7. 7
• LEARNER-CENTERED CLASSROOM AND PERSONALIZED
INSTRUCTIONS
• LOOK AT STUDENTS AS PRODUCERS
• LEARN NEW TECHNOLOGIES (CHECK
WWW.LYNDA.COM)
• GO GLOBAL
• BE SMART AND USE SMART PHONES
• BUILD YOU OWN DIGITAL FOOTPRINT
• BLOG
• COLLABORATE
• CONNECT
• PROJECT-BASED LEARNING
• INNOVATE
• KEEP LEARNING
9. 9
This is when our learners use
complex ways to think about
what they are learning.
10. WHAT IS HOTS?
THIS REQUIRES LEARNERS
• TO UNDERSTAND FACTS
• INFER FROM THEM
• CONNECT THEM TO OTHER FACTS AND CONCEPTS
• CATEGORIZE THEM
• MANIPULATE THEM
• PUT THEM TOGETHER IN A NEW OR NOVEL WAY
• APPLY THEM AS THEY SEEK NEW SOLUTIONS TO PROBLEMS
10
15. 15
Metacognition is awareness of
one’s own thought processes.
Metacognition refers to higher
order thinking which involves
active control over the
cognitive processes engaged in
learning.
16. 16
Activities such as
• planning how to approach a
given learning task,
• monitoring comprehension,
• and evaluating progress
toward the completion of a
task are metacognitive in
nature.
17. 17
“I make the learner become aware
of his accountability to learn for his
own sake and clarify my role in his
learning.”
22. FLUENCY
Production of a great number of
ideas
Key Words: compare, convert,
count, define, describe, explain,
identify, label, list, match, name,
outline, paraphrase, predict,
summarize
23. Application Activities:
• Trace a picture and label the parts
• Outline an article you find on your
topic
• How many uses can you think of for
a clothes hanger?
• List 10 things that are commonly
red or contain red.
24. FLEXIBILITY
Production of ideas that show
variety of possibilities or realms of
thought
Key Words: change, demonstrate,
distinguish, employ, extrapolate,
interpolate, interpret, predict
25. Application Activities
• What would happen if …there
were no automobiles?
• How would you feel if …you were
invisible for a day?
• How would you group the ideas
about “red” into categories?
26. ELABORATION
Enhancing ideas by providing more
details. Additional detail and clarity
improves interest in, and understanding
of, the topic.
Key Words: appraise, critique,
determine, evaluate, grade, judge,
measure, select, test
27. Application Ideas
• Tell your classmate about your last
family feast using as many details as
possible
• What can you do…to improve its quality
or performance?
• Describe all the possible characteristics
of the red quality in a wagon.
28. ORIGINALITY
Production of ideas that are unique or
unusual; putting info together in a new
way
Key Words: compose, create, design,
generate, integrate, modify, rearrange,
reconstruct, reorganize, revise
29. Application Ideas
• Find an original use for ___.
• What is the strangest way to get
out of bed?
• Design a new ___ that is better
than the one you have.
• Write an unusual title for the
ideas about red.
36. 36
Riddle
A man has married 20 women in
small town. All of the women are
still alive and none of them are
divorced. The man has broken
no laws. Who is this man?
37. The Candle Problem
You are given a box of thumbtacks, and a book of matches.
Affix the candle to the wall so that it will not drip wax onto the
table.
38.
39. 39
Apply problem solving skills
(a) There are 200 marbles in a box. All
marbles are either red or blue. If there
are 40 more red marbles than blue, how
many red marbles are there in the box?
A. 40
B. 80
C.120
D.160
E. 180
52. 52
7. Encourage creative thinking
Let them INVENT, IMAGINE,
DESIGN what they are
thinking.
Let’s use our creative sense to
help our learners utilise HOTS.
Let’s make them think ‘outside of
the box.’
53. 53
8. Use Mind Movies
When concepts being taught are hard,
encourage learners to create a movie
in their mind.
54. 54
9. Teach learners to elaborate their
answers and talk about what they are
learning
