In his module we have learnt about the higher order thinking skills and the lower thinking skill. The ones that apply to the project I am developing are the following:
| HOTS
Higher Order Thinking Skills |
LOTS
Lower Order Thinking Skills |
| Evaluate: Students will be asked the following question: “Is pizza a healthy meal? Why?” Thus, they will have to look after information about healthy food and decide if eating pizza is healthy.
Create: After cooking the pizza students will be asked to create a new recipe wich is healthier. Design: Students will be asked to design posters with recommendations about eating healthy food. Assess: At the end of the activity students will assess how they developed all the tasks, how the team worked and what they learned. |
Remember: Before starting the unit students will have to learn some new vocabulary in order to understand the task.
Understand: Students will have to read the pizza recipe and understand the needed ingredients and tools and the procedure steps. Apply: Students will have to apply the steps descriebed in the recipe. Applying means to practice mesurements. Revise: While we make the pizza the students will record a video explaining the steps they are taking, thus they will remember the vocabulary learnt. |
We also have developed two of the tasks of the module:
| WORKING HOTS |
| HOT & AIM OF THE TASK:
Evaluate: Students will be asked the following question: “Is pizza a healthy meal? Why?” Thus, they will have to look after information about healthy food and decide if eating pizza is healthy. |
| EXPLANATION AND STEPS:
The teacher will explain the activity: students have to solve the question “Is pizza a healthy meal? Why?”. They will be given a digital document with the instructions and some websites where they can find useful information about healthy food. Students will work in groups and they have to make a presentation with their conclusions and explain their conclusions to the group. Before doing the final presentations students will have the opportunity to rehearse. The teacher will orientate on which part can do every student: those with more communicative competence can do the most difficult parts. |
| RESOURCES AND MATERIALS:
Students will use computers to solve this activity. Digital document with the instructions: https://docs.google.com/document/d/1voJxjGLhIlVj8gKfXT4_5A0aJjkkZ2miFC49KZ–pa8/edit?usp=sharing |
| WORKING LOTS |
| LOT & AIM OF THE TASK:
Remember: Before starting the unit students will have to learn some new vocabulary in order to understand the task. |
| EXPLANATION AND STEPS:
Students have to solve the worksheed. First the teacher will read the poster, all students will repeat the words trying to learn how to pronounce each word. Then students willl work using Kagan structures: by pairs one will solve the worksheet while the other helps and afterwords they will change the roles. In the end all together will correct the worksheed. |
| RESOURCES AND MATERIALS:
Worksheed with the needed materials: https://docs.google.com/document/d/1WP8YmImGj-Kv3WsU9n65xi3Tet_4mHyFyWXN4pagbwA/edit?usp=sharing Poster with the needed materials to hang in the class: |
And finally we have created a Symbaloo grid:
My thoughts
Although I already knew about HOTS and LOTS, I tend to work the LOTS. I use to work with students who have learning difficulties and I tend to think that HOTS will be diffecult for them so usually we work LOTS in a very directed way. However, I realize I should start working HOTS with them, although I will have to adapt them.