Higher Order Thinking Skills

In English Language Learning (Multimodal literacy Approach)

WORKSHOP, OCT 2015 in Hong Kong

Speaker: Dr Khoo Kay Yong EdD

2

Ministry of Education (2006) of Ontario,

Canada, has incorporated multimodal texts into the curriculum for young children as early as at stage one (p. 45). Multimodal texts are referred to as media texts in the curriculum, and are introduced in the English Curriculum guide as one of four strands: oral communication, reading, writing and media literacy.

In the UK, a new primary curriculum is being reviewed and this will be implemented in 2011. “Viewing”, is defined as a skill necessary for understanding and responding to information, and “broadcasting” is identified as one of the key skills required to present ideas and opinions. (Department for Children schools and families UK, 2009).

Australia has a long history of incorporating multimodal texts into the context of English learning (Curriculum Corporation., 1994; New South Wales Board of Studies, 1998). In the recent outlined Australia National English Curriculum, systematic exploration and production of multimodal texts have been introduced throughout the school years (National Curriculum Board, 2008).

MOE Singapore has also introduced new English Language Curriculum in 2010 for primary and secondary schools to be implemented from 2010. In the new curriculum, viewing and representing skills are introduced as receptive and productive skills to incorporate a wide range of literacy information/functional texts (Singapore, 2010)

There is an acknowledgement that the English Curriculum has to evolve according to the changing world to prepare children for the opportunities and challenges of life in the 21st century.

International Conference 2012, Bangkok

12th March,2012

Today …

1.The introduction

2.The creation of new knowledge

3.Thinking skills with words

4.Thinking skills with sentences

5.Critical thinking

Rote learning and thinking skills

Children’s learning takes place when we answer to the questions they raised.

knowledge-pull model for HOTS learning ..McNamara, D. S., Jacovina, M. E., & Allen, K. (2016).

Reference: Higher Order Thinking in Comprehension. In P. Afflerbach (Ed.), Handbook of Individual Differences in Reading (pp. 164). New York: Routledge.

Learners design their reading pathsContemporary language curricula in schools need to incorporate emerging literacies (Jewitt, 2006; Kress, 2003; Martinec & Leeuwen, 2009)..

Lateral thinkingCreative thinkingCritical Thinking

Explore Communicate

ReflectCollaborate

ConnectCreate

CompetencyCapability

Education is not an industry but an agriculture.

Pre-net theories were developed in a world in which communication was expensive, geographically restricted & the information and content scarce (Anderson, 2010).

Industrial revolution vs Knowledge economyTwenty-first-century

Services / Products / Solutions that do not exist.

Entertainment

PassiveFor enjoyment

Short-livedDoes not require relevance

Escape from problemsUsing the creativity of others

Engagement

ActiveFor learning

Long term resultsMeaningful and applicable

Solving problemsUsing the creativity of the

participants

The brain’s growth is not dependent on discovering the right solution to the problem. Instead, it is the problem-solving process that increases brain growth (Conklin, 2012). Reference:Conklin, W. (2012). Higher Order Thinking Skills. CA: Shell Education.

Bloom’s Taxonomy

Analysis Analyzing:

Classify, defend, demonstrate, distinguish, explain, express, extend, give an example, illustrate, indicate, infer, judge, match, paraphrase, represent, restate, rewrite, select, show, summarize, tell, and translate.

Evaluation Design:

To evaluate information, students need to be able to distinguish essential data from information that is simply interesting. They must be able to identify core themes, form and support opinions, and identify inconsistencies, bias, or lack of coherence or accuracy in a text.Do you agree with…What is your opinion of…How would you prove … ?How would you prioritize…Appraise, compare, conclude, criticize, justify, and support.

Synthesis Create:

Develop a new way to …Suggest another way to …How might you adapt….?Can you predict the outcome if …Rewrite “Little Red Riding Hood” from the perspective of the wolf.Choose, combine, compose, construct, create, design, develop, formulate, hypothesize, invent, make up, originate plan,

Higher Order Thinking Skills

Lateral thinking

Critical thinking

Creative thinking

Thinking that seeks new ways of looking at a problem rather than proceeding by logical steps.

Critical thinking is reasonable, reflective thinking that is aimed at deciding what to believe or what to do.

The process we use to develop ideas that are unique, useful and worthy of further elaboration.

The students must acquire and master the skills at lower levels in order to advance to higher levels on the spectrum of the Bloom Taxonomy (McNamara, Jacovina, & Allen, 2016)

Reference: McNamara, D. S., Jacovina, M. E., & Allen, K. (2016). Higher Order Thinking in Comprehension. In P. Afflerbach (Ed.), Handbook of Individual Differences in Reading (pp. 164). New York: Routledge.

According to the report, either the economy will grow by 2% in the next quarter or else unemployment will continue to rise. Since unemployment cannot rise any higher than it is, the economy is probably going to grow.

Samples learning materials

I love jam.I love ham.I’m not so sure about a clam.`My name is ________ .

I love to skate.

I am never late.

I eat whatever is on my

plate.My name is ________ .

I stand straight as a rail.My name is __________.

To be cool, I use a fan.

I try everything I can.

My name is _________.

Wherever I go,

I am easily seen.

My name is _________.

PamKateGailJeanLan

Brainteasers

An egg

A pair of scissors

A sponge

A bar of soap

A mirror

You must break me before you use me.

If you put your fingers in my eyes, my jaws will open wide.

I’m full of holes but still hold water.

I am bigger when I’m new, but grow smaller with use.

I turn things around but never move myself.

John, Susan, and Terry all believe that the bank robber was a male. John was there during the robbery and saw the robber. Susan read about the robbery in the newspaper. Susan told Terry about the robbery.

Who’s belief would have been better justified ?

John, Susan, and Terry all believe that the bank robber was a male with a long criminal record. John was there during the robbery and saw the robber. Susan read about the robbery in the newspaper. Susan told Terry about the robbery.

Who’s belief would have been better justified ?

References:

Goldtein, J. (2013). 101 Amazing Brainteasers. London: Andrews UK Limited.Leeming, J. (2000). Riddles, Riddles, Riddles: Dover Publications.Namn, E. (2014). Rhyming Riddles and Tons of tongue twisters for miles of smiles. Bloomington:

AuthorHouse.