[etni] Fw: My reflections on the HOTS program.

From: "Ask Etni" <ask@xxxxxxxx>
To: "Etni" <etni@xxxxxxxxxxxxx>
Date: Mon, 15 Jun 2009 07:44:38 +0200
----- Original Message ----- 
From: zev ovnat - zev_0@xxxxxxxxxx
Subject: My reflections on the HOTS program.

Dear Etni Readers,

I attended the Literature course in Ashqelon under the guidance of Slava 
Friedman who was wonderful. Neverthless, I have reservations regarding the 
implementation of the HOTS in the curriculum and here are my reflections on 
the matter.

Enjoy

Chaya Ovnat
Sha'ar Ha'Negev School


a.   We, as teachers, pose questions to the pupils, which require the 
application of LOTS and HOTS. Isn’t it enough that the pupils are able to 
use the LOTS and HOTS without knowing the technical nomenclature of the 
skills? What added value does being aware of these name tags give the pupil? 
Why are we trying to give the average pupil the tools necessary for forging 
a doctoral dissertation? In addition, exerting efforts on such an abstract 
approach might divert teachers from attaining other more elementary goals 
that are essential prerequisites (see Maslow’s Hierarchy – pyramid and 
variations).
b.   The course was given in the same methodology that it teaches us to 
employ in giving our lessons in school. This is admirable and on the one 
hand has a pleasing symmetry. On the other hand, it’s arguable whether the 
application of this methodology with pupils in the class room is legitimate 
from a psychological perspective. Should the student be involved in 
meta-learning as well as learning? My gut feeling is – no. An analogy 
supporting this opinion could be: should a patient being psychoanalyzed be 
informed as to the methodology that the psychiatrist is using? When training 
a psychiatrist – this methodology should definitely be used (as when 
training teachers) – but not with the patient. I deeply believe that 
education should be a painless process in which the learning takes place 
spontaneously in the pupil’s mind as a consequence of the activities in 
class which provide the appropriate food for thought.
c.    An ever growing percentage of our students today share learning 
problems not uncommon to those of special education and needs. Employing 
this meta-learning methodology with such pupils is unquestionably 
inappropriate. As far as the upper percentiles are concerned, one can wonder 
whether providing a fixed list of HOTS skills will not actually limit the 
range of their thinking processes. In addition, such strong pupils can 
better use their limited time otherwise and in a more interesting, 
challenging & fulfilling manner.
d.   Why is this methodology being used in the difficult arena of foreign 
language studies – and ignored in native language ones?
e.   I, as an experienced and well qualified English teacher (BA in English 
Literature & Linguistics and MA in Education), have subconsciously employed 
this methodology in my lesson plans and in class. I appreciated having this 
methodology presented in such an orderly manner and I’m convinced that other 
less experienced teachers will benefit from it. I never-the-less, believe 
that the meta-learning should be left to the teachers and not appear 
explicitly in the lesson plans or in class.
f.     I propose the following format for an advanced teacher course 
(hishtalmut). This idea was echoed by other teachers in the current course 
and in my school. The participants take part in a workshop under the 
guidance of a qualified and experienced teacher/instructor. Literary pieces 
are chosen and lesson planners (reflecting the use of LOTS, HOTS etc) are 
composed in a group effort. The end products are useful in themselves – and 
the participants having taken part in their creation, are familiar with them 
and fell comfortable using them.
 

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[etni] Fw: My reflections on the HOTS program.

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