How Can You Enhance your High Order Thinking and Queries

Higher-order thinking is a high-level thinking procedure that surpasses the expected level of thinking, like memorization, learning facts, etc.

It involves cognition, analysis, inference, correlation, categorization, manipulation, rearrangement, and application.

Responding to the questions of the children in the Higher Order Thinking techniques

To encourage Higher Order Thinking, Robert Sternberg suggests that answers to a child's questions can be separated into seven primary levels, ranging from low to high.

In the first level, one should reject the child's questions.

The second level involves including the question in the response.

Let the child be made aware that the parent is ignorant of the question that he asked and encourage him at the same time (third level).

The fourth level states giving an area of reference or express authoritatively with words of encouragement.

Brainstorming answers is an excellent way to motivate the child is asking questions and producing answers.

Bringing alternative explanations and evaluation is the next level to promote HOT.

The last but not the minor group includes encouraging resolutions apart from the ordinary evaluation and successive assessment.

Techniques that will proliferate Higher Order Thinking

1. Students should be taught HOT strategies, their positive and negative points.

2. Understanding concepts is necessary, followed by critical thinking.

3. Teachers should provide aid to the students for recognizing main concepts and their types.

4. Students should not only recognize critical concepts but also get familiarised with their types.

Putting them into the right slot is essential.

The concepts can be arranged into the following categories: abstract, concrete, oral and non-verbal.

5. The two categories in which the student might fall include verbal and nonverbal.

The verbal students may find difficulty dealing with maths problems while the nonverbal category of students demands less language.

For the former students, math needs to be elaborated, whereas examples will do the required work for the latter.

6. An abstract concept needs to be sandwiched between concrete images.

In other words, if a concrete idea can be expressed in abstract terms and vice versa, one will understand that the idea is clear.

7. State the critical and supplementary features of the concepts.

Apart from that, elucidate what the concept is with examples.

Further, also explain what the concept is not about.

8. It is essential to have a good understanding of the fundamental concepts. Teachers can help out students in such an instance.

9. Including concerts in a conversation is a step that a parent can take to help the children in HOT.

The topic which is discussed doesn't need to coincide with the concepts accurately.

10. The concepts need to be ranked from simple to sophisticated ones, and connecting them is critical. For example,

Christmas < Holidays < Celebrations

Besides, students should think of information that they already know when a concept is introduced.

11. Starting quite early, students should have proper knowledge for concluding out of concepts.

12. The QARs technique involves identifying and marking the questions under certain levels and responding accordingly.

Teachers usually teach two methods of QARs.

The first category is about searching the text for possible answers, and the second category includes the reader being dependent on his sense of the idea.

13. Parents need to make their children understand that memorization isn't the ultimate end.

It is vital to make your concepts clear and sharp.

14. Students should engage in the mere elaboration of the concept and find related information and how that can be applied for future use.

15. Teachers should teach their students how to conjure up an image related to words and sentences.

This will enhance their visual memory.

16. To simplify complicated concepts, visualize them as movies in your mind's eye.

17. Teachers should appreciate the students for an organized way of answering the questions.

Apart from that, they should also state the different ways to find a solution to the problem.

18. Students should be free to question teachers whenever required, and teacher and student both should creatively inspire each other.

19. Teachers need to support the pupils positively through learning cooperatively.

20. Teachers should teach their pupils to use various figures of speech like similes, metaphors, etc.

21. According to Robert Sternberg and his research, adults who are achievers display creativity, analytical and practical skills.

Suppose there is a lack of response from students even after applying the above techniques.

In that case, a psychologist should take the matter into their hands by evaluating the development of the students neurologically.

Before finding solutions to problems, it is essential to well-identify and understand them.

A student will not perform as desired if there is a loss in identifying the problem and its root cause as the solution that will result in will not be effective.

Conclusion

The strategy devised by the qualified professional with the help of the parents and students should be adopted to reach the goal.

The evaluation should list down certain aspects of his neurodevelopment, including his retention ability, attention span, verbal language, higher-order thinking, organizational abilities, and handwriting skills.

Apart from the diagnosis, the psychologist should supply proper analysis of the student's academic potential (reading, writing, etc.) and their emotional or social functioning.

Also, parents need to be quite alert regarding their children's evaluation, increasing their Higher Order Thinking.

A psychologist expert should refer to interviews or queries with children and rely on standardized tests, ratings, etc.