LOTS and HOTS

Background Information

DIVING DEEPER INTO THINKING

Remembering

Understanding Applying

Analyzing

Evaluating

Creating

LOTSRemembering

Understanding

Applying

Lower-Order Thinking Skills

(LOTS) Lower-order thinking skills are used to

understand the basic story line or literal meaning of a story, play, or poem.

This includes:• Wh questions. • teaching relevant lexical items. • relating to grammatical structures

when relevant.

Key Words for LOTS Questions

Who? What? Where? When? Do you know…? Can you identify…? Name…. List……

To increase our cultural level.

After the LOTS…….

Once a student has mastered the basic understanding of a text, s/he is ready to move on to the next level which involves using that information in some way.

After the LOTS…….

HOTSAnalyzing

Evaluating Creating

Higher-order Thinking Skills (HOTS)

Higher-order thinking skills are used to:

interpret a text on a more abstract level.

manipulate information and ideas in ways that transform their meaning and implications.

HOTS for Analyzing Literary Texts

Predicting Applying Inferring Sequencing Identifying parts

and whole Classifying Comparing and

contrasting Explaining

patterns

Explaining cause and effect

Distinguishing different perspectives

Problem solving Uncovering

motives Generating

possibilities Synthesizing Making

connections Evaluating

HOTS Test

Ask the person next to you the following questions.

Why did they choose their teaching field?

If you could do it all over again, what would you like to be doing and why?

Prepare to share.

BLOOM’S REVISED TAXONOMY

CreatingGenerating new ideas, products, or ways of viewing thingsDesigning, constructing, planning, producing, inventing.

  EvaluatingJustifying a decision or course of actionChecking, hypothesising, critiquing, experimenting, judging

  AnalysingBreaking information into parts to explore understandings and relationshipsComparing, organizing, deconstructing, interrogating, finding

  ApplyingUsing information in another familiar situationImplementing, carrying out, using, executing

  UnderstandingExplaining ideas or conceptsInterpreting, summarising, paraphrasing, classifying, explaining

  RememberingRecalling informationRecognising, listing, describing, retrieving, naming, finding

 

Good old Bloom

LOTS VS. HOTS

While critical thinking can be thought of as more left-brain and creative thinking more right brain, they both involve "thinking." When we talk about HOTS "higher-order thinking skills" we're concentrating on the top three levels of Bloom's Taxonomy: analysis, synthesis, and evaluation.

LOTS VS. HOTS

Knowledge Comprehension

Synthesis Application

Evaluation

LET ´S WORK!

LOTS VS. HOTS1. What did Cinderella want?2. Do you think the stepsisters loved

Cinderella? 3. If the prince broke the glass slipper,

how else could he find Cinderella?4. Who made Cinderella’s dress?5. Why was the glass slipper important?6. Did Cinderella like the ball? 7. Who wanted to find Cinderella after

the ball?8. Do you think that everyone who

marries a prince will be happy? Why or why not?

Cinderella Questions

1. What did Cinderella want?2. Do you think the stepsisters loved

Cinderella? 3. If the prince broke the glass slipper, how

else could he find Cinderella?4. Who made Cinderella’s dress?5. Why was the glass slipper important?6. Did Cinderella like the ball? 7. Who wanted to find Cinderella after the

ball?8. Do you think that everyone who marries a

prince will be happy? Why or why not?

Knowledge

Comprehension

Synthesis

Knowledge

Application

Knowledge

Evaluation

Comprehension

LOTS and HOTS

Lower Order Thinking Skills Answers given in the reading Students state or recite answersHigher Order Thinking Skills Answers NOT provided Student use information from the

reading to figure out the answer

LOTS and HOTS

Is higher level thinking activities

only

for high level achievers?

CONCLUSIONS

Lower level questions are those at the remembering, understanding and lower level application levels of the taxonomy.

Usually questions at the lower levels are appropriate for:▪ Evaluating students’ preparation and

comprehension▪ Diagnosing students’ strengths and

weaknesses▪ Reviewing and/or summarizing content

CONCLUSIONS

Higher level questions are those requiring complex application, analysis, evaluation or creation skills.Questions at higher levels of the taxonomy are usually most appropriate for:

Encouraging students to think more deeply and criticallyProblem solvingEncouraging discussionsStimulating students to seek information on their own

CONCLUSIONS

Higher level questions are those requiring complex application, analysis, evaluation or creation skills.Questions at higher levels of the taxonomy are usually most appropriate for:

Encouraging students to think more deeply and criticallyProblem solvingEncouraging discussionsStimulating students to seek information on their own

JEANNE LUZ ORTIZ jortiz@macmillan.com.pe Academic sevices & technology

coordinator

THANK YOU!