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‘HOTS IN ENGLISH’WORKSHOP
The World Has Changed
We have moved into a more demanding cognitive age, compelling people to become better at absorbing, processing and combining information.
Can we learn to change with it?
Who might our kindergarten children be working with on an on-the-job project in 2025?
3
Three-Question Exercise
1
2
3What would learning look like if it were designed around your answers?
What will the world be like 20 years from now?
What skills will your child need to be successful in that world?
Globalization Is an Integral Part of This Generation ………….
Because of globalization—the ongoing process of intensifying economic, social, and cultural exchanges across the planet—young people the world over need more innovative thinking skills, cultural awareness, higher-order cognitive skills, and sophisticated communication and collaboration skills than ever before.
Tony Wagner, co-director of the Change Leadership Group, examines the U.S. education system in the 21st century, considers why American students are falling behind their international peers, and proposes methods to begin to correct the downward slide. The global achievement gap is the
gap between what we are teaching and testing in our schools, even in the ones that are most highly-regarded, versus the skills all students will need for careers, college, and citizenship in the 21st century.
What qualities do you most want in a potential new employee?
Seven Survival Skills • critical thinking and problem
solving;• collaboration across networks
and leading by influence; • agility and adaptability; • initiative and
entrepreneurship; • effective oral and written
communication; • accessing and analyzing
information; and• curiosity and imagination.
Wagner hears that the single most important skill is the ability to ask the right questions.
RESPONSES
Challenges of 21st Century Teaching
· Greater Need for Education in Society and Economy
· Higher Standards for Learning
· More Diverse Students with Greater Educational Needs
· Greater Expectations of Schools for Ensuring Success
There are new 21st Century Contexts
Global Competition
Global Cooperation
Information Growth
More Jobs & Careers
Service Economy
Why are 21st century skills so important?
SIX CRITICAL SKILLS FOR 21st CENTURY
CRITICAL SKILLS
COMMUNICATIONCREATIVITY &INNOVATION
INFORMATION LITERACY
RESPONSIBLE CITIZENSHIP
COLLABORATION
PROBLEM SOLVING
370
SOURCE: World Bank EdStats; IMF; UNESCO; PISA, TIMSS, PIRLS, Global Insight; McKinsey & Company
1 Universal scale created by McKinsey & Co., based on Hanushek & Woessmann methodology, to enable comparison across systems. 2 Public spend per student for basic education (pre-school, primary, and secondary school levels) for 2008 current prices
Note: Malaysia 2008 public spend is US$3000, while in 2012, public spend is US$3500 (PPP adjusted)
Public spend per student2, PPP units
7,000–8,000
8,000–9,000
Excellent
3000–4,000
2,000–3,000
1,000–2,000
0–1,000
327
10,000+
9,000–10,000
4,000–5,000
Kyrgyzstan
6,000–7,000
Poor
Fair
Good
Great
478
560
540
500
480
440
420
320
0
580
520
460
380
340
400
360
UAE
455
Kazakhstan
Morocco
Thailand
ColombiaTunisia 397
441
Argentina
Chile
MexicoRomania
Malaysia 20082
412
489
Bulgaria
Slovak Republic
Russia
Serbia
422
578
Croatia
Poland
Chinese Taipei
Shanghai
544
458
Australia
Czech Republic
Israel
Korea, Rep.Singapore
458
547
Japan
Hong Kong
Portugal
New Zealand
Macao SAR, China
402
531
France
Germany
Spain
530
486
Canada
Italy
Ontario
Slovenia
464
545 Finland
Ireland
UK
483
531
Netherlands
USA
Luxembourg
Belg.Flanders
5,000–6,000
Armenia
El Savador
Philippines
Syria
Panama
Moldova
Algeria Mauritius
Turkey Iran
Lithuania
Botswana
Oman
LatviaHungary
Estonia
Malta
Cyprus
Iceland
Sweden
Switzerland
Denmark Norway
Belg. CFB Austria
Saudi ArabiaUruguay
Azerbaijan
IndonesiaGhana
Georgia
Jordan
W. Cape
BahrainGreece
Kuwait
Universal scale score1 2009 (max, median, min)
QUALITY: We are in the ‘poor’ performance band internationally, ~3 schooling years behind top performing Asian countries
13
18 United Kingdom 494
19 Germany 497
OECD Average
PISA 2009+ results: Malaysia ranks among the bottom third of 74 participating countries on all three
dimensionsReading1 Math2 Science3
Regional peers
Rank CountryMean score Rank Country
Mean score Rank Country
Mean score
1 Shanghai-China 556
2 Korea 539
3 Finland 536
4 Hong Kong 533
5 Singapore 526
55 MALAYSIA 414
62 Indonesia 402
1 Shanghai-China 5752 Finland 554
3 Hong Kong 5494 Singapore 542
5 Japan 539
12
34
5
Shanghai-ChinaSingapore
Hong KongKorea
Taiwan
600562
555546
543
52 Thailand 419
68 Indonesia 371
42 Russian Fed. 459
43 Chile 449
International Average
53 Thailand 421
57 MALAYSIA 404
41 Croatia 460
42 Israel 447
International Average
51 Thailand 425
66 Indonesia 383
52 MALAYSIA 422
40 Greece 470
41 Malta 461
International Average
3
SOURCE: PISA 2010
Slovak Republic
20 Austria 496
21 497
20 Ireland 508
21 Czech Republic 500
……
……
…
……
……
…
Note: Countries are ranked in descending order of the percentage of top performers (Level 5 or 6).
OECD Average OECD Average
International skills: Malaysian students are poorer in knowledge application and complex problem-solving than their peers
1 Advanced benchmark: able to organize information, make generalisations, solve non-routine problems and draw and justify conclusions from data
2 Romania included for comparison due to similarities in population size and GDP per capita. Note: Countries arranged by proportion of students in advanced level in descending order
SOURCE: TIMSS 2007 for 8th Grade
% of students by performance level in TIMSS Maths
58 5763
6380
73
4840 40
31
79
25
0
Int’
lavera
ge
Indonesi
a
52
2
Mala
ysi
a
18
2
Thaila
nd
34
3R
om
ania
2
17
4
Hong K
ong
6
Sin
gapore
3
Kore
a
2
Intermediate
Below minimum
Advanced1
80
77 77 75 7565
3217
10
61
82
22
Sin
gapore
7
Int’
lavera
ge
2
3523
Rom
ania
2
3
20
0
8
Kore
a
3
Indonesi
a
Mala
ysi
a
3
20
Thaila
nd
3
Hong K
ong
% of students by performance level in TIMSS Science
Cognitive skills: Student performance is lagging across all dimensions in comparison with peers
SOURCE: TIMSS 2007 for 8th Grade
596
397
581
574
477
398
595
593
569
478
579
579
557
468
405
300 400 500 600
South Korea
Singapore
Hong Kong
Malaysia
Indonesia
Reasoning
Applying
Knowledge
Scores in TIMSS MathsTIMSS 2007 score
543
532
554
458
425426
567
547
522
473
558
438
564
533
487
400500600
Hong Kong
Singapore
South Korea
Malaysia
Indonesia
Scores in TIMSS ScienceTIMSS 2007 score
Malaysia performance across knowledge recall, application and reasoning all lag behind peers countries
LACK OF HOTS AMONG OUR M’SIAN STUDENTS TO BECOME
21ST CENTURY INNOVATORS, THINKERS AND
ENTREPRENEURS.
ONE MAJOR IMPEDIMENT TO SUCH A SUSTAINED DEVELOPMENT = THE
DELIVERY OF OUR PRESENT EDUCATION SYSTEM
The passive learning styles and non-
innovative teaching styles
Are our students globally aware?
Are our students self-directed?
Are our students good collaborators?
Are our students critical thinkers and problem solvers?
Are our students ready?
Implementing higher order thinking skills (HOTS) in the curriculum, assessments and training
TIMSS and PISA have demonstrated that our students struggle with higher-order thinking skills
This has been enforced by surveys of Malaysian and multinational companies
Need to embed HOTS into new KSSM and KSSR curriculum and assessments to raise quality of education to an international standard
RATIONALE
OUTCOME
KPI AND 2015 TARGET
IMPACT ON JPN AND PPD
To equip every student with the required 21st century skills so as to maximise their employability in the today’s increasingly global workforce
Training to deliver enhanced curriculum to students
All Math and Science teachers to be trained in HOTs by 2014
LOW ORDER THINKING (LOT) is often characterized by the:
- recall of information or
- explanation of ideas and concepts
(LOT)
Bloom's Taxonomy
….. a classification of the different learning objectives that educators set for students
…divides educational
objectives into 3 domains: Cognitive,
Affective, and Psychomotor
loosely described as knowing/head, feeling/heart and doing/hands respectively
Within each domain, learning
at the higher levels is
dependent on having attained
prerequisite knowledge and skills at lower
levels.
27
Revised taxonomy of the cognitive domain Anderson and Krathwohl (2001)
ANDERSON, L W, & KRATHWOHL D R (eds.) (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York: Longman
BLOOM’S TAXONOMY
HOTS
LOTS
WHY HOTS ?????
• If we want our students to develop the capacity to think, reason and problem solve, then we need to start with high-level, cognitively complex tasks.
Stein and Lane, 1986
Self-directe
d
Self- discipline
d
Self-correcti
ve
Self-monitore
d
STUDENTS WHO ARE HIGHLY
STIMULATED IN
HOT…….
Projects/activities/
assignments in classroom must include Qs that
challenge students’
thinking process
Clarify their understanding
Make knowledgeab
le assumptions
Come up with
reasons and
evidence
Define their viewpoints
and perspectives
Determine implications
and consequence
s
Evaluate the
concept at hand
in its entirety
Cognitive Domain Suggested Verbs Remember(Knowledge)
-shallow processing: drawing out factual answers, testing recall and recogniiton
ChooseDescribeDefineIdentifyLabel
MatchMemorizeNameOmitRecite
RecognizeSelectStateList
Understand (Comprehension)
-translating, interpreting and extrapolating
ClassifyDefendDemonstrateDistinguishExplainRepresentRestateTranslate
ExpressExtendGive exampleIllustrateindicateRewriteSelectShow
InterrelateInterpretInferJudgeMatchParaphraseSummarizeTell
Bloom’s Taxonomy and Verbs: Examples of verbs to use for each cognitive level.
Cognitive Domain Suggested Verbs
Apply -knowing when to apply, why to apply, and recognizing patterns of transfer to situations that are new, unfamiliar or have a new slant for students.
ApplyChooseDramatizeExplain Use
GeneralizeJudgeOrganizePaintPrepare
ProduceSelectShowSketchSolve
Analyze
-breaking down into parts, forms.
AnalyzeCategorizeClassifyCompare
DifferentiateDistinguishIdentifyInfer
Point outSelectSubdivideSurvey
Evaluate
-according to some set of criteria and state why
AppraiseJudge
CriticizeDefend
Compare
Create (Synthesis)
-combining elements into a pattern not clearly there before
ChooseCombineComposeConstruct CreateTell
DesignDevelopDoFormulateHypothesizeInvent
MakeMake upOriginatePlanProduceRole play
PERFORMANCE INDICATORS IN KSSM SECONDARY SCHOOL-BASED ASSESSMENT FOR ENGLISH LANGUAGE
Descriptors and EvidenceExtracted from Form 2 English Language DSP
GALLERY WALK
ARE THE RESPONSES REFLECTIVE OF THESE THINKING
PROCESSES?
Clarify their understanding
Make knowledgeab
le assumptions
Come up with
reasons and
evidence
Define their viewpoints
and perspectives
Determine implications
and consequence
s
Evaluate the
concept at hand
in its entirety
Daughter:
“Dad, I’m in love with a boy who’s far from me. I’m in Australia and he lives in the UK. We met on a dating website, became friends on Facebook, had long chats on Whatsapp, he proposed to me on Skype and now we’ve had 2 months of relationship through Viber. Dad, I need your blessings and good wishes.”
ACTIVITY 3 – 5 mins.
PREDICT what her father would say…………
DAD: …………………….…………………………….
Father:
“Wow! Really!! Then get married on Twitter, have fun on Tango, buy your kids on Amazon and send them through Paypal. And if you’re fed up with your husband…. Sell him on Ebay…….”