Defining Cognitive, Higher Order Thinking, and Psychomotor Meta-Skills: Three-Curricular Content Concept Analysis

: Rapid technological changes, reduced job security, the need for developing professional skills, and the urgent need for capable and adaptable physicians are the important issues that medical, educational systems must pay more attention to. Based on existing evidence, outcome-based education is the best approach for facing this situation, and competency-based education is a preferred strategy for planning and quality assurance of medical education. CanMED in 2015 claimed that competency-based education is known as the preferred educational approach and developed a framework consisting of seven competency groups. Graham Cheetham and Chivers denoted that professional competencies included a set of skills. Also, ACGME provided six main capabilities for the physician in which a variety of skills were required for carrying out professional tasks. One of the important dimensions of these skills is general skills that play an important role in the ability of the individual to apply his/her learning and can be used generally in all activities. In this study, this part of skills is conceptualized as “meta-skills” because the ability to build and develop other skills in individuals is formed through the acquisition of these meta-skills. We divided meta-skills into three groups, including psychomotor meta-skills, basic cognitive meta-skills, and higher-order thinking meta-skills, and developed an analytical definition for each group with certain defining attributes.

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Using Communities of Practice to Identify Competencies

Handbook of Research on Competency-Based Education in University Settings - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-0932-5.ch008 ◽

2017 ◽

pp. 157-167 ◽

Cited By ~ 14

Author(s):

Mambo G. Mupepi

Keyword(s):

Communities Of Practice ◽

21St Century ◽

Higher Order Thinking ◽

Thinking Skills ◽

Higher Order ◽

Instructional Planning ◽

Design Development ◽

Higher Order Thinking Skills ◽

Competency Based Education ◽

Competency Based

While there is currently a significant amount of work being done to promote competency-based education (CBE), many efforts are focused on the design, development, administration, and technology of CBE programs. Yet CBE programs will be successful only if they begin with an accurate and comprehensive identification of required competencies and the key performance indicators (KPI) necessary for effective instructional planning and assessment. This continues to be an area of ongoing debate in competency-based education, particularly in regard to the identification of 21st century competencies and those that reflect higher-order thinking skills. This article suggests that communities of practice (COP) can be integral partners in the effort to identify competencies, establish levels of proficiency that support common divisions of labor within industries, and distinguish the novice from the expert.

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Using Communities of Practice to Identify Competencies

Research Anthology on Facilitating New Educational Practices Through Communities of Learning ◽

10.4018/978-1-7998-7294-8.ch022 ◽

2021 ◽

pp. 411-421

Author(s):

Mambo G. Mupepi

Keyword(s):

Communities Of Practice ◽

21St Century ◽

Higher Order Thinking ◽

Thinking Skills ◽

Higher Order ◽

Instructional Planning ◽

Design Development ◽

Higher Order Thinking Skills ◽

Competency Based Education ◽

Competency Based

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

English Language Teaching ◽

10.5539/elt.v14n12p218 ◽

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.  

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Information And Communication Technology As A Pedagogical Tool In Teacher Preparation And Higher Education

Journal of College Teaching & Learning (TLC) ◽

10.19030/tlc.v9i4.7303 ◽

2012 ◽

Vol 9 (4) ◽

pp. 327-338 ◽

Cited By ~ 1

Author(s):

Chien-Hui Yang ◽

Pei-Wen Tzuo ◽

Heidi Higgins ◽

Clarence Puay Yon Tan

Keyword(s):

Information And Communication Technology ◽

Communication Technology ◽

Teaching And Learning ◽

Peer Interactions ◽

Current Trend ◽

Higher Order Thinking ◽

Higher Order ◽

Educational Systems ◽

Inquiry Based Learning ◽

Information And Communication

Under the current trend of globalization and economic dynamics, the accountability of our educational systems is being seriously tested. In response to the demands of the future, the Ministry of Education (MOE) in Singapore has wisely proposed several initiatives to promote the integration of Information and Communication Technology (ICT) in education, and to increase the competitiveness of the workforce by emphasizing inquiry-based learning, higher order thinking, and problem solving (i.e., Thinking Schools Learning Nation, Students Effective Engagement and Development). This study asserts that these two goals, rather than being mutually exclusive, are highly related. Research has shown that integrating technology in teaching and learning can have positive influences on higher order thinking, students motivation, inquiry-based learning, attitudes, achievement, and peer interactions in the classrooms (Bennett, 2001; Schofield, 1995).

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Competent or Not?: Exploring Adaptions to the Neo-Behaviorist Paradigm in a Sport Marketing Course

Journal of the Scholarship of Teaching and Learning ◽

10.14434/josotl.v16i3.19288 ◽

2016 ◽

Vol 16 (3) ◽

pp. 23-38

Author(s):

B. David Tyler ◽

Laura E. Cruz

Keyword(s):

Student Learning ◽

Higher Order Thinking ◽

Hybrid Structure ◽

Sport Marketing ◽

Final Examination ◽

Final Exam ◽

Student Responses ◽

Competency Based Education ◽

Competency Based ◽

Pedagogical Approaches

Educators and administrators are exploring competency-based education as an effective and efficient method to facilitate student learning. This reinforces a burgeoning neo-behaviorist movement in higher education which seeks to synthesize such behaviorist approaches with the cognitive focus of the last 20 years. The current research examines the outcomes in three years of a sport marketing class that blends cognitive-based and competency-based pedagogy. The first half of the course is primarily self-paced, with regular quizzes checking student mastery, while the second half of the course has students work in teams on marketing-related projects; a final examination assesses overall student learning. The research revealed that the blended approach resulted in complementary strategies which partially addressed the conventional criticisms of both cognitive- and competency-based pedagogical approaches. The study used paired sample t-tests to compare results on quizzes versus the final exam (N=111 students comprising 36,787 total student-responses), finding that the course's hybrid structure develops student learning in both lower-order and higher-order thinking (as per Bloom's taxonomy). In addition to this approach's pedagogical benefits, the structure may have implications for administrators and educators facing challenges in terms of student enrollment, budgets, and expectations of graduates.

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The Competency Based Approach and Biology Students’ Higher Order Thinking Skills in Secondary Technical Schools in The Buea Sub Division of The South West Region of Cameroon.

International Journal for Innovation Education and Research ◽

10.31686/ijier.vol8.iss11.2734 ◽

2020 ◽

Vol 8 (11) ◽

pp. 426-439

Author(s):

Margaret Nalova Endeley ◽

Beng Beiketsung Ibi

Keyword(s):

Higher Order Thinking ◽

Thinking Skills ◽

Higher Order ◽

Control Group ◽

Higher Order Thinking Skills ◽

West Region ◽

South West ◽

Competency Based ◽

Experimental Group ◽

South West Region

This study investigated the extent to which the Competency Based Approach affects higher order thinking skills in Biology in Secondary Technical School Students’ in the Buea subdivision of the South West Region of Cameroon. Three research hypotheses were formulated to test the effect of the competency-based approach on students' ability to analyze, synthesize and predict. The quasi-experimental design was used and 120 Form five students were selected purposively. The experimental group was taught using student-centered methods with remediation (Competency Based Approach) while the control group was taught using the traditional lecture method only. An Achievement Test (AT) with items to measure competences in the fourth, fifth and sixth levels of the Cognitive domain of Bloom's Taxonomy of Educational Objectives, formulated by the researcher and validated by experts in the field of Biology was used to measure Higher Order Thinking Skills. Data were analyzed using mean scores, standard deviation and t-test to test the hypotheses stated at p ≤ 0.05 level of significance. The results revealed that the experimental group significantly acquired HOTs more than the control group. Recommendations were made.

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Disparities in Perceptions of Generic Skills: Academics and Employers

Industry and Higher Education ◽

10.5367/000000000101295002 ◽

2000 ◽

Vol 14 (3) ◽

pp. 157-164 ◽

Cited By ~ 19

Author(s):

Lynne Leveson

Keyword(s):

Cultural Differences ◽

The Other ◽

Educational Systems ◽

Academic Leaders ◽

Generic Skills ◽

Academic Teaching ◽

Competency Based Education ◽

Key Issues ◽

Competency Based ◽

The One

A recent report in the ‘Monitor’ section of Industry and Higher Education, which referred to the disagreement between industry and academic leaders on key issues in education as a ‘cultural gulf’, prompted reflection on the widespread perception of the inadequacy of educational systems to develop in their graduates skills appropriate for the workforce. It is argued in this paper, from the perspective of an academic teaching accounting and communications, that these perceptions are based, in part, on the language commonly used to describe competency-based education. Language issues plus the distinct cultural differences between education and work, contribute to a disparity between educational objectives on the one hand and employer expectations on the other.

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