Program Peningkatan Prestasi Bahasa Inggeris 5 FEBRUARY 2014

INTRODU TION TO !I"!ER ORDER T!IN#IN" $#I%%$ &!OT$' AND i(T!IN# IN T!E TEA !IN" OF T!E EN"%I$! %AN"UA"E
Presente) *+, NUR%INA OON BINTI ABDU%%A!

-a.a+sia E)/0ation B./e1rint 2012 3 2025 &PPP-'

TI-$$ 4 PI$A assessment 2005 Malaysia ranked bottom third among the 74 participating countries
TIMSS and PISA ranking

ha..enges to re)/0e the ga1 between - rural and urban schools - low per orming and high per orming schools - national and national-type schools

! system aspiration

To 1re1are o/r st/)ents to be more globally competiti"e Si# Students$ Aspiration

-a.a+sia E)/0ation B./e1rint 2012 3 2025 &PPP-'

11 $!IFT$ TO TRAN$FOR- T!E $Y$TE

$hi6t 1 , Pro7i)e e8/a. a00ess to 8/a.it+ e)/0ation o6 an internationa. stan)ar) %e"amp national e#aminations and school-based assessments to gradually increase percentage o &uestions that test higher-order thinking' %e"amp $hi6t 2, Ens/re e7er+ 0hi.) is 1ro6i0ient in Bahasa -a.a+sia an) Eng.ish .ang/age $hi6t 2 , De7e.o1 7a./es()ri7en -a.a+sians $hi6t 10 , -a9imise st/)ent o/t0omes 6or e7er+ ringgit

PROGRAM KEMAHIRAN BERFIKIR ARAS TIN

KONSEP KBAT
KEMENTERIAN PENDIDIKAN MALAYSIA 2013

-a.a+sia E)/0ation B./e1rint 2012 (2025 3 : $t/)ents As1iration

Thinking $ki..s
("ery student needs to possess a spirit o in&uiry and learn how to continue ac&uiring knowledge throughout their li"es) to be able to connect di erent pieces o knowledge) and) most important o all in a knowledge-based economy) to create new knowledge' ("ery student needs to master a range o important cogniti"e skills* + reati7e Thinking an) Inno7ation* the ability to inno"ate) to generate new possibilities) and to create new ideas or knowledge, + Pro*.em(so.7ing an) reasoning* the ability to anticipate problems and approach issues critically) logically) inducti"ely) and deducti"ely in order to ind solutions) and ultimately make decisions, and + %earning a1a0it+* the ability to independently dri"e one$s own learning) coupled with the appreciation o the "alue o li elong learning' This is an area where the system has historically re&uired more impro"ement) resulting in students being less able than they should be in applying knowledge and thinking critically outside o amiliar academic conte#ts' -onse&uently) it is more important than e"er or the education system to help e"ery student to

INTRODU TION
!I"!ER(ORDER

T!IN#IN"

.igher-order

thinking skills are those which in"ol"e mental e ort) which may take "arious orms /e'g' problem-sol"ing) contrasting) applying) synthesi0ing12' are contrasted with lower-order thinking skills which need little e ort) and are mainly associated with recall or identi ication o 3sur ace$ acts or orms'

They

RITI A% T!IN#IN"
4ikipedia

de inition* 3-ritical thinking is the process o thinking that &uestions assumptions' It is a way o deciding whether a claim is true) alse, sometimes true) or partly true' 1'-ritical thinking is 1 a part o the education process and is increasingly signi icant as students progress through uni"ersity to graduate education) although there is debate among educators about its precise meaning and scope'$ includes* being able to distinguish between categories) generali0e) e#empli y

It

Ana.+sis*

etc'
Pre0ision* %ogi0*

being aware o imprecision /"ague) contradictory or tautologous statements2 in input) and taking care to be precise themsel"es' being aware o illogical reasoning in their reading and listening) and able to think logically themsel"es riti0ism* being able to to apply criteria in order to e"aluate

REATI;E T!IN#IN"
The

ability to think up original solutions to problems, to create new constructs) interpretations or works o art includes* thinking* brainstorming a large number o responses to any cue or task or <.atera.= thinking* de"ising original) uncon"entional responses to problems or tasks /5e 6ono) 78972

It

Di7ergent Origina.

REA$ON$ FOR !OT$ IN %AN"UA"E TEA !IN"

%ang/age :ew

.earning

language items are *etter im1rinte) on our memory i we use deep processing' This means relating the item meaning ully to its meanings and to other items pre"iously learnt' 1ro0essing in"ol"es higher-order thinking skills* connecting) contrasting) creating etc' /4aters) ;<<92 )e7e.o1ment learning o acts and concepts'= the ability to relate these to each other) critici0e) draw conclusions) create new ideas etc'

Dee1er

Inte..e0t/a. The

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%E;E% %emembering DE$ RIPTION >actual answers) recall and recognition T!IN#IN" %AN"UA"E %epeat :ame State %ecall ?ist %estate Interpret Summarise (#plain Translate ?UE$TION $TARTER$ 4ho1@ 4hat'''@ 4here1@ 4hen1@ 4hich1@ 4hat does this mean1@ 4hat is the point1@ -an you e#plain1@

Anderstanding

%ephrasing and interpreting to show understanding

FOR-U%ATIN" ?UE$TION$ OR A TI;ITIE$

%E;E% Applying DE$ RIPTION Applying knowledge to a new situation or e#perience 6reak into parts to e#amine more closely and understand relationships T!IN#IN" %AN"UA"E Show Apply Illustrate Ase -onstruct -ompare -lassi y (#amine -ontrast Brder Analyse ?UE$TION $TARTER$ 4hat other e#amples are there o this1'@

Analysing

.ow are they similar C di erent''@ .ow does it work''@ 4hat is the e"idence1@

FOR-U%ATIN" ?UE$TION$ OR A TI;ITIE$

%E;E% ("aluating T!IN#IN" %AN"UA"E Making %ank Dudgements and ("aluate assessments and 5ecide coming to -onclude conclusions Assess DE$ RIPTION -ombining in ormation to create something new In"ent 5esign Impro"e Produce -ompose ?UE$TION $TARTER$ 4hy do you think about 1@ 4hy do you pre er this1@ 4hat is the best1@ .ow could we design1@ -ould we add1@ 4hat would happen i 1@

-reating

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Think

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U$EFU% BEB$ITE$
http*CCranchocotate'orgCranchoCthinkingFmap'html

/printable and editable templates o thinking maps2

http*CCwww'learnnc'orgClpCpagesC7;;

/lessons using circle

map and other thinking tools2

http*CC

www'bishopsgarth'stockton'sch'ukCcurriculumCde"eloping-thinking /lessons using the G thinking maps2

http*CC thinkingmaps'comCpd docsCsee-insideCpath-to-pro iciency'pd /Thinking Maps or (nglish ?anguage ?earners2