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In the beginning of the lesson we revised the three approaches to teaching HOTS: //a direct instruction//, //teaching for thinking// and //an infusion approach//. When applying //direct approach//, the teacher provides a definition of HOTS, then practices its use and asks the students to produce some work on it. In //teaching for thinking//, HOTS are taught implicitly with use of teaching methods (working in groups, using comparing and contrasting, graphic organizers) that make students think. In //the infusion approach//, HOTS are taught through the content. Teachers integrate HOTS into teaching a piece of literature. = = = = The next point of discussion was implications of teaching HOTS: implications for curriculum, teaching methods, teacher's role and evaluation. = = = = //__Implications for curriculum__//: = = = = Teaching HOTS is time-consuming and leaves less time for teaching other things. = = = = //__Implications for teaching methods__//: = = = = Teaching methods for HOTS differ from those previously used. We should encourage inquiry, problem-solving learning, projects, high-tech educational environment, debate and group work. = = = = //__Implications for the teacher's role__//: = = = = A teacher is a facilitator of knowledge. He helps the learners to discover knowledge. The learning environment shifts from teacher-centered to learner centered. The teacher's work becomes more laborious because he has to discover ways to develop and mediate language learning. = = = = //__Implications for evaluation:__// = = = = Teachers have to use a variety of assessment methods to assess the understanding of the content as well as the appropriate thinking abilities. = = = = Later, the class was divided into groups of five to perform a jigsaw activity with questions and answers taken from the article of Professor Anat Zohar. Each group received a card with a question and an answer which should be summarized. Then the groups were reformed and insights shared. Below are the questions and the summarized answers. = = =1. Won’t the emphasis on thinking come at the expense of our future graduates’ knowledge? In other words, won’t we be producing a generation of ignoramuses?= Stressing the development of thinking skills does not mean giving up on knowledge acquisition, since the kind of learning activities that promotes development of thinking is not detached from the curriculum. Teaching HOTS relates to the materials called for by the curriculum, but via learning methods that stress knowledge construction rather than transmission of information. The knowledge created through this kind of learning is more meaningful and results in long-term retention. = = =2. Will education for thinking skills undermine other educational goals, such as those in the social and moral spheres (improving school climate, preventing violence, inculcating humanistic and democratic values, civics, heritage, etc.)?= The goal of teaching for understanding and applying thinking skills does not contradict other educational goals in social and moral spheres, nor does it come at their expense. On the contrary, teaching thinking in general and critical thinking in particular can promote students' ability to develop into moral persons and into good and active citizens. = = =3. Is the goal of developing thinking skill relevant to the entire student population, or only to the "stronger" students?= Many studies have shown that teaching thinking and in-depth understanding is suitable for the entire student population. Students with lower academic achievements will need appropriate mediation, but as soon as the mediation is provided these students show significant improvement in their studies and thinking abilities. = = =4. Can the existing teacher population make the required change?= Yes, after taking appropriate professional teacher training that includes up-to-date teaching methods. = = =5. Isn't there a danger that the proposed change will negatively affect student performance?= While performance is important, it should not come at the expense of the actual learning goals. Our educational goals should determine our goals in assessment and evaluation. We should ensure that our assessment methods assess appropriate learning goals that are compatible with the new curriculum. In the short term, we should be introducing changes gradually and with discretion, so that pupils test scores won't be affected. In the long term, changes in the curricula and teaching methods will ensure that students are well-prepared for the new assessment tools and it will improve their performance scores on international tests. = =

The lesson was concluded by our brainstorming of techniques for teaching HOTS in classrooms. Here they are: = =
 * =In-service courses for teachers=
 * =Autonomous learning and development=
 * =Problem-solving activities, e.g. family situation or something from Literature=
 * =Role-play=
 * =Explicit teaching=
 * =Rewriting fairy tales=
 * =Debates, e.g. for & against=
 * =Group work, e.g. writing rules of conduct in different places=
 * =Prediction, e.g. based on pictures=
 * =Changing a story in some way=
 * =Discussing current affairs=
 * =Comparing, e.g. characters in a story=
 * =Paraphrasing an idea=