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Higher-order thinking, also known as higher order thinking skills (HOTS), [1] is a concept applied in relation to education reform and based on learning taxonomies (such as American psychologist Benjamin Bloom's taxonomy). The idea is that some types of learning require more cognitive processing than others, but also have more generalized benefits.
This one is almost identical to No. 2, but there's a key difference: It starts with "I," and that's a significant reason why Dr. Crain used it as an example. "People with high-level thinking tend ...
Design an essential question(s) relevant to the theme. Essential questions are open-ended, intellectually engaging questions that demand higher-order thinking. Essential questions focus a thematic inquiry, helping the teacher chose the most important facts and concepts relative to the theme and focus planning efforts.
Bloom's taxonomy is a framework for categorizing educational goals, developed by a committee of educators chaired by Benjamin Bloom in 1956. It was first introduced in the publication Taxonomy of Educational Objectives: The Classification of Educational Goals.
This higher-level cognition was given the label metacognition by American developmental psychologist John H. Flavell (1976). [9]The term metacognition literally means 'above cognition', and is used to indicate cognition about cognition, or more informally, thinking about thinking.
Topeka High students learn a new way of thinking. ... "The class gave me the confidence to look inside of myself for questions and ask other people about their own thoughts about philosophy or ...
For example, people thinking in a more distant or high-level construal, will be more open to comprehensive exams which cover a wider overarching idea of the subject, whereas people thinking in lower-level construals or the more near future tend to be more content with a detailed-specific test.
The motivation for mastery learning comes from trying to reduce achievement gaps for students in average school classrooms. During the 1960s John B. Carroll and Benjamin S. Bloom pointed out that, if students are normally distributed with respect to aptitude for a subject and if they are provided uniform instruction (in terms of quality and learning time), then achievement level at completion ...
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