Industry 4.0 (IR4.0) & Teaching New Trends in Education with HOTS.

This seminar will cover:
 The 4th Industrial Revolution (IR4.0)
 Issues of emerging technologies in industry
 characteristics of IR4.0 (Innovation & Lean)
 Skills & competencies needed for these changing
technologies and jobs (Soft & HOTS)
 How to plan education
strategies for future
changes in skills and
work to be competitive.

.
Content
1. What is Industry 4.0 (IR4.0)
(Introduction/Background)
2. Issues of Emerging Technology in
IR4.0
3. Characteristics of IR4.0
( Lean & Innovation)
4. Skills & competencies needed in
IR4.0 (HOTS & Soft Skills)
5. Role of Education Sector in Response & Preparation for IR4.0
6. Educational Strategies for IR4.0 changes in Skills and Work
(How to teach HOTS)

The main objective of the seminar is to understand how
Educational sector can respond to and prepare for
educating the 4th Industrial Revolution;
Objectives
using technological
strategies of CHANGE in
skills & work,
 to prepare Students to be
competitive & current to fit in
the emerging 4th Industrial
Revolution Workforce.

The theme “educating for the 4th Industrial
revolution” is characterized by the fusion and
amplification of emerging technology, breakthroughs
in: artificial intelligence,
 automation and
Robotics,
multiplied by the connectivity
between billions using
mobile devices with access
to data and knowledge.

Advancements in Digital economy and biotechnology
with globalization and population ageing are shifting
how people learn, live, and work.
As a result, changes in skill
requirements and the
organization of work will
create pressure on
job quality,
family-work balance, and
social inclusion.

The breakthroughs in science and technology are
having a profound effect on the education systems
labor markets, and ultimately business in Industry.
A recent report by the
International Labor
Organization estimates that
Automation will replace
the jobs of 137 million
people in Southeast Asia
within the next 20 years.
Introduction & Background

Industry 4.0 is the digital transformation of industrial
markets with smart manufacturing.
 discrete and process
manufacturing,
 logistics and supply
Chain,
 the chemical industry,
energy,
 transportation & utilities,
It represents the
so-called fourth industrial revolution in :
Introduction & Background of IR4.0

resources industries,
healthcare,
pharmacy and even
 smart cities.
Industry 4.0 also represents the so-called fourth
industrial revolution in Oil ,Gas and Metals Mining
and other segments including;

The rise of new digital industrial technology, known as
IR4.0, is a transformation to gather and analyze data
across machines, enabling faster, more flexible, more
efficient processes to produce higher-quality goods at
reduced costs.
This revolution will increase
productivity, shift economics,
foster industrial growth,
and modify the profile of the
workforce changing the
competitiveness of companies.

Industry 4.0 is the evolution to cyber-
physical systems, representing the fourth
industrial revolution on the road to an end-
to-end value chain with Industrial IoT and
decentralized intelligence in manufacturing,
production, logistics and the industry.
1. What is Industrial Revolution 4.0

Without bold reforms in Education and clear policies
to guide us through, many people will lack the
necessary skills to…
...fill these new
positions in
economies and
societies that are
anticipated to be
fundamentally
different.

IR 4.0 covers;
 issues of emerging technologies in industry 4.0,
the types of skills needed to succeed in a fast-
changing world,
the role of the private sector in training, and
how to plan
training
strategies for
future changes
in skills and
work.

Industries and governments will then confront a
unique challenge;
…growth in employment
opportunities and a
shortage of potential
employees with the
skills to occupy both
new and existing
roles…
2.Issues of Emerging Technology in Industry 4.0

Companies have however taken the initiative to
expand and focus on these areas over with;
continued efforts to
expand existing
facilities, and
 improve human
resource capacity
through continuous
training in current
new skills.
2. Issues of Emerging Technologies in IR4.0

Originally Industry 4.0 is only about manufacturing,
smart factories & activities, technologies and processes
in the factory, production and their most closely related
areas.
There is also a tendency
to limit Industry 4.0 to
technologies such
as IoT (the Internet of
Things).

Many countries have taken the initiative to expand
and focus on these areas over the past several
years, and
continued efforts
will be needed to
expand existing
facilities, as well
as improve human
resource capacity.

These technologies have great potential to continue
to connect billions more people to the web,
drastically improve the
efficiency of business and
organizations and help
regenerate the natural
environment.

Summary of the 4th Industrial Revolution
We are facing a range of new technologies that
combine the physical, digital and biological worlds.
These new technologies
will impact all disciplines,
economies and
industries, and even
challenge our ideas
about what it means to
be human.

21st Century: Global Competition
Order Qualifiers in a Global Market: Q,C,D,S
Quality Superior,
Cost Competitive,
Delivery Quick,
Safety /Service
Order Winners in a Global Market:
Products and Services that are Valued by the Customer.
Old View: Cost + Profit = Price
New View: Price – Profit = Target Cost

To understand IR4.0, it is essential to see the full value
chain of Industry which includes processes from:
suppliers and origin of
materials right until
final manufacturing
destination.
3.Characteristics of Industry 4.0 (Lean &Innovation)

Companies need to sell more and innovate in order
to grow and remain relevant (while selling new
and/or high-value services instead of;
low-margin commoditized
services, goods, products
and ‘hardware’ as
services, solutions and
products are about to
disappear due to so-
called ‘digital disruption‘).
Delivery
CostQuality
Customer-Value Focused
Cost + Profit = Price
Price – Profit = Target Cost
Lean Production System
3. Characteristics of Industry 4.0 (Lean & Innovation)

Customer
Low Cost
High Quality
Availability
$
Value !!
In this customer-centric sense of increasingly
demanding customers value speed, cost
efficiencies and value-added innovative services

in Manufacturing to reduce Cost &
increase Efficiency to add Value to the Customer.
Customer
Order
Waste Product
Shipment
Time
Customer
Order
Product
Shipment
Time (Shorter)
Business as Usual
Waste
Lean Manufacturing

Value-Added Activities.. transform raw
materials into parts or products the
customer is willing to pay for!.
Non-Value-Added Activities are
WASTE!!
Activities that consume resources, but
don’t directly contribute to the product.
Waste is anything other than the minimum resources
required to add value.

Innovation means first different, then better. It is a
fundamentally different way of doing things with better,
and different outcomes.
 Both the
'different' and the
'better' must be
significant and
substantial.

“Innovative teaching supports students’ development
of the skills that will help them thrive in future life
and work.” (IT Research)
21st Century Shift in Education & Skills

Therefore, to innovate is to question the 'box' in which we
operate and to innovate without it as well as within.”

When it comes to education, what
does the word ‘Innovation’
mean to you?

“Innovation in education should be defined as making it easier
for teachers and students to do the things THEY want to do.
These are the innovations that succeed scale and
sustain.” – Rob Abel, USA

Three key elements that consistently drive
innovation in Education (what we call the 3Ps) are;
People,
Processes and
Philosophies
that makes some individuals, and the people they
lead, more innovative than others.

Entrepreneurs, inventors, and other innovators around
the world created and sustained high-performing
cultures of innovation by;
building their;
people,
processes and
philosophies
around five fundamental
“discovery skills”- Five
Core Skills of Innovators
Five Core Skills of Innovators

The main concern is what skills and competencies
will people need for these rapidly advancing and
changing technologies and jobs.
What skills are
important and how
can Institution ensure
a balanced,
Holistic education
and Training?
4. Skills & Competencies needed in IR4.0 (HOTS & Soft Skills)

Higher-Order Thinking Skills
(H.O.T.S) and Why?
Bloom’s Cognitive Taxonomy
Why Do We Want to Teach
Higher-Order Thinking?

In some respects, this model
served school graduates well
since they learned to follow
Instructions in ways that would
be valuable to their future
employers.
For decades, schools were preparing children to be
good citizens & workers. Students were expected to
sit, listen, and do exactly as they were told.
(HOTS) High Order Thinking Skills

It is NOT
enough for high
school
graduates to
know just basic
facts and skills.
As economic and technological changes shape the
occupational outlook of today’s students, schools have
begun to embrace “higher-order thinking” to prepare
the 21st century workforce.

To be successful, students
must master;
decision-making,
prioritizing,
strategizing
and
collaborative
problem solving.

What Is
Higher-Order
Thinking Skills
(H.O.T.S.)?

or
…completing a task with specific steps (such as being
able to solve a two-variable equation)
While lower-order thinking is more easily defined as
mastering facts (eg. as being able to describe the Water
Cycle) or…

This also means that the “lower-level” mastery of
basic facts and skills plays a critical role in supporting
the development of higher-order thinking.
Teachers must give their
students a lot of experience
if they are going to expect
them to be able to access
that strategy when tackling
open-ended problems.

 discriminations,
 simple application,
 analysis & cognitive
strategies and
 are linked to prior
knowledge of subject
matter content.
Higher order thinking skills are grounded in
lower order skills such as;

In 1948, Benjamin Bloom led a team of educational
psychologists to discuss classroom activities and goals
teachers should have to designing activities for their
students (Bloom, 1956).
Bloom’s aim to promote ‘higher
forms of thinking’ in education,
such as analyzing and
evaluating, rather than just
teaching students to remember
facts (rote learning).

Learning was
divided into three
domains of
educational
activity.
While Bloom’s Taxonomy is not the only framework
for teaching thinking, it is the most widely used, and
subsequent frameworks tend to be closely linked to
Bloom’s work.

While all three domains are important for a
‘rounded’ person, it is the first domain , Cognitive
that is the subject of (H.O.T.)
The Cognitive
domain involves
‘knowledge and
the development
of intellectual
skills’.

Higher Order Thinking Skills include Critical
Thinking skills which are logical, reflective, meta-
cognitive and creative.
They are activated
when individuals
encounter ;
unfamiliar
problems,
uncertainties,
questions, or
dilemmas.
Bloom’s Cognitive Taxonomy

Application of CRITICAL THINKING

21st century jobs now require employees to use the
four highest levels of thinking-
Creating
 Evaluating
 Analysing
Applying

We must expect employees to operate routinely at
the higher levels of thinking.

Therefore, policymakers, need to bridge complex
problem-solving & critical thinking with entrepreneurship
and design,
positioning
liberal arts
programs to
generate the
kinds of intuitive
thinkers that
understand
the future.

This also includes;
creative problem-solving,
people management, and
social intelligence which
are the main significant
bottlenecks to machine
learning and artificial
intelligence.
‘Soft’ skills i.e. transversal competencies or 21st
century skills will increase in value as these fields
mature.

This means that ‘soft’ skills (i.e. transversal
competencies or 21st century skills)
will increase in
value as these
fields mature.

21st Century Skills
As technology becomes more integral in our lives and in
order to adapt, we need to teach students to use technology;
efficiently,
effectively,
ethically,
appropriately &
respectfully
to solve problems,
& think creatively.
21st Century Soft Skills

21st Century Skills -Ways of Thinking
Creativity and Innovation
Critical thinking, problem solving, decision-making
Learning to learn, meta-cognition (knowledge about cognitive processes)

21st Century Skills -Ways of Working
Communication
Collaboration (teamwork)

21st Century Skills -Tools for Working
Information literacy
Information and Communication
Technology (ITC) Literacy

21st Century Skills - Living in the World
Citizenship –Glocal (Global & local)
Life and career
Personal & social responsibility –including
cultural awareness & competence

What responsibilities do Educational Institution have
and how can they best collaborate with business
sectors to;
ensure appropriate
education and skills
development to
lower inequality?
5.Role of Education Sector in Response & Preparation for IR4.0

Education systems must ensure these emerging
technologies are harnessed to build resilience and
to benefit all.
This will mean that
addressing the
gender gap, both
in education and in
the workforce,
should be a major
focus.

To address these trends, countries need to focus
on its role & kind of education which is needed,
to prepare
learners and
education
systems for the
4th industrial
revolution.

There will also be an opportunity to examine the
private sector contributions to education and
training, and what its role may look like in the
future.

Changes that are happening within the field of
education and education technology.
e-learning,
 learning analytics,
personalized learning
and
big data is starting to
change the nature
and process of learning.

“Fundamentally, it is about how we lead change,
collaborate and innovate to empower people and
make this a peaceful and inclusive development
revolution…we must respond with human-
centered policies that empower all women and
men, strengthen the capacity of governments
and rally the multilateral system around shared
narratives.

Current problems and circumstances are so complex,
they do not fit previous patterns now.
We don’t
recognize the
situation and
can’t
automatically
know what to do.

The 21st century shift- Innovative Thinking
-a new call, a shift from 20th
century of traditional view of
organizational practices, which
discouraged employee
innovative behaviors to:-
- valuing innovative thinking as
a “potentially powerful influence
on organizational
performance”.

we must have a
grasp of the whole
situation, its
variables,
unknowns and
mysterious forces.
What worked before doesn’t work today. To make effective
sense of unfamiliar situations and complex challenges,
This requires skills beyond everyday analysis. It requires
Innovation in Education.

Innovation in Education - a technique that combines different
styles to influence to produce creative ideas, innovative
products and services.
New approaches in Innovation charted
by schools is by transforming:
Yourself, your Students and your School
to cultivate the habits and mindsets of
innovators, to expose creativity and
generate ideas that you can take with
confidence.
(Dr. David Gliddon (2006) developed the competency model of
innovation leaders and established the concept of innovation
leadership at Penn State University.)

Effective School Principles need to consciously support
innovation and keep a focus on changing education
landscape as it moves into the future.
The focus is not on improving existing
educational systems but on changing them
altogether.
Its focus is not on doing things better, but on
doing better things;
not on doing things right, but on doing the
right things to prepare students for a fast
changing interdependent world.

Take 5 & Let’s See!
Recent Trends in K-12 Education
Some say that this change has been a long time
coming.
There is an analogy that uses fairy
tale character Rip van Winkle to
describe this;

or, should we play it safe and have them attend
schools that look like the schools we attended 30
years ago, and our parents 60 years ago, and
grandparents, 90 years ago?
So, is it better for students to be involved in
innovative practices and participate in New Trends
of education?
Currently, most schools are not much different than
the one our grandparents attended in the 1920s!.
Why?

Near to the town, in a small cottage, lived Rip Van
Winkle, known to all as a harmless, drinking,
shiftless lout, who never would work..,
but roamed about,
always ready with
jest and song-
Idling, tippling all
day long.

He was a character in
a Washington Irving
short story who went to
sleep before the
American War of
Independence.
He went to sleep to run
away from his nagging wife,
and woke up to find that his
wife had died,...

He woke up twenty years later, after the war and found
himself in an independent United States America.

Rip van Winkle has just woken up from his 100 year
slumber and stares in amazement about how much
everything has changed in the time that he was
asleep,
He almost did
not recognize
anything, until
he went into a
classroom.

…. nothing much
has changed in the
K-12 educational
system since he fell
asleep in 1919.
When Rip van Winkle went to a classroom, he
recognized immediately that it was a classroom
because…..

Consider the 5C's.
CRITICAL THINKING
COMMUNICATION
COLLABORATION
CREATIVITY &
CONNECTION
1.
2.
3.
4.
5.
Leading Innovation in K12 Education

To ‘teach the way they learn’ requires innovation
in education incorporating 21st Century Skills &
new teaching methodology.

21st Century Careers
A need to keep yourself current, resilient through continuous
learning, as well as connected to your values is the career of the
21st century.
All about CHANGE, in our
-thinking, -strategies &
-behaviors to those that work in
the new ever-changing &
challenging environment to
meet the challenges of the
times.

Take 5!
Watch this and Answer
these Questions.

Take 5!
Lets do the
Charlie Bear

Latest Trends in leading Innovation in K-12 Education
Thankfully, educators are starting to change with the
times.
The trend in K-12 education these
days is that, learning institutions
should try their best to keep up
with the recent advances in
technology to better teach their
students.

As technology is rapidly changing the world
around us, many people worry that technology
will replace human intelligence.
Some educators worry that
there will be no students to
teach anymore in the near
future as technology might
take over a lot of tasks and
abilities that we have been
teaching our students for
decades.
K12 Changes to meet Industrial Revolution 4.0

Here are 9 things that will shape
the future of education during the next 20 years.
The thing is: Education will never disappear. It will just take
up different forms.
1. Diverse time and place.
2. Personalized learning.
3. Free choice.
4. Project based.
5. Field experience.
6. Data interpretation.
7. Exams will change completely.
8. Student ownership.
9. Mentoring will become more
important.
K12 Changes to meet Industrial Revolution 4.0

1.How countries can respond and react
to the emerging trends within the IR4.0
2.How education systems can prepare
for future changes.

This begins with education and skills and calls
for a special focus on narrowing the gender
gap, especially in the growth sector
constituted by professions requiring a
background in science, technology,
engineering and mathematics… the 4th
Industrial revolution must be a development
revolution.“

First and foremost, countries will need to address the
issue of continued and improved education in;
science, technology,
engineering, and
mathematics (STEM)
subjects, as well as
investment in Information
and Communications
Technologies (ICTs).

Just as important as what skills learners will
need, is what skills Teachers will need and how
their role will change.
We will look at what
students and
teachers will need to
successfully adapt to
these new rules.
In addition, the 4th IR provides opportunity to level
the playing field and reduce inequalities.

We need to examine how to best to collaborate with
Private Sectors to ensure appropriate training and
skills development in education, to lower inequality.

The obvious challenge ahead, then, is how to design
new approaches to education so that students are
prepared to navigate these disruptive technologies.
While STEM and digital
skills will be in high demand,
nearly all jobs will also
require much stronger social
and collaboration skills,
unique human traits that go
beyond mastering machines.

However, in order for Education Institution to deliver
the right set of skills and knowledge workforce;
…a question has to be
asked regarding how
institutes would be affected
by the Fourth Industrial
Revolution and how the
delivery of education will
be transformed.

Students must be taught to find the
information they need, judge its
worth, and think at higher levels.
There is simply too much
information in the world for us to
waste students' time with
regurgitations of basic facts.
As Bellanca (1997) states:
Teachers are good at writing and asking literal questions
(e.g., “Name the parts of a flower”), but we tend to do
this far too often.
(How to teach HOTS)

We push toward higher-order thinking skills in the
classroom because they have enormous benefits for
our students.
The reasoning here
is similar to the
rationale for pushing
knowledge into our
long-term memory.
(How to teach HOTS)

Eg. the difference between
memorizing a formula and
explaining the derivation of the
formula.
A student who has the latter-
type of understanding will carry
that knowledge longer.
Information learned and processed through (HOT)
processes is remembered longer and more clearly than
information that is processed through (LOT), rote
memorization.
(How to teach HOTS)

…showed that students are more likely to apply a skill
to solve new problems than when there is a lack of
this conceptual understanding.
One researcher used two
methods to teach
children the “drop-
perpendicular” method
for computing the area of
a parallelogram.
(How to teach HOTS)

Group A
lxh =
h
l
Students in Group A
simply memorized by
rote the “drop
perpendicular” method
and applied it to the
shape, successfully
finding the area of the
parallelogram.

Students in Group B were provided the reasoning behind the
process. They were shown how one could cut off a triangular
portion of a parallelogram and re-attach it at the other end to
make a rectangle.
Group B
lxh =
h
l
h
l

This set of students, Group
B, then applied the method
and, like Group A,
successfully found the area
of the parallelogram.
The students were led to understand that the method is
actually a simple variation on the “(length) x (width)” =
(area)” formula that they already knew for rectangles.
(How to teach HOTS)

Then, when a parallelogram were presented in an
unusual orientation, Group A students incorrectly
applied the process, arriving at an incorrect answer.
(How to teach HOTS)
Group B students, having an
understanding of why the
formula works, adjusted the
method to fit the new
orientation and derived the
right answer.

so that students with a
deep conceptual
understanding of an idea
will be much more likely to
be able to apply that
knowledge to solve new
problems.
Knowledge obtained through (HOT) processes is
more easily transferable,
(How to teach HOTS)

As teachers of students who are often lagging behind
their peers in better resourced schools, we have a
mandate to do all that we can to ensure that;
(How to teach HOTS)
our students are engaging new
knowledge at a level that will
allow them to transfer it to new
real-world applications.
If our students can add numbers
with decimal points, can they add
prices in a store?

So, you know that your students are engaged in
(HOT) when they:
• Visualize a problem by diagramming it
• Separate relevant from irrelevant
information in a word problem
• Seek reasons and causes
• Justify solutions
• See more than one side of a problem
• Weigh sources of information based
on their credibility
• Reveal assumptions in reasoning
• Identify bias or logical inconsistencies
(How to teach HOTS)

If our students can write a persuasive essay, can
they write a letter to their;
 banks requesting a loan,
 senators arguing policy
points, or someday, their
 children’s teachers calling
for high expectations for
their children?

If our students can list the steps in the scientific
method, can they also;
recognize that the
conclusions drawn by
a polluting company
failed to be reached
using that scientific
method?

The importance of (HOT) makes it a priority in our
classroom, but how does one teach towards higher-
order thinking?
How does one foster the
kind of deep conceptual
understanding that is
transferable to various
academic contexts and,
perhaps more importantly,
to real-world problems?

Here are various strategies for doing just that:

If you are teaching the
scientific method, look for
community issues that will
simultaneously motivate your
students and provide an
authentic context for applying
the skills you are teaching.
If you are teaching persuasive writing, have the
student write a letter to a local leader on some hot-
button topic in your community.

(1) Teach skills through real-world contexts.
(2) Vary the context in which students use a newly taught
skill
(3) Throughout your instruction, take every opportunity
to emphasize the building blocks of higher-order
thinking.
(4) Classify things into categories.
(5) Make hypotheses.
(6) Draw inferences.
(7) Meta-cognitive Development
(8) Problem Solving: Draw a Picture

(1) Teach skills through real-world contexts.
To teach students when to
use the various equipment
operations, bring them to
the workshop and
demonstrate the
application.
(HOT) is difficult, asking students to make decisions,
than simply follow a prescriptive path so build motivation
for the tasks you have developed.

(2) Vary the context in which students use a newly taught
skill.
Another prerequisite for
(H.O.T.) is flexible approaches
to problem solving. Introduce
students to a variety of real-
world contexts in using a
particular skill.
The more the student uses new element of knowledge, the
more they internalize deeper conceptual implications and
applications of the knowledge.

(Eg. To teach addition of numbers with decimal points, have
students work with and add decimal-laden temperatures,
lengths of walls, and scores from skating competitions.)
By coming at a skill from many different angles, you loosen the
contextual grip that a student’s mind may have linking it with a
particular circumstance.

(3) Throughout your instruction, take every opportunity to
emphasize the building blocks of higher-order thinking.
The more your students gain and
retain information about the world
around them, the more they bring to
the table when solving complex
problems.Tap into what they already
know, which might just be the
information needed to answer a
challenging question.
Teach content in ways that require students to build
background knowledge.

Students might come up
with categories based on
first letter, ending letter, or
vowel sound.
Arrange items along some
dimension.
4. Classify things into categories.
You might, for example, have your first graders
develop and create categories for a series of words
based on their structure.

As you are teaching students to write persuasive
essays, you might provide students with five
different essays of different qualities, asking the
students to rank them and explain their ranking.

“What do you think will happen
when I tape this weight to the
side of the ball and throw it?”
5.Make hypotheses.
In any type of “discovery learning,” ask students to
mentally conduct the experiment before you
actually do conduct it.

6. Draw inferences.
“Having now read these three letters from American soldiers
in Vietnam, what can we tell about the experience of being
there?” Analyze things into their components.
“What sound does ‘shout’ start
with?
How do you write that sound?” or
“What influences do you think
were weighing on the President’s
mind when he made that
decision?”
Solve problems. Puzzles and problems can be designed for any
age level and any subject matter.

Meta-cognitive development supports students'
internalization of strategies. It does this through a
conscious focus on the implementation of plans of attack.
Meta-cognitive
development fosters
student autonomy
through self-
monitoring and self-
assessment (Walqui,
1992).

This way, the students can
copy the steps themselves as
they read. Students can stop
from time to time during their
reading and examine whether
they're getting the main idea,
understanding the theme of
the article, etc.
Eg. teaching what a "good" reader does as he or she
reads. The actual steps could be outlined to the students.

Think about planning (“How should I approach this
problem? What additional resources or information
do I need?”
Purposefully allocate
time and energy (“How
do I prioritize my tasks
in order to most
efficiently solve this
problem?”)

Specifically, for a teacher, this means delineating and
teaching specific problem-attack strategies, giving
students time to ponder difficult answers for themselves,
and modeling
those strategies
by thinking aloud
to solve
problems during
guided practice.

New Jersey, Susan Asiyanbi realized that many of
her fourth grade math students lacked proficiency in
open-ended questions because of their lack of
reading comprehension: She then had them break
down any higher-order
problem into five steps
Q. Question,
F. Facts,
S. Strategy,
S. Solve, and
C. Check.

After modeling how to break down sample problems
into these five steps, she had her students;
identify and write down
the questions asked by the
problem,
 the important facts and
 the strategy they would
use to solve the problem.

Only then could they solve the problem. Once done, they
went back to the question and made sure they answered
every part.
Quick solving of a problem
often do not recognize
finishing all the steps or
answering the question
being asked.
These basic five steps ensured that all of the students
could feel successful, regardless of reading and/or math
level.

You can practice these techniques with your students and
then provide novel situations for them to apply their newly
acquired skills

1) Do not focus only on the details; try to see the forest
as well as the trees.
2) Do not rush to a solution rashly.
3) Try working backwards by starting with the goal.
4) Create a model using pictures, diagrams, symbols or
equations.
5) Use analogies: “What does this remind me of?”
6) Look for unconventional or new ways to use the available tools.
7) Discuss a problem aloud until a solution emerges.
8) Keep track of partial solutions so you can come back to them and resume
where you left off.
9) Break the problem into parts.
10) Work on a simpler version of the problem.

eg. A frog is at the bottom of a
10-meter well.
Each day he climbs up 3
meters. Each night he slides
down 1 meter.
On what day will he reach the
top of the well and escape?
Once students became confident with using this strategy, the
problems was made more difficult with larger numbers, which
would make the “Draw a Picture” strategy pretty arduous.
The draw a picture strategy is a problem-solving technique in
which students make a visual representation of the problem.
8. Problem Solving: Draw a Picture

Drawing a diagram or visual representation is often
a good starting point for solving all kinds of word
problems.
Why Is Draw a Picture method so Important?
It is an intermediate
step between
language-as-text
and the symbolic
language of
mathematics.

Representing units of measurement and other objects
visually, enable students to think about the problem
mathematically.
Pictures and diagrams are
also good ways of describing
solutions to problems;
therefore they are an
important part of
mathematical communication.

Recommendations from
the National Research
Council’s study of (HOT)
was that ‘we do not wait
to move to higher-order’
Draw a Picture techniques can be implemented in all
classrooms at all levels. (HOT) should not only be
reserved for older students, or for high performing
students, or for supplemental activities.

Contents are taught at the earliest grades through
open-ended complex problems Solving.
Research indicates that
even the youngest of
students can be prepared
for higher-order thinking
through an emphasis on
basic problem solving
skills.

There is a natural progression in thinking from
lower forms to higher forms with age or experience.
Students therefore need to
have certain amount of
education, experience, or
practice before they can
become capable of (HOT)...
It is wrong to assume that teachers should do
nothing to promote thinking until students reach
a certain age.

Teaching higher-order thinking requires more work from
the teacher. (HOT) takes considerable time to develop
through lots of practice in different contexts.
As researcher Jere Brophy
emphasizes, teaching (HOT)
requires a commitment to;
 class discussion,
 debate, and
problem-solving,
all of which take time.

Teaching involves inducing conceptual change in
students, facilitated by the interactive discourse during
lessons and activities.
Clear explanations answering
content questions are important,
but so are;
teacher modeling,
discussion or debate meanings
and implications
 application in problem-solving
or decision-making.

By now, you should understand what is meant by
“higher-order thinking and why we want to teach
(HOT),.
It is a deeper conceptual
understanding of ideas that
is remembered longer and
is more transferable to
other contexts.
(HOT) is best taught through real-world contexts and
by varying the scenarios in which students must use
their newly-acquired skills.

Our students need to make
significant academic gains just
to catch up with many other
students and to have an even
chance at life’s opportunities.
You should emphasize the building blocks of (HOT)
and encourage students to think about the strategies
they are using to solve problems.
One of the ways that you can help is to lead, draw, and
push students toward (HOT).

Principal Consultant for Lean Management.
Certified ‘Train the Trainer’ & Kaizen Specialist with 35 over
years working experience.
Former Engineering Manager for ACM Malaysia. (Boeing
Aircraft)
An Innovative Engineer that trains & guide Companies on
Creative Innovation for Continuous Improvement.
Founder of Tim’s Waterfuel , an alternative fuel supplement
using Water to add power & reduce Co2 emission on
automobiles.
Rode 24 Countries, 18,290km,4 months 11 days 6 3/4 hrs
from Malaysia to London on just a 125 cc.
Timothy Wooi
Add: 20C, Taman Bahagia,
06000, Jitra, Kedah,
Malaysia
Email:timothywooi2@gmail.com
H/p: +6019 4514007

Industry 4.0 (IR4.0) & Teaching New Trends in Education with HOTS.

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