Do you believe everything you hear during the news, view in the media or find on the internet? Have your current or future learners lost their originality and creativity to become “find, cut and past

HIGHER LEVEL THINKING 7

Higher Level Thinking

Dorothy Pauline Browning

Keiser University

Dr. Martin

EDU 521

July 28, 2020

Higher Level Thinking

Education has been impacted significantly by trends in technology. As a matter of fact, the learning process cannot be entirely effective in classrooms without the incorporation of technology. The advancements in technology have been fundamental in bettering the learning process and related activities, though; they come with detriments as well. Many studies have been conducted to determine whether technology hinders the critical thinking and creativity of learners. Results don't provide reliable findings on whether technology has hindered crucial thinking as the benefits are more when used in the right way. Critical thinking, creative thinking and problem-solving are pivotal in the learning, problem-solving, and decision-making process of learners. Characteristics of critical thinking, problem-solving and creative thinking can be fundamental in the development of digital information literacy and teaching individuals on accuracy, authenticity and reliability of the information.

Processes of Higher-Level Thinking and their Characteristics

Higher-level thinking or high-order thinking refers to a learning concept of education reform founded on studying taxonomies and holds that some sorts of learning need more cognitive processing as compared to others , but have further generalized benefits. Higher-order thinking comprises various processes, including problem-solving, critical thinking, and creative thinking (Martinez, 2010). Each of the methods describing higher-order thinking has some characteristics that show its applications, benefits and effectiveness in a learning context .

Problem-solving refers to the process of discovering solutions to complex or challenging issues. It is crucial to remember the steps required when solving a problem. First, one has to define the problem need and give distinct restrictions by sketching a mental box around it . Considering various strategies, trying different approaches, and being creative as a way of arriving at the solution are aspects of a competent problem-solver (Martinez, 2010). It is crucial to remember that mistakes are learning opportunities when solving a problem as one learns what does not work. Problem-solving in classroom settings involves proving whether a theory or concept is right or wrong. Thomas Edison failed many times when solving the problem of a light bulb, but he didn't give up. Therefore, practical problem-solving requires one to be consistent and determined to find a solution (Martinez, 2010).

Critical thinking is a way of forming ideas that involve an individual applying his/her knowledge or perspective to decide what is correct or incorrect about the views of someone else. Therefore, critical thinking is at times referred to as "having a mind of your own," meaning that one doesn't need to accept or believe everything that is said or written by someone else (Martinez, 2010). In addition to evaluating ideas of others, critical thinking can further be used to assess things. For instance, one can use critical thinking to decide on a book or telephone to buy.

Creativity can be gauged by its originality, fluency, elaboration and flexibility. Most of the creative thinkers are flexible in their creation- they are willing and able to maneuver their thinking to advance upon what they are making. Creative thinkers have the potential of elaborating their conception, significantly because it is their own, and it has not been borrowed (Martinez, 2010). In their peak of the creative process, critical thinkers can enter a state of concentration so spotlighted that they are fully absorbed in the doings at hand. Originality is another aspect of creative thinking, meaning that one doesn't copy or borrow but rather construct his/her thinking from grassroots. Creativity is not only a different process (the ability to turn individual thought to various directions) but also a convergent process, for which an individual has made something, his/her thinking can converge only on information and ideas that relate to a specific invention (Martinez, 2010).

Importance of Critical Thinking in the Development of Digital Information Literacy

Critical thinking is all about idea formation to decide whether the ideas of others are true or false. Moreover, critical thinking requires one not to necessarily believe everything that is said or written by someone else (Harvey, 2018). Therefore, students should search for truth when using digital information. Learners should not accept all the data from the digital world as truthful but should rather dig deeper to verify if it is true. Additionally, critical thinking requires a learner to evaluate things that can be used as a source of digital information. Some sources of digital data such as blogs can have incorrect information, and therefore, learners have to apply critical thinking to decide on the best digital sources to use.

Teaching Individuals to Use Higher Level Thinking

Various strategies can be used to teach individuals to use higher-level thinking to discern whether information is authentic, reliable and accurate. First, a teacher should move from concrete to abstract and back again to concrete. It is worth noting that when teaching abstract concepts, application of concrete materials can strengthen learning for old and young alike (Kurnia, 2019). Secondly, the teacher should encourage questioning whenever one feels that something is not correct. Thirdly, teachers should encourage creative thinking and teach learners on problem-solving strategies. Additionally, teachers should connect their concepts and ask students to do so as well by putting thoughts into a hierarchy. Moreover, teaching students to make inferences can help learners to develop higher order thinking as any information or idea will have to be inference (Kurnia, 2019).

Nurturing of Original Thought and Innovation

Educators can nurture original thought and innovation through various strategies . First, educators should support initial ideas and innovation by giving their students a platform to express themselves and encouraging them to show their discoveries to others for evaluations. Secondly, educators should provide rewards to learners who come up with original thoughts and innovations and further help in developing them (Kurnia, 2019). Additionally, educators should link learners with groups and agencies that support initial ideas and innovations to ensure that they are helped accordingly to grow and develop. It is also essential for educators to communicate with the concerned educational bodies to provide financial support to learners with original thoughts and innovations.

Higher-level thinking requires learners to be well-trained and educated by their teachers. Moreover, teachers are supposed to be well-informed of strategies that promote higher-level thinking to guide their students properly. Developments in technology should not restrict higher-level thinking of learners as they can use creative thinking, critical thinking and problem-solving to use digital information appropriately. Teachers and learners must support higher-level thinking and original ideas and innovations of their learners to promote effectiveness in classroom and life outside .

References

Harvey, F. (2018). Critical GIS: Distinguishing critical theory from critical thinking. The Canadian Geographer / Le Géographe Canadien, 62(1), 35-39. https://doi.org/10.1111/cag.12440

Kurnia, N. (2019). Improvement of Higher Order Thinking Skills (HOTS) Through Thinking Enhancement (SPPKB) Learning Strategy on High School Level X Economic Learning in Jakarta A. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.3396202

Martinez, M. (2010). Learning and Cognition: The Design of the Mind (1st ed.). American Psychological Association.