Hots I-think English Ppdpp 5 Feb 2014

Program Peningkatan Prestasi Bahasa Inggeris

Program Peningkatan Prestasi Bahasa Inggeris5 FEBRUARY 2014INTRODUCTION TO HIGHER ORDER THINKING SKILLS (HOTS) AND i-THINK IN THE TEACHING OF THE ENGLISH LANGUAGE

Presented by:NURLINA OON BINTI ABDULLAH

Malaysia Education Blueprint 2013 2025 (PPPM)TIMSS & PISA assessment 2009 Malaysia ranked bottom third among the 74 participating countries TIMSS and PISA rankingChallenges to reduce the gap between - rural and urban schools - low performing and high performing schools - national and national-type schools 5 system aspirationTo prepare our students to be more globally competitive Six Students Aspiration

Malaysia Education Blueprint 2013 2025 (PPPM)11 SHIFTS TO TRANSFORM THE SYSTEM

Shift 1 : Provide equal access to quality education of an international standard Revamp national examinations and school-based assessments to gradually increase percentage of questions that test higher-order thinking. RevampShift 2: Ensure every child is proficient in Bahasa Malaysia and English languageShift 3 : Develop values-driven MalaysiansShift 10 : Maximise student outcomes for every ringgit

4

KEMENTERIAN PENDIDIKAN MALAYSIA2013KONSEP KBATPROGRAM KEMAHIRAN BERFIKIR ARAS TINGGI

Thinking SkillsEvery student needs to possess a spirit of inquiry and learn how to continue acquiring knowledge throughout their lives, to be able to connect different pieces of knowledge, and, most important of all in a knowledge-based economy, to create new knowledge. Every student needs to master a range of important cognitive skills: Creative Thinking and Innovation: the ability to innovate, to generate new possibilities, and to create new ideas or knowledge; Problem-solving and reasoning: the ability to anticipate problems and approach issues critically, logically, inductively, and deductively in order to find solutions, and ultimately make decisions; and Learning Capacity: the ability to independently drive ones own learning, coupled with the appreciation of the value of lifelong learning.This is an area where the system has historically required more improvement, resulting in students being less able than they should be in applying knowledge and thinking critically outside of familiar academic contexts. Consequently, it is more important than ever for the education system to help every student to acquire these thinking skillMalaysia Education Blueprint 2013 -2025 6 Students AspirationINTRODUCTIONHIGHER-ORDER THINKING

Higher-order thinking skills are those which involve mental effort, which may take various forms (e.g. problem-solving, contrasting, applying, synthesizing).They are contrasted with lower-order thinking skills which need little effort, and are mainly associated with recall or identification of surface facts or forms.

CRITICAL THINKINGWikipedia definition: Critical thinking is the process of thinking that questions assumptions. It is a way of deciding whether a claim is true, false; sometimes true, or partly true. .Critical thinking is a part of the education process and is increasingly significant as students progress through university to graduate education, although there is debate among educators about its precise meaning and scope.It includes:Analysis: being able to distinguish between categories, generalize, exemplify etc.Precision: being aware of imprecision (vague, contradictory or tautologous statements) in input, and taking care to be precise themselves.Logic: being aware of illogical reasoning in their reading and listening, and able to think logically themselvesCriticism: being able to to apply criteria in order to evaluate

CREATIVE THINKINGThe ability to think up original solutions to problems; to create new constructs, interpretations or works of artIt includes:Divergentthinking: brainstorming a large number of responses to any cue or taskOriginal or lateralthinking: devising original, unconventional responses to problems or tasks (De Bono, 1967)REASONS FOR HOTS IN LANGUAGE TEACHINGLanguage learningNew language items are better imprinted on our memory if we usedeep processing. This means relating the item meaningfully to its meanings and to other items previously learnt.Deeper processing involves higher-order thinking skills: connecting, contrasting, creating etc. (Waters, 2006)Intellectual developmentThe learning of facts and concepts.+ the ability to relate these to each other, criticize, draw conclusions, create new ideas etc.BLOOMS vs ANDERSONS TAXONOMY

BLOOMS vs ANDERSONS TAXONOMY

HOTSLOTS

FORMULATING QUESTIONS OR ACTIVITIESLEVELDESCRIPTIONTHINKING LANGUAGEQUESTION STARTERSRememberingFactual answers, recall and recognitionRepeat Name State RecallListWho?What...?Where?When?Which?UnderstandingRephrasing and interpreting to show understandingRestateInterpretSummariseExplainTranslateWhat does this mean?What is the point?Can you explain?FORMULATING QUESTIONS OR ACTIVITIESLEVELDESCRIPTIONTHINKING LANGUAGEQUESTION STARTERSApplyingApplying knowledge to a new situation or experienceShowApplyIllustrateUse ConstructWhat other examples are there of this.?AnalysingBreak into parts to examine more closely and understand relationshipsCompareClassifyExamineContrastOrderAnalyseHow are they similar / different..?How does it work..?What is the evidence?FORMULATING QUESTIONS OR ACTIVITIESLEVELDESCRIPTIONTHINKING LANGUAGEQUESTION STARTERSEvaluatingMaking judgements and assessments and coming to conclusionsRankEvaluateDecideConcludeAssessWhy do you think about ?Why do you prefer this?What is the best?CreatingCombining information to create something newInventDesignImproveProduceComposeHow could we design?Could we add?What would happen if?TASKIn pairs or groups of fours:Think of a topic and formulate ONE question / task for each level of questioning

Example 1Example 2

i-THINK and the 8 THINKING PROCESSES AND MAPS

METACOGNITIVE FRAMES (FRAME OF REFERENCE)

CIRCLE MAP (DEFINING IN CONTEXT)

CIRCLE MAP (DEFINING IN CONTEXT)TASK / EXAMPLES

Induction set (building background knowledge, making connections)

Closure (understanding, comprehension)

Key words Brainstorming

CIRCLE MAP (DEFINING IN CONTEXT)

BUBBLE MAP(DESCRIBING WITH ADJECTIVES)

BUBBLE MAP(DESCRIBING WITH ADJECTIVES)TASK

Possible topics / activities:

__________________________ __________________________ __________________________

BUBBLE MAP (DESCRIBING WITH ADJECTIVES)

DOUBLE BUBBLE MAP(COMPARING AND CONTRASTING)

Differences TOPIC Similarities TOPIC DifferencesDOUBLE BUBBLE MAP(COMPARING AND CONTRASTING)TASK


__________________________ __________________________ __________________________

DOUBLE BUBBLE MAP (COMPARING AND CONTRASTING)

TREE MAP(CLASSIFYING, GROUPING)

TREE MAP(CLASSIFYING, GROUPING)TASK


__________________________ __________________________ __________________________

TREE MAP (CLASSIFYING, GROUPING)

BRACE MAP(IDENTIFYING PART / WHOLE RELATIONSHIP)

EXAMPLES OF BRACE MAP(IDENTIFYING PART / WHOLE RELATIONSHIP)

EXAMPLES OF BRACE MAP(IDENTIFYING PART / WHOLE RELATIONSHIP)

BRACE MAP (IDENTIFYING PART / WHOLE RELATIONSHIP)

FLOW MAP(SEQUENCING AND ORDER)


FLOW MAP(SEQUENCING AND ORDER)TASK


__________________________ __________________________ __________________________


MULTI-FLOW MAP(ANALYSING CAUSES AND EFFECTS)

Causes EffectsMULTI-FLOW MAP(ANALYSING CAUSES AND EFFECTS)TASK


__________________________ __________________________ __________________________

MULTI-FLOW MAP(ANALYSING CAUSES AND EFFECTS)

BRIDGE MAP(SEEING ANALOGIES)

Example BRIDGE MAP(SEEING ANALOGIES)TASK


__________________________ __________________________ __________________________

BRIDGE MAP(SEEING ANALOGIES)

USEFUL WEBSITEShttp://ranchocotate.org/rancho/thinking_map.html (printable and editable templates of thinking maps)http://www.learnnc.org/lp/pages/722 (lessons using circle map and other thinking tools)http://www.bishopsgarth.stockton.sch.uk/curriculum/developing-thinking-and-enquiry (lessons using the 8 thinking maps)http://thinkingmaps.com/pdfdocs/see-inside/path-to-proficiency.pdf (Thinking Maps for English Language Learners)

Documents

Hots I-think English Ppdpp 5 Feb 2014