Home⇛The Rizalian Researcher⇛vol. 7 no. 1 (2020)

RE-ALIGNING HIGHER ORDER THINKING SKILLS: CHALLENGES OF TEACHERS IN THIS NEW NORMAL

Sandra Kristine Simpliciano | Marciano B. Melchor

 

Abstract:

Developing the higher-order thinking skills of the students is an essential task for teachers. However, due to the emergence of the covid-19 pandemic, the new normal way of education has been implemented, making the new learning modalities very different from what the teachers in the Philippines have been used to. This creates the question of the different challenges that the teachers are facing when it comes to the development of the higher-order thinking skills of the students despite the challenges imposed by the pandemic. This study has explored this subject matter as well as identified their coping mechanisms to address their challenges. From the results of the interview data analysis, it has been found that the teachers are having difficulties in the development of the higher-order thinking skills of the students due to the less-contact measure of the modular learning modality. The participants also shared that internet connectivity issues have been a challenge and that there was a lack of constant communication between the students and the teachers. To address this, the teachers in this study have employed the coping mechanisms of finding other ways to communicate with students and finding creative means to assess students and provide feedback to improve their HOTS. From these results, it is suggested that teachers work together in creating activities that will challenge the learners but at the same time motivate them. It is further suggested that policymakers conduct activities and programs that will help teachers improve their experiences in developing HOTS during the implementation of distance education.



References:

  1. Ahmad, D. (2014). Understanding the 2013 curriculum of English teaching through the teachers’ and policymakers’ perspectives. International Journal of Enhanced Research in Educational Development (IJERED), 2(4), 6–15.
  2. Anderson, L. W., & Krathwohl, D. R. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. Spring, 83(4), 212–220.
  3. Ayvaz-Tuncel, Z., & Çobanoğlu, F. (2018). In-service Teacher Training: Problems of the Teachers as Learners. International Journal of Instruction, 11(4), 159–174. https://doi.org/10.12973/iji.2018.11411a
  4. Braun, H., Kanjee, A., Bettinger, E., & Kremer, M. (2006). Improving Education Through Assessment, Innovation, and Evaluation. American Academy of Arts and Sciences.
  5. Brookhart, S. M. (2010). How to assess higher-order thinking skills in your classroom. ASCD.
  6. AChoy, S. C., & Cheah, P. K. (2009). Teacher perceptions of critical thinking among students and its influence on higher education. International Journal of Teaching and Learning in Higher Education, 2(20), 198–206.
  7. Collins, R. (2014). Skills for the 21st Century: teaching higher-order thinking. Curriculum & Leadership Journal, 12(14).
  8. Conklin, W. (2012). Higher-order thinking skills to develop 21st-century learners. Shell Education Publishing, Inc.
  9. Constitutions of the Philippines. (2005). Manila: Anvil Publishing.
  10. Daud, N. M. (2017). Integrating Hots Into Language Classes in 21 St. The First Education and Language International Conference Proceedings Center for International Language Development of Unissula, 29–36.
  11. Duncan, A. (2009). Statement from US Secretary of Education Arne Duncan on results of NAEP Arts 2008 assessment. Retrieved from www.ed.gov/news/pressreleases/2009/06/06152009.html.
  12. Lopez, J., & Whittington, M. S. (2001). Higher-order thinking in a college course: A case study. NACTA JOURNAL, 45(4), 22-29.
  13. Lucas, B., Spencer, E., & Claxton, G. (2012). How to teach vocational education: London: City & Guilds Centre for Skills Development.
  14. Ministry of Education. (2006). Curriculum Development and Plaining. Singapore.
  15. Miri, B., David, B.-C., & Uri, Z. (2007). Purposely teaching for the promotion of higher-order thinking skills: A case of critical thinking. Research in science education, 37(4), 353-369.
  16. National Education Association. (2012). Preparing 21st-century students for a global society: An educator's guide to the "four Cs." Alexandria, VA: National Education Association.
  17. Pickard, M. J. (2007). The new Bloom’s taxonomy: An overview for family and consumer sciences. Journal of Family and Consumer Sciences Education, 25(1), 45-55.
  18. Rajendran, N., & Idris, P. U. P. S. (2008). Teaching & Acquiring Higher-Order Thinking Skills: Theory & Practice: Penerbit Universiti Pendidikan Sultan Idris.
  19. Robinson, K., Minkin, L., Bolton, E., French, D., Fryer, L., Greenfield, S., & Green, L. (1999). All our futures: Creativity. Culture and Education, Report for the Secretary of State for.
  20. Seman, S. C., Yusoff, W. M. W., & Embong, R. (2017). Teachers Challenges in Teaching and Learning for Higher Order Thinking Skills (HOTS) in Primary School. International Journal of Asian Social Science, 7(7), 534–545. https://doi.org/10.18488/journal.1.2017.77.534.545
  21. Setyarini, S., Muslim, A. B., Rukmini, D., Yuliasri, I., & Mujianto, Y. (2018). Thinking critically while storytelling: Improving children’s HOTS and English oral competence. Indonesian Journal of Applied Linguistics, 8(1), 189–197. https://doi.org/10.17509/ijal.v8i1.11480
  22. Singh, C. K. S., Singh, R. K. A., Singh, T. S. M., Mostafa, N. A., & Mohtar, T. M. T. (2018). Developing a Higher Order Thinking Skills Module for Weak ESL Learners. English Language Teaching, 11(7), 86. https://doi.org/10.5539/elt.v11n7p86
  23. Smith, V. G., & Szymanski, A. (2013). Critical Thinking: More Than Test Scores. NCPEA International Journal of Educational Leadership Preparation, 8(2), 16–26.
  24. Sulaiman, T., Muniyan, V., Madhvan, D., Ehsan, S. D., Persekutuan, W., & Lumpur, K. (2017). International Research Journal of Education and Sciences ( IRJES ). International Research Journal of Education and Sciences (IRJES), 1(1), 2550–2158. Retrieved from www.masree.info Manuscript
  25. Thomas, & Thorne., G. (2009). How to Increase Higher Order Thinking Centre for Development and Learning.
  26. Thomas, R. (1992). Cognitive theory-based teaching and learning in vocational education: ERIC Clearinghouse on Adult, Career, and Vocational Education, Center on Education and Training for Employment, Ohio State Univ.
  27. Weber, R. P. (1990). Basic content analysis (Vol. 49). SAGE.
  28. Yee, M. H., Widad, O., Jailani, M. Y., Tee, T. K., Razali, H., & Mimi Mohaffyza, M. (2011). The level of Marzano higher-order thinking skills among technical education students. International Journal of Social Science and Humanity, 1(2), 121.
  29. Yusoff, W. M. W., & Seman, S. C. (2018). Teachers’ Knowledge of Higher Order Thinking and Questioning Skills: A Case Study at a Primary School in Terengganu, Malaysia. DEVELOPMENT, 7(2).
  30. Angelo, T. A., & Cross, P. (1995). Classroom Assessment Techniques: A Handbook for College Teachers, 2nd edition.
  31. Beyer, B. K. (1995). Critical Thinking. Bloomington IN: Phi Delta Kappa Educational Foundation, Eastback No. 385. International Journal of Early Childhood Education Care Vol.7, 2018 ISSN 2289-3156 /eISSN 2550-1763 (24-32) 32
  32. Ciardiello, A. V. (2000). Student questioning and multidimensional literacy in the 1st century. The Educational Forum, 64(3), 215-222.
  33. Craft, A. (2003). ‘Creative thinking in the early years of education’, Early Years, 3(2):143-54.
  34. Hiroko Fumoto, Robson, S. Greenfield, S. & Hargreaves, D. J. (2012). Young Children’s Creative Thinking. London: SAGE Publications Ltd.
  35. Kaufmann, G. (2003). ‘What to measure? A new look at the concept of creativity’. Scandinavian Journal of Educational Research, 47(3): 235-51.
  36. Ministry of Education. (2001). Dokumen Kurikulum Standard Prasekolah Kebangsaan. Kuala Lumpur: Bahagian Pembangunan Kurikulum.
  37. Ministry of Education. (2014). Elemen KBAT Dalam Kurikulum. Kuala Lumpur: Perpustakaan Negara Malaysia.
  38. Ministry of Education. (2015). Kurikulum Standard Prasekolah Kebangsaan. Putrajaya: Bahagian Pembangunan Kurikulum.
  39. Ministry of Education. (2016). Kurikulum Standard Prasekolah Kebangsaan. Putrajaya: Bahagian Pembangunan Kurikulum.
  40. King, A. (2002). Structuring peer interaction to promote high-level cognitiveprocessing. Theory into Practice, 41:33-39.
  41. Lipman, M. (2003). Thinking in Education. Cambridge: Cambridge University Press.
  42. Loganathan, K. (1992). Hermeneutic analysis of discourse. Thiruvananthapuram: International School of Dravidian Linguistics.
  43. National Advisory Committee on Creative and Cultural Education (NACCCE). (1999). All Our Futures: Creativity, Culture, and Education. London: DfEE.
  44. Richards, R. (2006). ‘Frank Barron and the study of creativity: A voice that lives on’. Journal of Humanistic Psychology, 46(3): 352-70.
  45. Stenberg, R. J. (2003). ‘Creative thinking in the classroom’, Scandinavian Journal of Educational Research, 47(3): 325-38.
  46. Suppiah, N. (2003). Cognitive processes in essay writing through hermeneutics analysis. Minden: Universiti Sains Malaysia (Unpublished doctoral dissertation).
  47. Wan Hasmah Wan Mamat & Nur Munirah Teoh Abdullah. (2013). Kemahiran Berfikir Kritis dan Kreatif. Kuala Lumpur: Dewan Bahasa dan Pustaka.

Tools


Copyright © 2024  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic