scholarly journals Assimilation of the KWHL Model: A Review of Learning and Facilitation (LaF) of HOTS for Argumentative Essay Writing

2021 ◽  
Vol 17 (11) ◽  
pp. 159
Author(s):  
Marzni Mohamed Mokhtar ◽  
Marni Jamil ◽  
Fadzilah Abd Rahman ◽  
Roselan Baki ◽  
Rohizani Yaakub ◽  
...  
Keyword(s):  
Boarding School ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Language Teachers ◽  
Self Assessment ◽  
Higher Order Thinking Skills ◽  
Essay Writing ◽  
Study Approach ◽  
Depth Interviews

It is a necessity for teachers to develop higher-order thinking skills (HOTS) into learning and facilitation (hereafter known as LaF) processes implemented in the classroom. Teachers should carefully balance the content of knowledge or knowledge they wish to convey and then integrate with other skills, especially HOTS. This research set out to examine the assimilation of HOTS into the LaF of argumentative essay writing as carried out by Malay language teachers in secondary schools. To obtain a holistic overview of the methods used by teachers in LaF, a qualitative case study approach was employed as the research design of this study. Two research participants were involved voluntarily in this study, and it was conducted at a boarding school in a district in Selangor, Malaysia. Data were collected through in-depth interviews and classroom observations with the two participants. The findings revealed that the assimilation of the KHWL model for the LaF of HOTS argumentative essay writing could be seen through (i) the pair-think-share activity; and (ii) usage of self-assessment whiteboard.

scholarly journals Penerapan Kemahiran Berfikir Aras Tinggi dalam Pengajaran Karangan UPSR oleh Guru Bahasa Melayu: Satu Kajian Kes

2018 ◽  
Vol 10 (3-2) ◽  
Author(s):  
Muhammad Faez Nurazman Amrullah ◽  
Wan Muna Ruzanna Wan Mohamad ◽  
Melor Md Yunus
Keyword(s):  
Primary Schools ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Language Teachers ◽  
Higher Order Thinking Skills ◽  
Main Method ◽  
Essay Writing ◽  
High Level

The purpose of this research is to survey the reaction of Malay Language teachers in normal primary schools towards the application of Higher Order Thinking Skills (HOTS) from the aspect of execution of HOTS in essay writing, confidence in delivery, difficulties experienced during delivery, the level used during delivery and the steps taken to overcome said problems after the teaching process of essay writing. Two male and female teachers teaching at a school in the district of Petaling Jaya were involved as participants in this research. This research was carried out using qualitative methods i.e. the case study and findings were elicit through conversation. Using conversation, the findings of the research show that the main method used by the participants in the application of HOTS were I-Think maps, Question & Answer (Q&A) sessions and high level difficulty questions. Meanwhile, the least used methods were brainstorming and project-based discussions. The participants of the research also displayed high level confidence in the usage of HOTS, but some problems did arise caused by varied intelligence of the students in a certain class causing some disturbance. The problem could be overcame by diversifying methods in delivering HOTS during teaching essay writing. Through this research also, it is found that the teachers use different standards between weak and excellent students, depending on the level of maturity in thinking. This research is significant in order to increase the application of higher order thinking skills in teaching Ujian Penilaian Sekolah Rendah (UPSR) level essays by Bahasa Melayu teachers.

scholarly journals A Tutorial for Implementing Strategic Questioning in the Clinical Teaching Environment

2019 ◽  
Vol 4 (6) ◽  
pp. 1465-1472
Author(s):  
Samantha J. Dalessio (Procaccini)
Keyword(s):  
Clinical Teaching ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Teaching Methodology ◽  
Self Assessment ◽  
Teaching Environment ◽  
Higher Order Thinking Skills ◽  
Teaching Context ◽  
Clinical Educators ◽  
Insight Into

Purpose The implementation of strategic questioning within the clinical teaching context has recently gained appeal among clinical educators as a method for stimulating critical thinking and other higher order thinking skills. This article will (a) address evidence for the use of strategic questioning approaches in the clinical teaching environment, (b) examine some of the complexities associated with effectively selecting and implementing questioning types, and (c) discuss the potential significance that supervisory training and self-assessment may have on effective application of strategic questioning. Conclusion Strategic questioning can be a highly valuable teaching methodology within the clinical teaching context. Current available external evidence, albeit limited, provides some insight into the complexities involved with effectively implementing strategic questioning methods. Further research is needed to explore the efficacy and feasibility of specific strategic questioning approaches within the scope of communication sciences and disorders.

scholarly journals Helping student midwives become safe practitioners: effective teaching of cardiotocograph interpretation

2020 ◽  
Vol 28 (8) ◽  
pp. 498-501
Author(s):  
Joanne Cull
Keyword(s):  
Learning Style ◽  
Higher Order Thinking ◽  
Clinical Work ◽  
Thinking Skills ◽  
Learning Theories ◽  
Individual Student ◽  
Higher Order Thinking Skills ◽  
Self Reflection ◽  
Safe Learning Environment

It is crucial that, at the point of registration, midwives can competently interpret intrapartum cardiotocographs (CTGs). It is therefore important that practice assessors are confident teaching the safe and accurate interpretation of CTGs to the students they support. This paper uses a case study to examine how CTG interpretation can be taught most effectively. Humanistic learning theories can be used to create a psychologically safe-learning environment which is enjoyable for both the student and the practice assessor. Using a taxonomy of learning enables midwives to help the student develop higher order thinking skills, while understanding the learning style of that individual student allows midwives to incorporate tailored teaching in their clinical work. In addition to providing feedback, it is beneficial to encourage self-reflection and the student midwife's newly learned skills can be solidified by peer teaching.

How the story unfolds: exploring ways faculty develop open-ended and closed-ended case designs

2008 ◽  
Vol 32 (4) ◽  
pp. 279-285 ◽  
Author(s):  
Leslie M. Nesbitt ◽  
William H. Cliff
Keyword(s):  
Learning Outcomes ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Faculty Members ◽  
Learning Objectives ◽  
Higher Order Thinking Skills ◽  
Case Study Design ◽  
Anatomy And Physiology ◽  
Suitable Case

Open-ended or closed-ended case study design schemes offer different educational advantages. Anatomy and physiology faculty members who participated in a conference workshop were given an identical case about blood doping and asked to build either an open-ended study or a closed-ended study. The workshop participants created a rich array of case questions. Participant-written learning objectives and case questions were compared, and the questions were examined to determine whether they satisfied criteria for open or closed endedness. Many of the participant-written learning objectives were not well matched with the case questions, and participants had differing success writing suitable case questions. Workshop participants were more successful in creating closed-ended questions than open-ended ones. Eighty-eight percent of the questions produced by participants assigned to write closed-ended questions were considered closed ended, whereas only 43% of the questions produced by participants assigned to write open-ended questions were deemed open ended. Our findings indicate that, despite the fact that instructors of anatomy and physiology recognize the value of open-ended questions, they have greater difficulty in creating them. We conclude that faculty should pay careful attention to learning outcomes as they craft open-ended case questions if they wish to ensure that students are prompted to use and improve their higher-order thinking skills.

scholarly journals Teachers’ Knowledge about Higher-order Thinking Skill and It’s Implementation in Teaching Reading Classroom: A Case Study in a Higher Secondary School in Indonesia

2020 ◽  
Vol 7 (2) ◽  
pp. 75-84
Author(s):  
Desy Pusparini ◽  
Suparno Suparno ◽  
Teguh Sarosa
Keyword(s):  
High School ◽  
Qualitative Research ◽  
Secondary School ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Teaching Reading ◽  
Thinking Skill ◽  
Depth Interviews ◽  
Research Show

ABSTRACTHigher-order Thinking Skills (HOTS) is a well-known term that is nowadays being discussed among researchers, especially in education contexts. In this globalization era, developing students’ ability to think with HOTS becomes teachers’ challenging task to do. They are responsible to enrich their knowledge about HOTS and update findings and ideas of HOTS implementation in teaching. So, they will be able to implement HOTS in teaching they believe will be ideal and effective to develop students’ HOTS. This research aims to investigate teachers’ knowledge about HOTS and investigate how they implement their knowledge of HOTS in teaching reading classroom. This is a qualitative research with case study as the research design. The data were collected using in-depth interviews followed by observation. The participants of this research are three English teachers from a senior high school who teach different grades. The results of this research show that the teachers’ knowledge of HOTS is still low. They do not understand HOTS conceptually. However, their implementation of HOTS in teaching reading show that they implement HOTS to teach reading that enables students to activate their HOTS. They include the concept of effective HOTS teaching suggested by Fogarty (2009).

An Open Source Self-Assessment Platform as Technological Tool for Distance and Open Education Learners

2018 ◽  
Vol 39 (1) ◽  
pp. 89-108
Author(s):  
Simon-Peter Kafui Aheto ◽  
Johannes C. Cronjé ◽  
Dick Ng'ambi
Keyword(s):  
Higher Order Thinking ◽  
Thinking Skills ◽  
Open Education ◽  
Self Directed Learning ◽  
Self Assessment ◽  
Higher Order Thinking Skills ◽  
Teacher Student ◽  
Assessment Techniques ◽  
Directed Learning ◽  
Technological Tool

This paper explores the use of the WikiEducator E-quiz platform as an educational tool to enhance self-assessment techniques applied by distance and open education learners. Anderson’s Model explains six different types of interaction: student-student, student-teacher, student-content, teacher-teacher, teacher-content and content-content. The model has a number of intertwining links with higher order thinking skills—analysis, evaluation and creating—of Bloom’s Digital Taxonomy. Most of the learner-participants in this pilot study presented in this paper were privileged to have access to a computer, mobile phone and Internet, that enabled them to access, edit and add content to the E-quiz platform. A review of literature involved two main topics, namely self-directed learning and self-assessment. This study was qualitative in nature and conducted at a university in Ghana. Initially, Bower’s affordances analysis was used to test the efficacy and appropriateness of the WikiEducator E-quiz platform for distance education. The affordances analysis not only assisted in analysing the platform and the tasks to achieve, but also identified the gaps. Learners who used the platform critiqued and reflected on the platform from their own perspectives. Two of the principal author’s colleagues were instrumental in offering their opinions of the platform from a teacher’s lens.

How Powerful Is Digital Storytelling for Teaching?

2017 ◽  
pp. 511-529 ◽  
Author(s):  
Serçin Karataş ◽  
Volkan Kukul ◽  
Seher Özcan
Keyword(s):  
Learning Process ◽  
Digital Storytelling ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Higher Order ◽  
Higher Order Thinking Skills ◽  
Conventional Methods ◽  
Academic Year ◽  
Positive Effect

The purpose of this study is to reveal the opinions of pre-service teachers regarding the teaching of digital storytelling, which is one of the methods where students actively participate in the learning process, produce content, and learn while having fun, unlike the conventional methods. The research was undertaken as a case study. The study was carried out in Gazi University in the 2015-2016 academic year. The results of the research suggest that the pre-service teachers were mostly pleased with the digital storytelling task. Pre-service teachers who studied in groups were more satisfied and the pre-service teachers believed that digital storytelling positively affected many higher-order thinking skills, creativity in particular. Although higher-order thinking skills are not expected to improve with such short tasks, it can be suggested that the topic may have a positive effect.

Sign in / Sign up

Export Citation Format

Share Document