Performance Level Instructional/Learning Task Instructional Strategy Description
Entry Higher Order As mentioned in the first learning objective the teacher
Thinking Skills (HOTS) will refer to a diagram of Blooms taxonomy. Thus, the
Model Discussion and video remembering and understanding levels to introduce
the higher order thinking model to learners through
classroom lecture and discussion; as well as post, it
Google classrooms discussion area as a homework
assignment for a total of three times in a practice
session. This review will accompany a supplemental
video on the importance of exercising this skill
set. During this time while students will record notes.
Intermediate Complete EDP worksheet If you could invent something to make your life easier,
what would it be? Develop a design proposal for a
product that would make your life easier. The design
proposal should include sketches of your idea, it's
essential functions, and who your product serves.
Collins, R. (2014) said provide opportunities for
practice in solving problems:
Provide teacher-directed practice before
independent practice, spot-checking progress on
practice and providing short responses of less than 30
seconds to any single request for assistance
Assign frequent, short homework assignments that
are logical extensions of classroom work
Link practice in the content area to complex, real-life
situations
Intermediate Homework Assignment Information included is accurate, relevant, and
insightful; demonstrates a comprehensive
understanding of the material (p.10). Collins (2014)
said, "teachers should not only teach the language and
concepts but also tell students what they are doing and
why higher-order thinking skills are necessary for them
to problem-solve at school and in life." For example, by
using a common language, students can recognize the
ability they are exercising and the level of complexity
of a question. When they see words like define,'
recognize,' recall,' identify,' label,' understand,'
examine,' or collect,' they know they are being asked
to recall facts and demonstrate their knowledge of
content. This technique applies to each level.
Expert Word Cloud During this assessment, students will make use of each
one of Blooms taxonomy levels and categorize each
level by creating terminology word clouds with the
Word Cloud web-based software. Each student will
implore Blooms knowledge level which will
strengthen their ability to search for the terms of
standardized testing and know how to answer the
question efficiently.
Intermediate HOTS Concepts and Recording notes and creating connections per student
Questions Discussion handouts. Collins, R. (2014) said teachers, on the
whole, are very good at thinking on their feet;
however, without meticulous planning, they are likely
to ask recall questions rather than questions that require
higher-order thinking. Similarly, discussions can be
derailed if they are not planned with a higher-order
thinking learning objective in mind. While this does not
mean every question or analysis has to be pitched at
higher-order thinking, a good proportion should be.
Intermediate Read an article and reference To reinforce the terminology covered during objective
the HOTS I, the reference to Blooms applying and analyzing
levels will allow learners to model the questioning
layers after an article on How to market a new
product is read as homework and discussed in class.
Analyzing and applying the levels to the article reading
will carry out or using a procedure through executing,
or implementing as learners are better able to determine
how the parts relate to one another and an overall
structure (Zawisza, 2017).
Expert Quizlets gravity fall Students will be tested on Blooms Taxonomy concept
assessment game of questions using Quizlets web-based software.
Quizlets gravity fall assessment game will be played
for maintaining the learner's momentum for learning.
Understanding the categorization of problems will help
learners construct meaning from oral, written, and
graphic messages through the interpreting, explaining
practices.
Intermediate Proposal and sketches The Research and development exercise requires
sketches and notes, which will reflect technical
drawings of students innovative product and
advertisement design recorded in their EDJ. The
completed plan of the proposal will detail and included
the essential functions of the product (as mentioned in
Phase I). This process will also employ the Creation
level of Bloom's Taxonomy. Zawisza (2017) defines
the creation level as a process of putting elements
together to form a coherent or functional whole;
reorganizing elements into a new pattern or structure
through generating, planning, or producing. The final
product proposal exercise will serve also demonstrate a
real-life problem solved as students apply HOTS and
the EDP.
Expert WebQuest (Phase I & Phase The creation of a Web Quest assessment was selected
II) final presentation because Web Quest (contain pre-selected external sites)
that will help students locate and evaluate information.
Web Quest facilitate students' literacy skills and higher
order thinking skills. Chinwe & Fenice (2007) also
said: For students, benefits of Web Quests include
enhancement of thoughtful literacy through multiple
knowledge representations and making learning
meaningful through connections to real-life contexts
(p.4).