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HOTS in chemistry 3
What are the characteristics of HOT?
HOTS in chemistry 4
What are some common questions
about higher-order thinking ?
Creative Thinking
Critical Thinking
Blooms Taxonomy
Metacognition
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What is HOT?
HOTS in chemistry 7
What is HOT?
decide on an action
HOTS in chemistry 8
What is HOT?
Blooms Taxonomy
Lower-level to higher-level questions
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What is HOT?
HOTS in chemistry 10
What is HOT?
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An example
An example of
of metacognition
metacognition
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Model of Learning and Higher-Order
Thinking
HOTS in chemistry 15
Prior Knowledge Good thinkers
build on and extend what they know
HOTS in chemistry 16
Prior Knowledge
Students learn to
compare, contrast, classify, organize, and relate different parts
examine and reflect on their own understanding
process information deeply
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Learning Strategy Good thinkers self-
direct their thinking using inquiry-based
strategies
HOTS in chemistry 18
Learning Strategy
Students learn to
formulate and find problems
inquire, hypothesize, explain, solve problem
check and monitor their own understanding
HOTS in chemistry 19
Learning Strategy
Teaching Strategy
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Collaborative Learning
Students learn to
reflect on own knowledge
work with others
communicate ideas/develop standpoints
compare different viewpoints
agree and disagree with reasons
synthesize different ideas
extend own & community learning
AND many others HOTs
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Learning and Assessment
Purposes of assessment
assessment of learning vs. assessment for learning
Summative and formative assessment
Developing Higher
Order Thinking
Collaborative
Learning
HOTS in chemistry 25
Fostering higher-order thinking
in Chemistry ??
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Classroom scenario
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Teaching and learning strategies for
promoting higher-order thinking in
classroom
Concept mapping
Questioning
Learning journals/diaries
Computer-supported collaborative learning
Analogy
Inquiry-based experiments
Project work
Decision making exercises
More.
HOTS in chemistry 28
Concept Mapping
HOTS in chemistry 29
Concept Map Showing Key Concepts in Concept Mapping
Adapted from: Joseph Novak (1991) Clarify with Concept Maps. The Science Teacher, 58(7), 45-49.
CONCEPT MAPS
WORDS
e are
hav have ha
ve
Can be CONCEPT LINKING
LABELS WORDS CONTEXT
To is
SYMBOLS for HIERARCHY DEPENDENT
m
for To form of
s
nt
CONCEPTS from
ese
As PROPOSITIONS
pr
st
are ore
re
d are
in MOST MOST
e
ar Are stored in
form GENERAL IMPORTANT
PERCEIVED RELATIONSHIPS
Memor
COGNITIVE
REGULARITIES
STRUCTURE to
are
are
ized by
in in are
MOST LEAST
Achieved by SPECIFIC IMPORTANT
KNOWLEDGE
CLAIMS
Rel
EVENTS OBJECTS LEARNING
at
ed t
e.g. e.g. Can be o
HOTS in chemistry 31
Components of a concept map
Key
concept
label label
label
First level
of General General
General
concept concept
hierarchy concept
label label
label
Second
Concept
level of cross-link Concept
hierarchy Concept
label label
Example Example
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Concept mapping :
a metacognitive tool
Food
includes includes
Vegetables Meat
has
has
Carrot Pork
contains
Vitamin
A
HOTS in chemistry 33
An example of concept map
chemical Francisco, et al. (2002)
symbol
basic
atom unit of element
react to form
bond to form
basic compounds
unit of
molecule can be formed
between metallic &
represent
nonmetallic
represent are formed by
with metals &
reactions between
nonmetal
nonmetals
chemical compounds of all
formulas nonmetals are
empirical
molecular
formula HOTS in chemistry
compounds 34
An example of concept map
Pollution
increases
Digestion
increases corrosion of
Acid weathering of
indigestion Rock
needed for increased by
weathers
can cause
Atmospheric
Stomach acidity corrodes
acid
Metal
a type of
Acid soil causes
reacts with
causes
Metal
property reacts with oxide
Acidity
of Acid
measures reacts with
detect identify not
Metal type of
carbonate
found reacts with
pH Indicators identify Neutral
from
reacts with
type of
detect identify not
measures
property Alkali Base
Alkalinity of
treated with
HOTS in chemistry 36
How to construct a concept map ?
1. Brainstorming stage:
identify facts or ideas associated with the topic
make a list of single words or short phases
2. Organizing stage:
create groups or sub-groups of concepts
rank order the concepts (general to specific)
HOTS in chemistry 37
How to construct a concept map ?
3. Linking stage:
add labeled lines to show relationships
look for cross-links between concepts
4. Finalizing stage:
attach specific examples
give a title of the map
But remember, there is no
single way to draw a concept
HOTS map
in chemistry 38
Highlights of concept mapping strategy
HOTS in chemistry 41
Evaluation of concept maps:
Quantitative assessment
Focal concepts
Propositions
Validity of linkages
HOTS in chemistry 42
Evaluation of concept maps:
Quantitative assessment
HOTS in chemistry 43
Uses of collaborative concept maps in
promoting HOT
To interconnect the abstract chemistry concepts or
terms
To relate the macroscopic, microscopic
(particulate) and symbolic levels in chemistry
To communicate the complex ideas by extending
the prior knowledge
To assess the connected understandings and
diagnose misconceptions
To engage students in reflective thinking
HOTS in chemistry 44
Learning Strategy and Deep Processing
HOTS in chemistry 45
Asking higher-level Questions
HOTS in chemistry 46
Blooms taxonomy of cognitive levels
HOTS in chemistry 47
Blooms taxonomy of cognitive levels
HOTS in chemistry 48
Blooms taxonomy of cognitive levels
HOTS in chemistry 50
Blooms taxonomy of cognitive levels
HOTS in chemistry 51
Blooms taxonomy of cognitive levels
HOTS in chemistry 53
Marzanos Dimensions of Learning
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Learning Diaries
From Teacher Questions to Student-Generated
Questions
HOTS in chemistry 55
Reflection Learning Diaries
HOTS in chemistry 56
Compare new and old understanding
What do I know about this topic? What is the
new concept? What are the differences
between them?
Can my ideas explain this phenomenon? Can
this new concept explain this phenomenon?
Which one is better?
HOTS in chemistry 57
Evaluation and Application
Are there any concepts I do not understand?
What do the new concepts say? What are the
common misconceptions? What have I learned
in this experiment?
Can I use this new concept to explain a novel
phenomenon in daily life? What is the
explanation?
HOTS in chemistry 58
Computer-Supported Collaborative
Learning
HOTS in chemistry 59
Computer-supported collaborating
learning
HOTS in chemistry 60
HOTS in chemistry 61
HOTS in chemistry 62
Related websites to KF
http://www.knowledgeforum.com
http://csile.oise.utoronto.ca/CSILE_biblio.html
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How KF promotes HOTs ?
HOTS in chemistry 64
Group work
&
break
HOTS in chemistry 65
Final words on promoting HOT in
classroom
HOTS in chemistry 66
HOTS in chemistry 67