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Lower Order Thinking Skills LOTS Higher Order Thinking Skills HOTS Infusing HOTS in Teaching Literature PowerPoint Presentation
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Lower Order Thinking Skills LOTS Higher Order Thinking Skills HOTS Infusing HOTS in Teaching Literature

Lower Order Thinking Skills LOTS Higher Order Thinking Skills HOTS Infusing HOTS in Teaching Literature

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Lower Order Thinking Skills LOTS Higher Order Thinking Skills HOTS Infusing HOTS in Teaching Literature

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    1. Lower Order Thinking Skills (LOTS) Higher Order Thinking Skills (HOTS) Infusing HOTS in Teaching Literature Ahmad Amer sayyedamer@hotmail.com Al-Qasemi Teacher Training College Israel 43rd ANNUAL INTERNATIONAL IATEFL CONFERENCE AND EXHIBITION CARDIFF 31ST MARCH - 4TH APRIL 2009

    2. Infusing HOTS in Teaching Literature (Why Literature) Debate Controversy Universal values and themes Uncovering Motives Literature is the question minus the answer Reader-based interpretation Subjective, personal Creativity, imagination, originality

    3. Approaches to Teaching Literature Content Based Approach Language Appreciation Approach Language Practice Approach Personal Response Approach

    4. LOTS ?? HOTS List ?? Classify See ?? Look; Hear ?? Listen Transmit ?? Transform Regurgitation of Information ?? Element of Uncertainty Knowledge, Competence, Information ?? Use, Performance, Communication

    5. HOTS Categories Recognizing (what, who, where, when) Analyzing and Interpreting (dilemmas, conflicts, perspectives, sequencing, patterns) Applying (to new situations) Generating (Inferring, predicting, create a sequel, uncovering motives) Integrating (summarizing, relevance, text & context) Evaluating (making judgments) Metacognition (reflection on ones own thinking skills)

    6. List of HOTS

    7. The Griney Grollers http://www.ves.wpsb.org/focus/higherorderthinking.html

    8. The Griney Grollers What kind of grollers were they? What did the grollers do? Where did they do it? In what kind of gak did they grangle? Place one line under the subject and two lines under the verb.

    9. The Griney Grollers What do you think will happen next? If you had to grangle in a granchy gak, what one item would you choose to have with you and why?

    10. We have been doing it for decades! 1) Teaching HOTS Explicitly Example: How does the readers understanding of the title of the play change as the play progresses? Name the Thinking Skill: ___________________ Answer: ________________________________ Explain why you chose this skill to answer the question. 2) HOTS are Teachable and Learnable

    11. We have been doing it for decades! 3) Reflection: Reflection on the process of learning thinking skills Reflection on how the process influenced reading/enjoyment of literature Reflection on the wider application of thinking skills

    12. When I Was One and Twenty http://www.youtube.com/watch?v=hmQ9PB95sr4 When I was one-and-twenty I heard a wise man say, "Give crowns and pounds and guineas But not your heart away; Give pearls away and rubies But keep your fancy free. But I was one-and-twenty, No use to talk to me.

    13. When I Was One and Twenty http://www.youtube.com/watch?v=hmQ9PB95sr4 When I was one-and-twenty I heard him say again, "The heart out of the bosom Was never given in vain; 'Tis paid with sighs-a-plenty And sold for endless rue. And I am two-and-twenty, And oh, 'tis true, 'tis true.

    14. Teaching HOTS Methodology Deductive: Introduction of HOTS Inductive: Task requiring the use of a HOTS ? Eliciting name of HOTS

    15. The Seven Key Components Pre-Reading Activity Basic Understanding Personal Response (Scenes, Characters, Phrases, etc.) Analysis and Interpretation Bridging Text and Context Post-Reading Activity Reflection

    16. The Seven Key Components Pre-Reading Activity http://www.youtube.com/watch?v=bwVVpwBKUp0 Basic Understanding Personal Response (Scenes, Characters, Phrases, etc.) Analysis and Interpretation Bridging Text and Context Post-Reading Activity Reflection

    17. The Seven Key Components Pre-Reading Activity Basic Understanding Who is the speaker? How old do you think s/he is? What do you base that on? highlight the difficult words in the text, look them up in the context of the text and define them Did the person take the advice? Do you think s/he is sorry? Was it good advice? How do you know?

    18. The Seven Key Components Pre-Reading Activity Basic Understanding Personal Response Which stanza of the poem can YOU most identify with? The first or the second? Why? Write a few sentences in your Personal Response Journal.

    19. The Seven Key Components Pre-Reading Activity Basic Understanding Personal Response (Scenes, Characters, Phrases, etc.) Analysis and Interpretation mark the rhyme for the poem Listen to the following renditions. Which of them do you prefer? Why?Will any of them exemplify your understanding of rhythm /rhyme/ the poem in general better than any of the others? Why? HOTS: Compare the first stanza of the poem to the second. Is there difference in the speaker between the two stanzas? Has anything changed? Explain.

    20. The Seven Key Components Pre-Reading Activity Basic Understanding Personal Response (Scenes, Characters, Phrases, etc.) Analysis and Interpretation Bridging Text and Context Read about the background of the poet. Sum up the main points. Explain whether this changes your understanding of the poem in any way, and why. You might still prefer your comprehension of the poem before you researched the context if so, explain why.

    21. The Seven Key Components Pre-Reading Activity Basic Understanding Personal Response (Scenes, Characters, Phrases, etc.) Analysis and Interpretation Bridging Text and Context Post-Reading Activity 1. Paraphrase the poem inyour own words. 2. Write two diary entries for the narrator - one reflecting on what was learnt when you were 21 years old and had the conversation with the wise man, and a second, when you are 22 years old- looking back on what happened, and what you did with the advice you were given. 3. Write a dialog between the wise man and the narrator.Improviseit with a friend. 4. Record yourself doing a dramatic reading of the poem.

    22. Application of HOTS to Other Areas Can you compare the situation in this poem to something that happened in YOUR life? Explain. Tell about how your attitude towards something has changed over time. What caused you to change your mind? Devise a Venn Diagram or atable to present the comparisons you are making graphically. Think of another way that you could make use of these tools(a Venn Diagram or a table)in your life for some purpose.

    23. The Seven Key Components Pre-Reading Activity Basic Understanding Personal Response (Scenes, Characters, Phrases, etc.) Analysis and Interpretation Bridging Text and Context Post-Reading Activity Reflection In what way did the HOTS of Compare and Contrast help you understand the poem better? How can the HOTS of Compare and Contrast help you in other areas your life? Suggest another HOTS that you could have used to analyze this poem, and explain how it could have helped you.

    24. Teachers Concerns Unqualified Heavy Load Weak Learners Students Writing Skills HOTS can be at the expense of literature

    25. How to Achieve the Goal http://www.youtube.com/watch?v=W9MeALZBdUk Curriculum Change Adapting Teaching and Learning Methods Upgrading the Teachers Role Adapting Evaluation Methods