Higher Order Thinking Skills
Higher-Order Thinking Skills to Develop 21st Century Learners by Wendy Conklin
Help develop students' higher-order thinking skills (HOTS) with approaches that are practical and researched based. Teachers will gain a better understanding of higher-order thinking skills with concrete examples of what it looks like in each of the content areas. Strategies are also presented for differentiating higher-order thinking skills and how to develop them in English language learners. This resource also includes techniques for effective classroom management, assessment, and information to aid in backwards planning.
Redefining Scientific Thinking For Higher Education: Higher-Order Thinking, Evidence-Based Reasoning And Research Skills by Mari Murtonen, Kieran Balloo
This book examines the learning and development process of students’ scientific thinking skills. Universities should prepare students to be able to make judgements in their working lives based on scientific evidence. However, an understanding of how these thinking skills can be developed is limited. This book introduces a new broad theory of scientific thinking for higher education; in doing so, redefining higher-order thinking abilities as scientific thinking skills. This includes critical thinking and understanding the basics of science, epistemic maturity, research and evidence-based reasoning skills and contextual understanding.
The ELL Strategies Book : 100 (High-Challenge, Low-Prep) Ways to Build Fluency and Higher-Order Thinking Skills by Ferlazzo, Larry, Sypnieski, Katie Hull
This book is a practical, valuable resource to be used by teachers of English Language Learners, in teacher education credential programs, and by staff development professionals and coaches. It provides hundreds of innovative and research-based instructional strategies you can use to support all levels of English Language Learners.
How to Assess Higher-Order Thinking Skills in Your Classroom by Susan M. Brookhart
Educators know it's important to get students to engage in "higher-order thinking." But what does higher-order thinking actually look like? And how can K 12 classroom teachers assess it across the disciplines? Author, consultant, and former classroom teacher Susan M. Brookhart answers these questions and more in this straightforward, practical guide to assessment that can help teachers determine if students are actually displaying the kind of complex thinking that current content standards emphasize.Brookhart begins by laying out principles for assessment in general and for assessment of higher-order thinking in particular
Hot Skills; Developing Higher-Order Thinking In Young Learners by Steffen Saifer
Young learners are capable of a great deal of higher-order thinking yet too many teaching and learning activities require students to use only lower-order thinking. HOT Skills breaks down theory into practice so you won’t miss an opportunity to help young learners develop logical, critical, and creative thinking skills. Dr. Saifer provides numerous strategies for infusing play-based activities and interactions that promote higher-order thinking across all content areas and throughout the day.
Higher Order Thinking in Science Classrooms: Students’ Learning and Teachers’ Professional Development by Anat Zohar
How can educators bridge the gap between "big" ideas about teaching students to think and educational practice? This book addresses this question by a unique combination of theory, field experience and elaborate educational research. Its basic idea is to look at science instruction with regard to two sets of explicit goals: one set refers to teaching science concepts and the second set refers to teaching higher order thinking.
Language Function: An Introduction to Pragmatic Assessment and Intervention for Higher Order Thinking and Better Literacy by Ellyn Lucas Arwood
Literacy teaching tends to take a structural approach to language, focusing on concepts such as sounds, morphemes, words, sentences, and vocabulary. However, new research suggests that the majority of English speakers actually think and learn in visual terms, and that there is a cultural and linguistic mismatch between language teaching and language learning.