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Higher-order thinking, also known as higher order thinking skills (HOTS), [1] is a concept applied in relation to education reform and based on learning taxonomies (such as American psychologist Benjamin Bloom's taxonomy). The idea is that some types of learning require more cognitive processing than others, but also have more generalized benefits.
Metacognition – Self-awareness about thinking, higher-order thinking skills; Model of hierarchical complexity – Framework for scoring how complex a behavior is; Pedagogy – Theory and practice of education; Physical education – Educational course related to the physique and care of the body
The model of hierarchical complexity (MHC) is a formal theory and a mathematical psychology framework for scoring how complex a behavior is. [4] Developed by Michael Lamport Commons and colleagues, [3] it quantifies the order of hierarchical complexity of a task based on mathematical principles of how the information is organized, [5] in terms of information science.
Metacognition – Self-awareness about thinking, higher-order thinking skills; Mental image – Representation in the mind of objects, activities or events, whether they existed or not; Mindset – Term in decision theory and general systems theory; Preference – To like one thing more than another
Skills in critical thinking. Subcategories. This category has the following 8 subcategories, out of 8 total. A. ... Higher-order thinking; I. Inductive reasoning;
The research findings demonstrated the following improved student outcomes: students attending deeper learning network schools benefited from greater opportunities to engage in deeper learning and reported higher levels of academic engagement, motivation to learn, self-efficacy, and collaboration skills; students had higher state standardized ...
The use of multiple representations supports and requires tasks that involve decision-making and other problem-solving skills. [2] [3] [4] The choice of which representation to use, the task of making representations given other representations, and the understanding of how changes in one representation affect others are examples of such mathematically sophisticated activities.
The skills and competencies considered "21st century skills" share common themes, based on the premise that effective learning, or deeper learning, requires a set of student educational outcomes that include acquisition of robust core academic content, higher-order thinking skills, and learning dispositions.