Teaching a HigherOrder Thinking Skill HOTS with Deductive

Teaching a Higher-Order Thinking Skill (HOTS) with Deductive Methodology #1

Deductive Methodology #1 Stage 1 For Count That Day Lost The first to explicitly First stage we willisexplicitly teach the HOTS of Explaining patterns. Process Description Stage 1 Explicit teaching of the HOTS Stage 2 Applying the HOTS to other areas of the students’ lives Stage 3 Reading the text Stage 4 Checking basic comprehension through LOTS Stage 5 Applying the HOTS to the text through tasks in Analysis and Interpretation

Explaining Patterns Explicit Teaching of the HOTS There are many different ways to explicitly teach the HOTS of Explaining patterns. Numerical or shape sequences are one example. The link below is another example of patterns which you can show your students to explain the HOTS. Escher

Naming of the HOTS What did you just watch? What kinds of things repeated themselves? Can you describe the types of patterns that you saw? What made each of them special? What did they have in common? We have just learned a skill called : Explaining Patterns Thinking Skill Students will be able to: Sample Tasks/Questions Explaining patterns identify and explain different patterns in the text and explain their significance. Explain why certain lines/ phrases/words are repeated. What behavior does the character repeat? Where is the rhyme scheme of the poem broken and why?

Deductive Methodology #1 Stage 2 Elicit from the students in what ways can you apply this HOTS to their lives? The second stage is to apply the skill to the Examples: (Anything thatstudents’ has a cyclicallives. or repetitive nature is a pattern) Cutlery settings Logos on products School uniforms Seasons School schedules And more…. . Process Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Description Explicit teaching of the HOTS Applying the HOTS to other areas of the students’ lives Reading the text Checking basic comprehension through LOTS Applying the HOTS to the text through tasks in Analysis and Interpretation

Deductive Methodology #1 Stage 3 Read the poem The third stage is by to George read the text. Count That Day Lost Eliot aloud to your class Process Description Stage 1 Explicit teaching of the HOTS Stage 2 Applying the HOTS to other areas of the students’ lives Stage 3 Reading the text Stage 4 Checking basic comprehension through LOTS Stage 5 Applying the HOTS to the text through tasks in Analysis and Interpretation

Deductive Methodology #1 Stage 4 The fourth stage is to check basic understanding of Lost the text For Count That Day The activities we did in Session 3 Process Stage 1 Stage 2 Description Explicit teaching of the HOTS Applying the HOTS to other areas of the students’ lives Stage 3 Stage 4 Stage 5 Reading the text Checking basic comprehension through LOTS Applying the HOTS to the text through tasks in Analysis and Interpretation

Deductive Methodology #1 Stage 5 For Count That Day Lost The fifth stage is to apply the HOTS to the text. Rhyme There are many different types of patterns we can look for in the poem: Rhythm Word repetition Behavior of a character Message of the narrator Process Stage 1 Stage 2 Stage 3 Stage 4 Stage 5 Description Explicit teaching of the HOTS Applying the HOTS to other areas of the students’ lives Reading the text Checking basic comprehension through LOTS Applying the HOTS to the text through tasks in Analysis and Interpretation

Teaching a HOTS with a Methodology – Summary There are three different methodologies to use. We have just learned Deductive Methodology #1. Process Description Stage 1 Explicit teaching of the HOTS Stage 2 Applying the HOTS to other areas of the students’ lives Stage 3 Reading the text Stage 4 Checking basic comprehension through LOTS Stage 5 Applying the HOTS to the text through tasks in Analysis and Interpretation