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Hots Strategi

The document discusses teaching strategies aimed at enhancing higher order thinking skills (HOTS) among students, emphasizing the importance of critical, logical, and creative thinking. It outlines the differences between lower order thinking skills (LOTS) and HOTS, highlighting the need for an environment that encourages exploration through open-ended questions and group activities. Effective teaching methods should activate prior knowledge, incorporate varied classroom activities, and utilize diverse assessment forms to support cognitive development.

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Zaky Djazuly Faried
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2 views11 pages

Hots Strategi

The document discusses teaching strategies aimed at enhancing higher order thinking skills (HOTS) among students, emphasizing the importance of critical, logical, and creative thinking. It outlines the differences between lower order thinking skills (LOTS) and HOTS, highlighting the need for an environment that encourages exploration through open-ended questions and group activities. Effective teaching methods should activate prior knowledge, incorporate varied classroom activities, and utilize diverse assessment forms to support cognitive development.

Uploaded by

Zaky Djazuly Faried
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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TEACHING STRATEGY FOR

INCREASING HIGHER
ORDER THINKING SKILL
Miss Y
Thinking is a general and extensive term
used to describe intellectual functions.
Because thinking is a mental process, it
cannot be observed directly, but some
action reflects thinking and this is known
as cognitive skills (Ozgelen, 2012). There
are two types of cognitive skills; lower
order thinking skills (LOTS) and higher
order thinking skills (HOTS).
definition
 Higher order thinking skills include critical,
logical, reflective, metacognitive, and
creative thinking. They are activated when
individuals encounter unfamiliar problems,
uncertainties, questions, or dilemmas. Successful
applications of the skills result in explanations,
decisions, performances, and products that are
valid within the context of available knowledge
and experience and that promote continued
growth in these and other intellectual skills.
Higher order thinking skills are grounded in lower
order skills such as discriminations, simple
application and analysis, and cognitive strategies
and are linked to prior knowledge of subject
matter content. Appropriate teaching strategies
The differences of LOTS and HOTS

LOTS HOTS

The skills that  the skills requiring


students to applying and
involve acquiring evaluate knowledge are
knowledge and known (Ozgelen, 2012)
understanding
 also can be
conceptualized as a non-
knowledge algorithmic, complex
(Ozgelen 2012) mode of thinking that
often generates multiple
solutions to the proposed
problem (Norman, 2009).
lower order thinking demands only
routine or mechanical application of
previously acquired information such as
listing information previously memorized
and inserting numbers into previously
learned formulas.
In contrast, higher order thinking
challenges the student to interpret,
analyze, or manipulate information.
The differences between HOT and
Routine Teaching
Teaching Higher Order
Thinking Skills
there are two steps to improving HOTS among
students. First, is to create an environment for
students to explore more about the complex
problems by asking open-ended questions. Second,
is creating opportunities for all students to think
about their own thinking through group activities.
In order to achieve this goal teachers should use
effective teaching methods that require the
students to use varied thinking skills (Chapman &
Aspin, 2013; Voica & Singer, 2011). Research
advocated that effective strategies for developing
students’ HOT should have the following
characteristics:
Activating the Using classroom
activities; these will
student’s prior
provide students with
knowledge; background science
activating student’s information,
prior knowledge straightforward steps,
would assist them to and gives them the
make connections opportunity for hands-on
between the previous inquiry for seeking
knowledge and the science inspiration. Many
of these activities can be
new information they
prepared and completed
will be learning. By in a short time, making
tapping into what them easy to integrate
students already into a classroom setting
know through asking (Bilgin, 2006; Marshall &
critical questions, Horton, 2011).
teachers can support
students in the
 Grouping  Assessment
approach; sharing forms; science
experiences in teachers should
small group use different forms
activities will of assessment
improve students’ such as alternative
knowledge and assessment and
help them to apply evaluation
the acquired approaches (Miri et
knowledge into real al., 2007; Zohar &
life situations. Schwartzer, 2005).
Based on the theories of cognitive development
such as Bruner’s theory and Gagne theory
(Bibergall, 1966; Johnson, 2008; Ozgelen, 2012),
research identified three main constructs of
cognitive development:
1. Acquiring knowledge; this construct can be
improved through activating students’ prior
knowledge or retrieving relevant knowledge from
long term memory. Besides, students can gather
the information in order to understand the
phenomena, by using basic thinking skills such as
defining terminology, classifying and comparing
objects (Aktamis & Yenice, 2010) which are lower
order thinking skills (LOTS). However, these basic
skills play a critical role in supporting development
of HOT skills (Zohar & Schwartzer, 2005).
2. applying knowledge; students must be
encouraged to work with data or scientific
material using different thinking skills to move to
deep understanding of the usefulness and
applicability of this scientific material to everyday
life, by using more complex cognitive skills such
as formulating hypothesis, collecting the data
and critiquing (Lati, Supasorn, & Promarak, 2012;
Qin, 2011).
3. Reflection on knowledge; this construct
requires students to use higher level of cognitive
skills such make judgment about what has
happened and suggesting another way to solve
the problem (Phan, 2009; Zachariades, Christou,
& Pitta-Pantazi, 2013).

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