Technology tools like simulation, gamification, and AI-based learning platforms can enhance HOT skills. Mishra & Koehler (2006) study on the TPACK framework highlights the integration of technology with pedagogy to increase critical thinking and creativity. Tools like Google Classroom, Padlet, and Kahoot facilitate collaborative learning and higher-order thinking.
In order to properly evaluate HOT, tests must be more than multiple-choice. Performance tasks, rubrics, and open-ended projects allow teachers to measure students' ability to analyze, evaluate, and produce (Brookhart, 2010). Peer discussions and reflection activities are a few formative assessments that can also provide teachers with information about students' cognitive development.
Higher-order thinking in the classroom can only be encouraged when there is a shift from memorization to learning strategies. Learning strategies like inquiry-based, problem-solving, metacognition, Socratic questioning, and technology integration turn out to be excellent means of maximizing students' thinking abilities. When teachers use such strategies, students are equipped with the critical thinking and creative skills needed to thrive in the 21st century.
References
Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. Longman.
Brookhart, S. M. (2010). How to assess higher-order thinking skills in your classroom. ASCD.
Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive--developmental inquiry. American Psychologist, 34(10), 906--911.
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational Psychology Review, 16(3), 235--266.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017--1054.
Paul, R., & Elder, L. (2006). The thinker's guide to the art of Socratic questioning. Foundation for Critical Thinking.
Pedaste, M., Meots, M., Siiman, L. A., de Jong, T., van Riesen, S. A., Kamp, E. T., & Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47--61.
