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HOTS and Multiple Intelligences

This document discusses higher-order thinking skills and multiple intelligences. It defines higher-order thinking skills as cognitive processes involving critical thinking, problem-solving, analysis, synthesis and evaluation that go beyond simple recall of information. It also outlines some common higher-order thinking skills such as analysis, synthesis and evaluation. The document then discusses Howard Gardner's theory of multiple intelligences, which proposes that intelligence consists of distinct abilities like linguistic, logical-mathematical, spatial and interpersonal intelligence. Educators aim to integrate these concepts by providing varied learning experiences catering to students' diverse strengths and preferences.

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8 views

HOTS and Multiple Intelligences

This document discusses higher-order thinking skills and multiple intelligences. It defines higher-order thinking skills as cognitive processes involving critical thinking, problem-solving, analysis, synthesis and evaluation that go beyond simple recall of information. It also outlines some common higher-order thinking skills such as analysis, synthesis and evaluation. The document then discusses Howard Gardner's theory of multiple intelligences, which proposes that intelligence consists of distinct abilities like linguistic, logical-mathematical, spatial and interpersonal intelligence. Educators aim to integrate these concepts by providing varied learning experiences catering to students' diverse strengths and preferences.

Uploaded by

adora miranda
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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HIGHER-ORDER THINKING SKILLS

AND MULTIPLE INTELLIGENCE


ADORA E. MIRANDA
TEACHER III
Higher-order thinking skills (HOTS) and multiple intelligences are
two concepts often discussed in the field of education, particularly
in the context of teaching and learning strategies.
• Higher-Order Thinking Skills (HOTS): Higher-order thinking
skills refer to cognitive processes that involve critical thinking,
problem-solving, analysis, synthesis, and evaluation. These
skills go beyond simple memorization and recall of information
and require students to engage in deeper levels of understanding
and application.
• Some common higher-order thinking skills include:
• Analysis: Breaking down information into its component parts to
understand how they relate to each other.
• Synthesis: Combining separate elements or ideas to form a coherent whole.
• Evaluation: Judging the value or worth of ideas, arguments, or solutions
based on established criteria.
• Problem-solving: Applying knowledge and skills to identify and solve
complex problems.
• Creativity: Generating original ideas or solutions through divergent
thinking.
• Multiple Intelligences: Multiple intelligences theory, proposed
by Howard Gardner in 1983, suggests that intelligence is not a
singular, fixed entity but rather a set of distinct abilities or
intelligences that individuals possess to varying degrees.
• Gardner originally identified seven intelligences:
• Linguistic intelligence: Sensitivity to language and the ability to use language effectively.
• Logical-mathematical intelligence: Capacity for logical reasoning and mathematical problem-solving.
• Spatial intelligence: Ability to perceive and manipulate visual-spatial information.
• Bodily-kinesthetic intelligence: Proficiency in using one's body or hands to solve problems or create
products.
• Musical intelligence: Sensitivity to rhythm, melody, pitch, and tone.
• Interpersonal intelligence: Skill in understanding and relating to others.
• Intrapersonal intelligence: Understanding of oneself, including emotions, motivations, and goals.
• Educators often integrate the principles of multiple intelligences
theory into their teaching practices by providing varied learning
experiences that cater to students' diverse strengths and
preferences. This can involve incorporating activities and
assessments that appeal to different intelligences, allowing
students to showcase their abilities in various domains. By
recognizing and nurturing the full range of intelligences,
educators aim to create inclusive and engaging learning
environments that support all learners in reaching their full
potential.

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