5 Ways to Increase Higher Order Thinking Skills

Student led Socratic Seminar in LAL

Our school is going through the revalidation process to continue being an AVID National Demonstration School. Based on the feedback from a prior visits, the staff have been working on increasing Higher Order Thinking Skills (HOTS).

Starting this year, the AVID site team began providing weekly instructional practices, developed a Google Form to collect best practices, and they meet with me on a monthly basis to coach me how to use HOTS in the weekly email, staff meetings, and for teacher feedback.

We also began correlating the McREL Walkthrough data from last year as the compare the instances of remembering and understanding with analyzing and evaluating. The revalidation process has definitely caused our school to reflect on where we are and to improve in areas to make student learning better.

Here are Five ways we are increasing Higher Order Thinking Skills …

  1. Highlight areas where it is happening. Just because the administrator doesn’t see it in the walkthrough or in the observation doesn’t mean it isn’t happening. We created a Google Form to encourage teachers to share their HOTS on a weekly basis with the staff
  2. It starts at the top. This year I made a pact with our AVID site team to hold myself accountable to modeling Higher Order Thinking Strategies. Prior to meetings, weekly blog/email to staff, and professional development I share with the team and they help me to take it to the next level!
  3. Let the students take the lead. In the Google Form one of our advanced math teachers shared this powerful insight, ““Students were amazed at some of the great strategies they were taught by their peers. One of the best classes. I’ve had in awhile. The students taught each other and became competitive looking for better ways to solve problems.”
  4. Point of Confusion. This AVID technique is extremely powerful for students as they engage in their weekly tutorials. They identify an area they are struggling with and share it with their peers. Their peers are taught to use questions to assist the students in understanding and making connections with the material.
  5. If the teacher, then the student. We made this chart to help teachers and students make small changes to increase HOTS.
If the teacher…. Then the student will ….
Starts with why Know the relevance of the topic
Allows students to embrace the struggle Be able to implement Growth Mindset and participate in HOTS activities
Makes judgments based on criteria and standards` Use the text citations to support their claim
Identifies patterns or relationships See the interconnectedness of their learning
Plans questions ahead of time Be able to see concrete examples of HOTS Thinking
Allows student to produce knowledge learning takes place Students will add their original thinking and ideas
Asks questions with more than one possible answer and with evidence from the text Students will be challenged and have more opportunity to participate

This process is something that can be put into practice at any school or level. The most important aspect to this is the professional relationship between the staff and the administration with identifying and solving the problem collaboratively. Everyone becomes the expert and everyone improves!

Spike Cook, Ed.D., Principal, Lakeside Middle School, Millville, NJ. In addition to being a Principal, Dr. Cook published two books through Corwin Press (Connected Leadership:It’s Just a Click AwayBreaking Out of Isolation: Becoming a Connected School Leader). He is the co-host of the popular PrincipaPLN podcast and his blog, Insights Into Learning, was recognized as a finalist for Best Administrator Blog by the EduBlog Awards. Spike earned his Doctorate from Rowan University and is featured in their Alumni Spotlight. Connect with @drspikecook via Twitter.

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