Hot Skills; Developing Higher-Order Thinking In Young Learners

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Index

A

analogies, 156–157, 170
analyzing, 19, 81–84, 85
aphorisms, 153–156
Art of Lotto (ThinkinGame), 24, 26–27
associations, false, 92–93
associative/differentiative (A/D) thinking, 25–26
author and theme studies, 169

B

behavioral norms, 55–56
biases in thinking, 93–94
Bloom’s Taxonomy, 10, 12, 15
Bodrova, Elena, 130, 168
Brain Baits (Cognitivity), 95
brain development, 91, 98–99
brainstorming, 70, 73
burden of proof, shifting, 95

C

calculations, doing, 33, 134–135
The Case of the Unknown Bully (Cognitivity), 139–140
case studies, 139–140
categorizations, making, 28–32, 40–42
cause and effect, connecting, 34–37, 43, 155
A Chair for My Mother (Williams), 54
characterizations, making

Art of Lotto game, 26–27
described, 24
importance, 24
Cheetahed (SnapsHOT), 96
choosing/making choices
as simple, brief form of decision making, 76
using HOTs, 146–148
closed questions, 161–162
Code & Go Robot Mouse Activity Set, 127–128
Cognitive Research Trust program, 104
Cognitivities
case study, 139–140
cross-referenced by content area, 174–176
decision making, 76
described, 5
errors in thinking, 95
facilitating imagination, 59
inferring, 53–54
making evaluations, 50–52
shifting perspective, 55
collaborative learning
about, 116
in play, 133, 136–138
ThinkinGame for, 116–117
collectivistic thinking, 106–109
compare and contrast, 25
composition fallacies, 94
computer hardware and utility software and apps, 126–128
conceptual thinking skills, described, 10, 11
conclusions, jumping to, 92
Conductor (ThinkinGame), 39
confirmation biases, 94
conflict resolution skills
example of teaching, 1–2
problem solving and, 78–79
reframing, 68–69
context-based learning, 132–139, 141
contextual thinking, 106–109
cooperative learning
about, 116
in play, 133
ThinkinGame for, 116–117
copying, described, 18
Crayon Physics, 127
creative thinking. See under Higher-Order Thinking (HOT) Skills
critical analysis, 19, 81–84
critical thinking. See under Higher-Order Thinking (HOT) Skills
cues, 150–152

D

D

data-centric theory of education, 62
deceptive statements, 95–98
decision making, 76–77, 85
deduction, 40–42
demonstrating/modeling, 152–153
Describe It/Draw It (ThinkinGame), 137
Dewey, John, 101
directions, following, 18
discrete thinking, 106
Don’t Say the Word! (ThinkinGame), 24, 136
Drought (SnapsHOTs), 36

E

Edison, Thomas, 70
Einstein, Albert, 7, 58
“either-or thinking,” 94
evaluations, making

Cognitivity for, 50–52
effective, 49–50
as higher-order link between information and making determination, 49
overview, 72, 98
in problem solving, 78
teaching strategies for, 50

F

false dichotomies, 94
Family Groups (ThinkinGame), 24, 62–64
field-dependent thinking, 106–109
field-independent thinking, 106
Float Your Boat (SnapsHOT), 64–67
Free the Trees (SnapsHOTs), 29–32
functional thinking skills. See Lower-Order Thinking (LOT) Skills

G

Game of Stones (ThinkinGame), 40–42
generalizations, making, 55–57, 72
generative thinking, 64–67, 70–71, 73

gestural cues, 150–151
Gopnik, Alison, 87–88, 130

H

Harriet ‘Round the Mountain (SnapsHOT), 112–113
Head Start, strategies to passing, 80–81
heuristics

cues, 150–152
described, 92–93
idioms and aphorisms, 153–156
Higher-Order Thinking (HOT) Skills
age and, 91–92
in analyzing, 81–82
creative thinking, 72

case studies, 139–140
generative thinking, 70–71, 73
idioms and aphorisms, 156
imaginative thinking, 72
importance, 57
inducing/theorizing, 61–67, 72–73
interpreting/synthesizing, 59–61, 72
reframing, 67–70, 73, 146–147
tasks used in, 45–46
visual cues, 151–152
critical thinking, 72
compared to logical thinking, 46
described, 45
evaluating, 49–52, 72, 98
idioms and aphorisms, 154–155
inferring, 52–54, 72
parsing, 46–49, 72, 98, 158–162
perspective shifting, 54–55, 67–68, 72
processes used in, 45
purposes and goals, 46
transfer thinking, 55–57, 72
as type of thought, 90
visual cues, 151
described, 11, 15
“heating” LOTs to engage, 163
importance, 15
learning implicitly and explicitly, 104–106
LOTs compared to, 13, 17
LOT teaching methods and development of, 88–89
obstacles to teaching, 3, 14
overview, 71–72, 165
in planning, 79

in problem solving, 78
in social-imaginative play, 130–132
in strategizing, 80
teaching reading using, 167–168
teaching strategies to promote, 1–2
teaching writing using, 38–39, 168–169
HOT questions, 158–162
HOT Themes
based curricula, 117–121, 122
cross-referenced by content area, 176–177
described, 5
How to Draw a Mirror (SnapsHOT), 149–150
hyperbole, 94

I

identification
characterization and, 24
importance, 20
as LOT and MOT, 20

idioms and aphorisms, 153–156
imaginative thinking

facilitating, 58–59
importance, 7, 58
overview, 72
imitation, described, 18
individualistic thinking, 106
inductive thinking
idioms and aphorisms, 156
overview, 61, 72–73
promoting, 61–62
infants
higher-order thinking by, 91–92
HOT skills as inborn, 99
inferences, making
by babies, 91
characterization and, 24
Cognitivity, 53–54
example, 52–53
overview, 52, 72
teaching and learning strategies, 53
using visual cues, 150, 151–152
infusion approach, 104, 105
See also Cognitivities; SnapsHOTs; ThinkinGames
inherence heuristics, 93
inquiry-based learning strategies, 121–124
Instrumental Enrichment program, 104

intellectual goals, 109–110, 112–113
interpretive thinking, 59–61, 72
intuition, 90–91
Inventors Inventing Inventions (Cognitivity), 59
Is the Sky Falling? (SnapsHOT), 105
It’s Time to Party (SnapsHOT), 69–70

K

Kahneman, Daniel, 89–91
Katz, Lilian, 109
Kodable, 127

L

leading witnesses, 95
learner-centric theory of education, 62
Leong, Deborah, 130, 168
Lilly (SnapsHOTs), 35
Lincoln Thinkin’ (SnapsHOT), 97–98
logical thinking skills. See Middle-Order Thinking (MOT) Skills
logos, 38
Lower-Order Thinking (LOT) Skills

in analyzing, 81, 82
as commonly used in teaching and learning strategies, 21, 88
described, 11, 15
as foundational, 17
“heating,” to engage HOTs, 163
HOTs compared to, 13, 17
HOTs development and, 88–89
importance, 18
mental shortcuts and, 92
overview, 21
in planning, 79
in problem solving, 78
specific

following rules and directions, 18
identify/quantify, 20
imitating/copying, 18
knowledge versus doing by rote, 19–20
memorize/remember/recall sequence, 19
in strategizing, 80

M

M

Making Maps (Cognitivity), 50–52, 55
marbles, using, 28
Maslow, Abraham, 9
materials

computer hardware and utility software and apps, 126–128
handmade, 128–130
loose parts, 125–126
single-purpose, 125
math playing cards, 128–130
May the Best Map Win (Cognitivity), 76
memorizing, 19–20
mental flossers, 140–141
mental shortcuts, 92–93
metaphors, 156–157
MetKids (website of New York Metropolitan Museum of Art), 126
Middle-Order Thinking (MOT) Skills
compared to critical thinking skills, 46
described, 11, 15, 23
mental shortcuts and, 92
overview, 42
in problem solving, 78
specific

associating/differentiating (A/D), 25–26, 43
calculating, 33, 43, 134–135
categorizing, 28–32
characterizing, 24, 26–27, 43, 62–64, 136
connecting cause and effect, 34–37, 43, 155
deduction, 40–42, 44
prioritizing, 32
representational thinking, 37–39, 43, 151–152
sequencing/patterning, 32, 33, 43
in strategizing, 80
modeling/demonstrating, 152–153

N/O

national cultures and thinking style, 106
nonverbal cues, 150–151
open-ended questions, 161
optimism biases, 93–94
Orange is the New Green (SnapsHOT), 146–148, 153

P

parsing

parsing
activities, 48–49, 158–162
characterization and, 24
described, 46, 72
overview, 98
uses, 46–47, 49

patterning, 33
perception, shifting, 67–70
persistence, importance of, 70
perspective, shifting

aphorism examples, 155
Cognitivity, 55
described, 72
overview, 54
reframing as, 67–68
planning, 79–80, 155
Plato, 154
play
context-based learning and, 111, 132–139
in preschool, 130–132
positive relationships, example of fostering, 1–2
practical thinking skills
described, 10, 11
“heating” to engage HOTs, 163
Prereader Express, 128
problem solving
generative thinking as important for, 70
remembering as important for, 19
scaffolding, 149–150
sequence of thinking skills used, 78
teaching and learning strategies, 85
Productive Thinking curriculum, 104

Q/R

quantification, 20
Questions for an Author (SnapsHOTs), 48
recalling, importance of, 19
reciting, 19
red herrings, 94
reframing, 67–70, 73, 146–147, 153
Reframing a Parent/School Conflict (SnapsHOT), 68–69
remembering, importance of, 19
representational thinking, 37–39, 150, 151–152
research methods investigations

literature review, 124
social science opinion, 123
Rhyme Time (ThinkinGame), 116–117
role plays, 141

Roses and Thorns questions, 158–162
rules, following, 18

S

Same Words, Different Meanings (Cognitivity), 53–54
scaffolded writing, 38–39, 168–169
scaffolding

described, 148
HOT questions, 158–162
skills for teachers, 148–149
SnapsHOT, 149–150
ScratchJr, 127
sequencing, 32
Shape Shifting (ThinkinGame), 58–59
similes, 156–157
sketches, 141–142
SnapsHOTs
for analyzing, 82–83
for categorizing, 29–32
for connecting cause and effect, 35–36, 64–67
for contextual thinkers, 106–109
cross-referenced by content area, 172–175
described, 5
for errors in thinking, 96–98
for gaining insights, understanding, and appreciation, 111–113
for imaginative thinking, 64–67
for inductive thinking, 64–67
for infusion approach to teaching HOTS, 105
for making choices, 146–148
for modeling/demonstrating, 152–153
for parsing, 48
for reframing, 68–70, 146–147, 153
scaffolding and, 149–150
for transferring, 64–67
social-imaginative play, 130–132
social learning
about, 116
in play, 133
ThinkinGame for, 116–117
software and apps, 126–128
sparks, 162–163
A Special Lunch (SnapsHOTs), 107–109
stereotyping, 93
Swartz, Robert, 104
synthesizing, 59–61, 72

T

T

tasks
learning through doing, 101
requiring LOTs, 18

taxonomies, description and purpose of, 10
Taxonomy of Thinking Skills (TOTS)

Bloom’s Taxonomy and, 12, 15
from practical to conceptual thinking, 10, 11
teaching and learning strategies
analogies, 156–157, 170
author and theme studies, 169
categorizing, 28–32
characterizing, 24
Cognitivities cross-referenced by content area, 174–176
connecting cause and effect, 34
evaluation-making, 50
facilitating imagination, 58–59
facilitating social-imaginative play, 130–132
generative thinking, 70–71
HOTs

increasing, 1–2, 89, 110–111
teaching reading and writing, 167–169
theme-based curricula, 117–121, 122
through play, 132–139
importance of intellectual goals and project-based, 109–110
inferring, 53
inquiry-based, 121–124
interpretive/synthesizing thinking, 60–61
learner centered, 110
making choices, 148
materials
computer hardware and utility software and apps, 126–128
handmade, 128–130
loose parts, 125–126
single-purpose, 125
mental flossers, 140–141
parsing, 47
planning, 79–80
predominance of LOT methods and skills, 21, 88–89
problem solving, 78–79, 85
purpose, 13
reading, 170–171
representational thinking, 37, 38
role plays, 141
shifting perspective, 54
sketches, 141–142
sparks, 162–163

thinking processes, 75
transfer thinking, 56
turn-taking charts, 148
using play, 111
word games, 169
See also SnapsHOTs; ThinkinGames
thinking
age and, 89–90
development of, 89
errors in

biases and, 93–94
correcting, 146–147
mental shortcuts, 92–93
misleading statements and, 94–98
overview, 98–99
field-dependent (contextual), 106–109
field-independent (discrete), 106
representational, 37–39, 43, 151–152
theoretical
described, 61
idioms and aphorisms, 156
overview, 72–73
promoting, 61–62
transfer, 55–57, 72
Thinking, Fast and Slow (Kahneman), 89–90
ThinkinGames
for associating/differentiating, 26–27
for categorizing, 40–42
for characterizing, 62–64, 136
as context-based teaching and learning strategies, 133–139
cooperative, collaborative, and social learning, 116–117
cross-referenced by content area, 176–177
deduction in, 40–42
described, 5
facilitating imagination, 58–59
inductive thinking and theorizing, 62–64
representational thinking in, 39
thinking processes
analyzing, 19, 81–84, 85
decision making, 76–77, 85
flexibility in, 89
overview, 75, 84–85
planning, 79–80, 85
problem solving
generative thinking as important for, 70
remembering as important for, 19
scaffolding, 149–150
sequence of thinking skills used, 78
teaching and learning strategies, 85
strategizing, 80–81, 85

Touhill, Luke, 149–150
transfer thinking, 55–57, 72
turn-taking charts, 148
Twins (ThinkinGame), 134–135
Tynker, 127

V/W

verbal cues, 152
visual cues, 150, 151–152
Why It’s Hard to Explain Why (SnapsHOT), 82–83, 152–153
Wild and Tane (SnapsHOTs), 119–120
Williams, Vera, 54
Willingham, Daniel, 90
word games, 169