OTS-APA

those who admired you, and were tender

against you, and disputed the passage

Critical thinking and higher order skills are two concepts that have been given a great deal of attention in education since the 1980s. The primary reason for this focus was a host of research that proved students at all levels of education are lacking in problem-solving and thinking skills, "Problem-solving, higher-order cognitive skills-whatever it's called, thinking is in big trouble in the American classroom," (Carr 69). This analysis will focus on a general description and assessment of critical thinking, HOTS (higher order thinking skills-a program developed by Stanley Pogrow), and Bloom's Taxonomy. A content specific analysis will follow this which focuses on the use of critical thinking skills and higher order thinking skills in language, writing and literature teaching. A conclusion will assess the future direction of critical and higher order thinking.

The HOTS program was developed by Stanley Pogrow , a professor at the University of Arizona. It is based on the concept that traditional direct instruction approaches to education are lacking, because they view the problem with students as "sufferin

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h as interests and attitudes of the students, their values and what they appreciate and how they behave. The motor-skills domain focuses on promoting the physical activities that are necessary for developing coordination (largely a focus only in vocational schools). There are six-levels of objectives for developing the cognitive domain: knowledge; comprehension; application; analysis; synthesis; evaluation, (Reeves 610-612). Where the affective domain is concerned, there are five different levels to develop: receiving; responding; valuing; organization; characterization," (Reeves 614-615). One of the most difficult obstacles to overcome in implementing these types of thinking programs and concepts into the curriculum is because it means major change on behalf of educators and teachers, re-tooling of the teaching methods now in use and skill development. However, the research shows that if these types of obstacles can be overcome, there is plenty of evidence that proves the majority of students can improve their level of critical-thinking skills, "Developing the skills of a critical thinker will require major changes in the traditional instructional strategies most educators employ. There is that word that causes problems f

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