Higher Order Thinking Skills Q & A

Q: What skills do your students need to be critical thinkers?

A: The ability to think critically requires a great deal of practice and it is a goal of mine for all students. This practice includes being able to defend a position with logical and relevant answers, analyze, compare and contrast, draw conclusions, identify patterns and make predictions based on patterns, ask and be able to respond to open-ended questions, summarize and synthesis information - the list goes on and on. Some students are more prepared to demonstrate a range of skills independently while others need scaffolding to do so. This is what I call 'Mentalympics.' I've mentioned this word throughout the year to my students to help them understand that their brains requires training and conditioning so that it can work to its optimum level. It's hard. It's challenging. It's what teaching is all about

Q: What does "HOTS" look like in your classroom and lessons?

A: It can look a variety of ways in my classroom, and the 'appearance' of HOTS continues to expand. One of the most obvious ways is through questioning. There are questions posted in my classroom such as "how is this skill useful to you as a reader? How can we use this skill in our everyday life?" Students are given the opportunity to question themselves and each other by evaluating their work through self-created and teacher-made rubrics. My favorite question: WHY? They need to be able to explain and rationalize their decisions. Many students are not used to having to explain their thinking, so at first when I question them they think they are wrong. It takes time for them to realize that I am going to 'push' them a step further in articulating their thoughts. I never take their answers at face value but always encourage them to provide evidence for their thinking. You may also see open-ended or extended response questions on assessments and well as multiple solution strategies, and problem-based activities (such as "Get It Together" activities). I am a huge advocate for letting the students think for themselves in everything that they do.

Q: How can you most assist them?

A: To assist them, I continue to provide opportunities for the students to make good decisions with sound reasoning, whether it be in response to an answer or how to spend their time when they finish early. I try and walk that fine line between rescuing and scaffolding. Rescuing means that I haven't given the child an opportunity to take a risk and make a mistake, but have snatched the chance from them by giving them the answer or finishing their responses for them. Scaffolding is giving the student just enough 'line' to go out on a limb with the possibility of success. This gives the students the chance to build confidence and affirm or revise their thinking. By rescuing the child, the teacher does the work and learning can not occur.