HOTs for LLLs
Thinking and Language Learning (Waters, 2006)
“Learning occurs when the mind makes connections between what it already knows and new, hitherto unknown items of information”
Presented by: Francine Widerker
Sanders categories of thinking based on:
Blooms Taxonomy
(as cited in Waters, 2006)
All ages love origami!
Let’s make a book!
Fold paper in half.
Now fold in half,
and fold in half again.
Open it up and you should have eight
parts.
Now fold in half.
Cut at the folded edge,
half way up to the first line.
When you open the paper again,
you will see a cut in the middle.
Now fold the paper again with the
fold at the top, and you will see it
is open in the center.
Hold the two ends of the paper and
push your hands together to open it
even more.
Push the parts all the way
together. Fold the front over.
You have a book!
Memory:
the recall or recognition of
information
Put these instructions for making a paper book in
the right order.
Translation: changing information
into different symbolic form or
language.
Now use the instructions to make the book
Until this point the activities are LOTs
(within the information)
• Now lets incorporate HOTs
• Going beyond the information
Interpretation: the discovery of relationships among
facts, generalizations, definitions, values, and skills.
Language focus: the imperative
What form of the verb is used in imperatives? Look
at the examples and then complete the rule.
Fold the paper in half.
Cut the paper.
(etc.)
RULE: To make the imperative, we use the
[infinitive] without [‘to’]
Application: solving a lifelike problem that requires the
identification of the issue and the selection and use of appropriate
generalizations and skills.
Use the instructions you have been given to write
a set of instructions for making a paper airplane.
Analysis: solving a problem in the light of conscious
knowledge of the parts and forms of thinking
Think of a paper model you know how to
construct and write instructions for making it.
Synthesis: solving a problem that requires
original creative thinking.
Think of a paper model you haven’t made before
(for example, of a spaceship, an angel, etc.).
Then create instructions for constructing it.
Evaluation: making a judgment of good or bad, right or wrong,
according to standards designated by the student.
Think of a kind of paper model you haven’t
made before (for example, of a spaceship, an
angel, etc.). Then create instructions for
constructing it in the simplest possible way.
Implications
• A lesson or series of lessons should only
include some thinking skills.
• Even though the thinking skill increases, the
language required remains constant.
• Thinking skills can be utilized to teach
students with low English levels.
• "What is most tangible has least meaning"
(Polanyi)