Higher+Order+Thinking

===students combine facts and ideas in order to synthesise, generalise, explain, hypothesise or arrive at some conclusion or interpretation. Manipulating information === ===and ideas through these processes allows students to solve problems and discover new (for them) meanings and understandings. When students engage in the === ===construction of knowledge, an element of uncertainty is introduced into the instructional process and makes instructional outcomes not always predictable; i.e., the teacher is not certain what will be produced by students. In helping students become producers of knowledge, the teacher's main instructional task is to create activities or ===
 * || ===Higher-order thinking requires students to manipulate information and ideas in ways that transform their meaning and implications. This transformation occurs when ===

environments that allow them opportunities to engage in higher-order thinking.
|| media type="custom" key="7368719" align="center" || =higher order tasks = ||< [|Project Zero] ||
 * < =What are higher order tasks? = ||< [[file:Blooms revised taxonomy.docx]]
 * < =Samples = ||< [[file:higher order tasks planning tool.docx]] ||
 * < =Literature/ Research on =
 * < =Design tools = ||< [[file:Blooms categories.docx]] ||
 * < =Other resources = ||< [[file:Blooming understanding.docx]] ||

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