habits of thinking.
https://anitalie.wordpress.com
www.teacherspayteachers.com
 General Principles for Assessment:
◆ Specify clearly the kind of thinking and the :
scope of content you want to assess. TS
HO
n g
◆ Design performance tasks or test times s i
e s
that require students to use the targeted s s
thinking and content knowledge. r A
fo
◆ Decide what you will
l es
take as evidence that ci p
showed this kind of r i n
thinking about the l P
a
appropriate content. ner Use introductory material
G e
Use novel material
Manage cognitive complexity 

WHAT
and difficulty separately
Manage cognitive complexity and difficulty separately

Easy Difficult

Who is the main character in Name all characters in Malin

RECALL
Malin Kundang? Kundang.

• Guess what was in Malin

Kundang’s mind when he
saw his mother show up in
front of his rich wife.

Why did Malin Kundang

HIGHER-ORDER THINKING pretend not to know his own • How did he resolve it?

mother? • How did the mother feel?

• Why did his action lead

him into a disaster?

• What laws/norms did

Malin Kundang violate?
HOT as Transfer HOW
What is
HIGHER ORDER THINKING (HOT)?

H
O
T
y
om

S
onx
Ta
m’s
oo
Bl

L
O
T
S
 HOW

Anderson and Krathwhol, A Taxonomy for Learning, Teaching, and Assessing.

HOW

Creating

Processing

Basic

Anderson and Krathwhol, A Taxonomy for Learning, Teaching, and Assessing.

HOW
 HOW

Creating
How high can you go?

Processing

Basic

Anderson and Krathwhol, A Taxonomy for Learning, Teaching, and Assessing.

 HOW

Creating
What would it be
 Can you design
 What is your

like if . . . ? ...? theory about . . .?

Would it be
 What would you
 What do you think


How high can you go?

better if . . . ? recommend? about . . .?

Processing What was the 

Can you compare/
 Why did it 

problem with . . . ?
contrast. . . .? happen?
Where could
 What would you

What happens? this happen? do if . . . .?
Basic What is the Can you explain

Please describe
main idea of? ....?
….

What is …? Make a list of

Define the word.
Who/When/Where? ….

Anderson and Krathwhol, A Taxonomy for Learning, Teaching, and Assessing.

HOW HOT as
Critical Thinking

Project Zero, Harvard U.

 Observing and Describing

See Think
What do you notice?
What do you think is going on?

Wonder
What does it make you wonder?
 Comparing and Connecting
Connect Extend
How is this connected to
what you already know? In what new ways does this
extend your thinking?

Challenge
What challenges or puzzle does this
raise for you?

Finding Complexity
 Exploring

Viewpoints

Perspectives
Shifting
Challenging
Ideas

Compass Points
 HOT as
Critical Thinking

Deduction Induction

Instances
Specific
Reasoning
Premises

Identify assumptions Study data, examples,

and premises. and other information.

Build a conclusion. Reason

by analogy

Susan Brookhart (2010). 


How to Assess HOTS in Your Classroom. ASCD
 Questioning & Investigating W

“Judge a man by his questions rather than by his answers.”

― Voltaire

“The scientist is not a person who gives the right answers,

he's one who asks the right questions.”
― Claude Levi-Strauss

What is your question?

Is it important?
Is it essential?
WHAT MAKES A QUESTION ESSENTIAL?
• How do the arts shape, as well • What common artistic rituals
as reflect a culture? were performed by Balinese?
• What do effective problem • What steps did you follow to
solvers do when they get stuck? get your answer?
• How strong is the scientific • What is a variable in scientific
evidence? investigations?
• Is there ever a “just” war? • What key event sparked WW1?
• How can I sound more like a • What are common English
native speaker? colloquialisms?
• Who is a true friend? • Who is David’s best friend?
Jay McTIgh & Grant Wiggins. Essential Questions: Opening doors to student understanding. ASCD, 2013.
 7 defining characteristics of
a worthy essential question:
1.open-ended

2.thought-provoking

3.higher-order thinking

4.important, transferable ideas within and across

disciplines

5.raises additional questions and sparks further inquiry

6.requires support and justification

7.recurs over time

Jay McTIgh & Grant Wiggins. Essential Questions: Opening doors to student understanding. ASCD, 2013.
 Susan Brookhart (2010). 

HOT as How to Assess HOTS in Your Classroom. ASCD

Problem Solving

Teaching and Assessing Problem Solving:

1. Identify a problem to be solved.
2. Identify irrelevancies.
3. Describe and evaluate multiple strategies.
4. Model a problem.
5. Identify obstacles or additional information for solving a problem.
6. Reason with data.
7. Use analogies.
8. Solve a problem backward.
 Creative Problem Solving

Thinking
out of th
e box

m wi t h
p robl e
i f yi g
n a
Iden t
e y e s
fresh
 Assessment
Strategy

◆ Give the rubric in the beginning of the semester.

◆ Make relevant and consistent rubrics.


◆ Provide comprehensive and detailed instructions.

◆ Communicate your expectations for HOTS.

◆ Provide concrete feedback for improvement.

◆ Ask students to design their own progress.

 Teachers need to:
• act as facilitators
• design an active and collaborative
learning

• make use of media and technology

(including games) for active and
collaborative learning

• be life-long learners
 A. Three important lessons I have learned today:

:
ay 1. ………………………………..

aw
e-

2. ………………………………..

k
Ta

3. ………………………………..

B. I’m planning to improve my teaching through these changes:

1. …………………………………………………………………

2. …………………………………………………………………

3. …………………………………………………………………