HOTSUsing Technology to Achieve

Higher-Order Thinking Skills

Deborah Lowther, Ph.D.University of Memphis

Agenda• 08:45 - 09:00 Sign-In • 09:00 - 09:05 Welcome and Introductions • 09:05 - 09:30 Setting the Stage: Reality Check • 09:30 – 10:00 Role of HOTS in the 21st Century • 10:00 – 10:30 Achieving HOTS with Word

Processing • 10:30 – 11:00 Achieving HOTS with PPT • 11:00 - 11:30 Concluding Reflections

Today’s Objectives

AIM: Gain knowledge and experience to use technology to achieve higher-order thinking skills (HOTS).

Classify technology activities into HOTS categories

Create word processing activities that require student use of HOTS

Create PowerPoint activities that require student use of HOTS

Develop idea list for technology lessons that require student use of HOTS

Welcome & Introductions

Why Deborah Lowther?

Our Human Continuum

Technology Experience

Grade Level/Subject Area

Create Grade-Level or Subject-Area Pairs/Triads

Sit in groups with two or three pairs/triads from same grades/subjects

What’s Happening in Your Classrooms?

How often do students use technology?

What types of technology is used?

What types of software is used?

Is technology use different in other classes?

Let’s see ~ please individually complete the:

Student use of Technology in My Classroom

Group Summary and Report: Most common tools and software

What is Happening Nationally?

~ HOTS ~in the 21st Century

Are today’s students ready forthe 21st Century workforce?

2006 Study

Identified skills most important for job success

Respondents

400+ US employers

http://www.p21.org/documents/FINAL_REPORT_PDF09-29-06.pdf

Critical job skills when hiring a high school graduate

Work Ethic 80%

Good Communication 70%

Social Responsibility 63%

Critical Thinking & Problem Solving

58%

Study Results

Of the high school students that you recently hired, what were their greatest deficiencies?

Written Communication 81%

Leadership 73%

Work Ethic 70%

Critical Thinking & Problem Solving

70%

Self-Direction 58%

Study Results

Number ofJobs

JobRequirement

Teaching & Assessment

Model

Why aren’t students prepared?

20th Century

1 – 2 Jobs

Mastery ofOne Field

SubjectMatterMastery

http://www.p21.org/

20th Century Education Model

http://www.p21.org/

21st Century

10 – 15 Jobs

Critical Thinking Across Disciplines

Subject Matter Mastery + 21st

Century Skills

Number ofJobs

JobRequirement

Teaching & Assessment

Model

Why aren’t students prepared?

20th Century

1 – 2 Jobs

Mastery ofOne Field

SubjectMatterMastery

http://www.p21.org/

21st Century Education Model

http://www.p21.org/

21st Century

Core Subjects

English, Reading & Language ArtsMathematics & ScienceForeign LanguagesCivics & GovernmentEconomicsArtsHistory Geography

http://www.p21.org/

21st Century

Content

Global Awareness

Financial, Economic, Business and Entrepreneurship Literacy

Civic Literacy

Health & Wellness Awareness

http://www.p21.org/

Information & Communications Technology

ICT Literacy

Use Technology to support:

Critical Thinking & Problem Solving

Creativity & Innovation

Communication & Information

Collaboration

http://www.p21.org/

21st Century

Life Skills

Leadership

Ethics

Accountability

Adaptability

Personal Productivity

Personal Responsibility

People Skills

Self-Direction

Social Responsibility

http://www.p21.org/

21st Century Assessment

• Supports a balance of assessments

High-quality standardized testing

Technology-enhanced formative and summative evaluation

Content

21st Century skills

Digital portfolios to demonstrate mastery of 21st century skills

to educators and prospective employers

http://www.p21.org/

What is needed to go from the

20th to 21st Century?

21st Century Approac

h

20th Century Approach

Authenticity of

Learning

Real-World

Artificial

Didactic ConstructivistCoaching

Instructional Approach to Learning

Productivity Tools

Integrated Learning Systems

Drill & Practice

Higher-Order Thinking

Skills

Basic Knowledge & Skills

Complexityof

Learning

Online Research

Expression/

Visualization

Simulations

eCommunication

Problem-Solving w/ Real Data

K-12 Learning Environment

NCREL’s enGauge Model (2001)

IS THE 21ST CENTURY APPROACH EFFECTIVE?

0.00

0.50

1.00

1.50

2.00

2.50

3.00

3.50

4.00

Significant Differences*

Laptop 3.45 3.55 3.20 3.52

Control 2.17 2.34 0.77 3.21

Ideas & Concepts ES = 1.43; p<.000

Organization ES = 1.47; p<.000

Style ES = 1.10; p<.000

Conventions ES = .53; p<.053

Writing Test Results6th Grade

Laptop N = 30; Control N = 30Range 1 – 4 with 4 = highest ratingCenter for Research in Educational Policy: www.memphis.edu/CREP

Problem-Solving Results6th Grade

0.00

0.50

1.00

1.50

2.00

2.50

3.00

Significant Differences

Laptop 2.56 2.29 1.88 1.67 1.33

Control 1.98 1.71 1.56 1.41 1.08

Understands Problem ES =

.76; p<.000

ID what is known ES = .72; p<.000

ID what needs to be known ES =

.45; p<.019

Describe data manipulation ES

= .38 p<.044

Describe technology use ES = .44;p<.025

Laptop N = 52; Control N = 59 Range 1 – 4 with 4 = highest ratingCenter for Research in Educational Policy: www.memphis.edu/CREP

What are Higher-Order Thinking Skills?

• There are many names:

Critical ~ Creative ~ Reflective ~ Reasonable ~ Logical ~ Analytical

• And many definitions• Today – we will use:

Bloom’s Revised Taxonomy

BLOOM'S REVISED TAXONOMY

for Cognitive Processing

Remember

Understand

Apply

Analyze

Evaluate

Create

BLOOM'S REVISED TAXONOMY:Activities & Products

http://www.cobbk12.org/sites/alt/training/Blooms/circle.GIF

What Higher-Order Thinking Skills were required in your

Top Ten Technology Activities?

Circle the cognitive processes used for each of the ten top technology lessons.

Tally results by Dimension. Summarize by group

How can technology be used to Achieve

Higher-Order Thinking Skills?

Daily Dose of HOTS Begin with a thought-provoking

question that requires students to use higher-order thinking skills when learning new content

Determine how – if – the use of a technology tool will help students process new knowledge or skills.

Strive for multiple representations of understanding – text, images, audio, reflections

Create a sample student product to make sure your idea works

Word Processing Functions

• Basic Functions

Edit and format text

Create Outlines

Create Columns

Generate Tables

Insert Graphics• When to use

Use with information that can be paraphrased, enhanced, and/or organized in meaningful ways.

Tables

Key Functions Organize with Rows and

Columns Bullets & Numbers Insert Graphics Borders and Shading

Why use tables? Brainstorm ideas for using

vertical and horizontal tables

Tables

Examples

Using Tables for HOTS Work with your partner to identify two

content areas where the use of tables would benefit your students.

Sketch a sample table on your note pad to determine:

Number of rows & columns Column headers Types of content and/or

images Work together to create both tables

Each teacher creates one while one helps

Reflections on Use of Tables

What questions could you ask your students to engage them in reflecting on the use of the tables you developed?

Presentation Functions

• Basic Functions

Displays Text

Supports Navigation

Creates Animation

Inserts or Creates Graphics

Inserts Video

Inserts Sound• When to Use

Use to display information that can be enhanced by interactivity

Example

Using PPT for HOTS

Vivid Verbs - Work with your partner to illustrate your

verb with the use of PowerPoint Custom Animation tools and graphics.

Sketch a sample ideas on a note pad to determine:

Type of graphic that best represents the verb

Type of animation to use Back ground theme

Work together to create your Vivid Verb

Reflections

• What is the most important thing you learned?

• Any fun ideas you’d like to share?

Thank you!!