Skills for the 21st Century: teaching higher-order thinking
- The way in which higher-order thinking skills are taught seems to be an area of debate with many teachers expressing their concerns with young people not being about to ‘think’.
- higher-order thinking being categorised into three categories (1) transfer, (2) critical thinking, (3) problem solving.
- problem solving is the general mechanism behind all thinking, including recall, critical thinking, creative thinking, and effective communication.
- higher-order thinking is divided into three domains of educational activity: (1) cognitive:mental skills (knowledge). (2) affective: growth in feelings or emotional areas (attitude or self). (3) Psychomotor: manual or physical skills (skills).
- teachers should be able to explain why higher-order thinking skills are necessary for them to problem-solve at school and in everyday life.
- teachers should encourage students to reflect on their learning so they can understand their thinking strengths and weaknesses.
- some students need to be shown how to problem solve, some students need to be told, where as some students need both.
- higher-order thinking skills shows to assist disadvantaged students.
Thomas and Thorne: A multi-step process for teaching and learning concepts
- name the critical features of the concept
- name some additional features of the concept
- compare the new to the already known
- name some false features of the concept
- give the best examples or prototypes of the concept
- give some non-examples or non-prototypes
- identify other similar or connected concepts
Collins, R. (2014). Skills for the 21st century: teaching higher-order thinking. Australia: independent schools queensland.