scholarly journals Teacher’s Beliefs and Practices in the Integration of Higher Order Thinking Skills in Teaching Reading

2019 ◽  
Vol 2 (4) ◽  
pp. 541-555
Author(s):  
Muhammad Ansori ◽  
Joko Nurkamto ◽  
Suparno Suparno
Keyword(s):  
English Language ◽  
Classroom Practices ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
English Language Teaching ◽  
Teaching Reading ◽  
Higher Order Thinking Skills ◽  
Beliefs And Practices ◽  
Teacher's Beliefs

Higher Order Thinking Skills (HOTS) is an essential skill for students to compete in this technological age. Hence, teachers need to hold strong beliefs about HOTS as it influences their classroom practices. Moreover, the study about HOTS in English language teaching has not been widely explored. This case study seeks to explore teacher’s beliefs in the integration of HOTS in teaching reading and how the beliefs are reflected in classroom practices. Further, it also investigates the factor influencing the teacher’s beliefs and practices. The participant was an experienced English teacher in a public senior high school. Data were collected using interviews, observation, and review of documents. Data then were analyzed using the Pattern Matching technique (Yin, 2018) and interactive model data analysis (Miles, Huberman, & Saldaña, 2014). The results revealed that the teacher held strong beliefs about the integration of HOTS in teaching reading. These beliefs include belief about the conception of HOTS, the importance of HOTS, the role of the teacher, the strategies to promote HOTS, and the assessment of HOTS. In practice, the teacher did not fully reflect what she believes, especially about the assessment of HOTS. It also found that training, learning experience, teaching experience, institutional factor, student factor, and availability of learning support influenced teacher beliefs and practice in integrating HOTS in teaching reading. This study implies that there needs more teachers’ professional development to support the successful integration of HOTS in English language teaching.

scholarly journals Effect of Instructions in Course Book Tasks on Promoting Higher-Order Thinking Skills

2021 ◽  
Vol 14 (12) ◽  
pp. 218
Author(s):  
Hanoof Khalid Alshaiji ◽  
Shaima Jamal Al-Saeed
Keyword(s):  
Critical Thinking ◽  
Cognitive Skills ◽  
English Language ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Critical Thinking Skills ◽  
English Language Teaching ◽  
Educational Systems ◽  
Higher Order Thinking Skills

As stakeholders of educational systems, teachers are urged to participate in social change through the implementation of critical thinking skills into the educational setting. English language teaching has primarily focused on critical thinking, particularly in the recent years. Therefore, teachers are required to examine their teaching materials to ensure that they meet the needs of the 21st century. This study investigates the extent of implemented higher-order thinking skills using revised Bloom’s taxonomy. It examines tasks in course books used at the College of Technological Studies at the Public Authority of Applied Education and Training in Kuwait. The course books examined are Tech Talk at the elementary, pre-intermediate, and intermediate levels. The findings of this study prove that most of the tasks in the sample chosen encourage students’ lower cognitive skills. Therefore, syllabus and material designers and teachers should include tasks that foster higher-order cognitive skills. The results are expected to serve as reference for direct language teachers when planning lessons in their course book adaptation and with curriculum development.  

scholarly journals Pre-Service English Teachers’ Perception on Higher Order Thinking Skills (HOTS) in English Language Teaching

2019 ◽  
Vol 1 (01) ◽  
pp. 111-122
Author(s):  
Intan Armala ◽  
Endang Fauzia ◽  
Abdul Asib
Keyword(s):  
English Language ◽  
Language Teaching ◽  
Higher Order Thinking ◽  
English Teachers ◽  
Thinking Skills ◽  
Higher Order ◽  
English Language Teaching ◽  
Thinking Skill ◽  
Higher Order Thinking Skills ◽  
Interpretative Approach

Higher order thinking skill is one of the important components for an individual to be able to solve new problems in the 21th century. In the revised Bloom’s taxonomy, HOTS is defined as an incision among the three top levels of ability in the cognitive dimension (analyzing, evaluating, creating), and 3 levels of knowledge dimension (conceptual, procedural, metacognitive). The aim of the present case study was to investigate pre-service English teachers’ perception on Higher Order Thinking Skills in English language teaching. A total of 15 pre-service English teachers in a university in Indonesia participated in this study. The research used questionnaire to collect the data. Data were analyzed using interpretative approach. The result showed that the pre-service English teachers have their perspective about higher order thinking skills by themselves. They are aware towards Higher Order Thinking Skills in English language teaching. They are involving some activities to encourage students in thinking skill. They believed that every student is capable to think critically.

Facilitating Reflective Teaching

2009 ◽  
pp. 100-111
Author(s):  
Ed Powell
Keyword(s):  
Active Learning ◽  
Classroom Practices ◽  
Social Process ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Guided Discovery ◽  
Higher Order Thinking Skills ◽  
The United Kingdom ◽  
Development Tool

This account of a research project explores postgraduate in-service teachers’ understanding and facilitation of active learning in primary, secondary and higher education in the United Kingdom. Qualitative data were elicited from six teachers during 2003-2004 using video-stimulated reflective dialogues of classroom practices illustrative of active learning. Outcomes of 18 dialogues have been taped, transcribed and analysed. The dialogues have begun to reveal teachers’ thinking, feelings and actions as facilitators of active learning. Findings, which are presented as case studies, indicate that teachers associate active learning, among other things, with learner autonomy, empowerment, developing higher order thinking skills and cooperative group activities. Increasingly, teachers devolve the locus of control of learning to their learners with appropriate guidance, monitoring and interventions. Classroom practices reflect an emphasis on discourse between learners and with teachers, guided discovery learning and learning as an essentially social process. The evidence suggests that video-stimulated reflective dialogues are an effective method for revealing teachers’ tacit knowledge about their pedagogy. Video-stimulated reflective dialogues emerge as a highly effective professional development tool which can enhance teachers’ career progression as they acquire and apply sophisticated higher order thinking skills in relation to their pedagogies.

scholarly journals Critical, Logical & Creative Thinking in A Reflective Classroom Practices

2019 ◽  
Vol 8 (1) ◽  
pp. 33-40
Author(s):  
Suciana Wijirahayu ◽  
Hendro Priyatmoko ◽  
Siti Hadianti
Keyword(s):  
Creative Thinking ◽  
Classroom Practices ◽  
Deep Understanding ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Word Formation ◽  
Literary Analysis ◽  
Higher Order Thinking Skills ◽  
Language And Culture

This study examines the application of higher order thinking in a class of Word Formation in Modern English course in Faculty of Classical and Modern Philology, Sofia University. The course description, classroom activities and assessment are presented to give evidence on how high order thinking was applied by the lecturers. The experience of taking courses in Language and Culture program, Department of English and American Studies, implemented in the four language skills from  the courses of Varieties of Spoken English and The Principle of Literary Analysis are also elaborated. In the English classrooms, the students were asked to apply higher order thinking skills in order to improve their English mastery. Deep understanding about the subject matters and being able to construct pedagogical content knowledge to develop higher-order thinking skills of the students were shown in the classroom practices in this study.  

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