Let us start by reflecting on the Chinese saying that goes, Give a man a h and

you have fed him for a day. Teach a man how to sh and you have fed him for a
lifetime. What do you think does this saying mean? Can you elaborate on it using
your own words?

Dear FLs , school heads' role highlights the importance of guiding your teachers for
them not only to teach by word but also by heart .

How can you help your teachers teach students how to think and become better
prepared for lifes challenges?

Re you aware of what your teachers are doing inside the classroom ? of what your
teachers are teaching , of how your teachers are doing inside the classroom ? If and
when , there are problems about how your teachers handle their classes , what
should the school head do?

How do we use questions to guide instruction and challenge our students?

This module will help you integrate the development of HOTS in your schools
teaching and learning process. To help you and your teachers relate to the unique
learning styles and needs of your students, this module also introduces you to
Howard Gardners theory of multiple intelligences. As a principal, explore how you
can help your teachers help students think, learn, and understand in order to excel
and develop their knowledge.

WHAT IS AN ESSENTIAL QUESTION?

WHAT IS AN ESSENTIAL QUESTION? a. ) Concepts or skills in the form of a question

(replaces the objective). B.) Organizes and sets the focus of the lesson. C. ) A tool to
help teachers to gather evidence of learning

ASK YOURSELF What is the intended goal of the lesson?What do I expect my

students to know by the conclusion of the lesson?

Write an essential question that reflects a concept or skill you will teach in the
upcoming week

here are Benets and also Drawbacks of Integrating HOTS in Instruction

Level 1: Reject the question Example: "Why do I have to eat my vegetables?" "Don't
ask me any more questions." "Because I said so

.Level 2: Restate or almost restate the question as a response Example: "Why do I

have to eat my vegetables?" "Because you have to eat your vegetables." "Why is
that man acting so crazy?" "Because he's insane." "Why is it so cold?" "Because it's
15 outside."

Level 3: Admit ignorance or present information Example: "I don't know, but that's a
good question." Or, give a factual answer to the question.

Level 4: Voice encouragement to seek response through authority Example: "Let's

look that up on the internet." "Let's look that up in the encyclopedia." "Who do we
know that might know the answer to that?

Level 5: Encourage brainstorming, or consideration of alternative explanations

Example: "Why are all the people in Holland so tall?" "Let's brainstorm some
possible answers." "Maybe it's genetics, or maybe it's diet, or maybe everybody in
Holland wears elevator shoes, or" etc. When brainstorming, it is important to
remember all ideas are put out on the table. Which ones are "keepers" and which
ones are tossed in the trashcan is decided later.

Level 6: Encourage consideration of alternative explanations and a means of

evaluating them Example: "Now how are we going to evaluate the possible answer
of genetics? Where would we nd that information? Information on diet? The
number of elevator shoes sold in Holland?

Level 7: Encourage consideration of alternative explanations plus a means of

evaluating them, and follow-through on evaluations Example: "Okay, let's go nd
the information for a few days we'll search through the encyclopedia and the
Internet, make telephone calls, conduct interviews, and other things. Then we will
get back together next week and evaluate our ndings." This method can be
equally effective with schoolwork and with everyday matters such as how late an
adolescent can stay out on Saturday night or who is getting to go to a concert. For
example, polling several families that are randomly or mutually chosen may
produce more objective results than either parent or child "skewing" the results by
picking persons whose answers will support their way of thinking.

Do you now have an idea about how to use this taxonomy?

The Chinese saying Give a man a sh. can be modied to describe todays
students. Teach students by merely providing them facts and gures and they will
be successful for a few years. Teach students to think and learn on their own and
they will be successful for a lifetime. Do you agree with this statement?

Why should HOTS be integrated in todays instructional strategies?

If you have done Activity 2.2 pages 3940------You would be able to answer the
following questions -----. Why do you think did Edison fail in school?2. If you use the
school house view of intelligence mentioned in the previous page, how would you
explain Edisons enormous achievements later on in his life? . What does the story
of Edison imply, especially with regard to the nature of intelligence and to
education?

What is the relevance of Edison's story with our lesson today ?

Give me a statement of affirmation of today's learning?