2. We have moved into a
more demanding
cognitive age,
compelling people to
become better at
absorbing, processing
and combining
information.
Can we learn to
change with it?
Who might our kindergarten
children be working with on an on-
the-job project in 2025?
4. Because of globalization—the ongoing
process of intensifying economic, social,
and cultural exchanges across the planet—
young people the world over need more
innovative thinking skills, cultural
awareness, higher-order cognitive skills,
and sophisticated communication and
collaboration skills than ever before.
5. Tony Wagner, co-director of the Change
Leadership Group, examines the U.S.
education system in the 21st century,
considers why American students are
falling behind their international
peers, and proposes methods to begin
to correct the downward slide.
The global achievement gap is the gap
between what we are teaching and
testing in our schools, even in the ones
that are most highly-regarded, versus
the skills all students will need for
careers, college, and citizenship in the
21st century.
What qualities do
you most want in
a potential new
employee?
6. Seven Survival Skills
• critical thinking and problem
solving;
• collaboration across networks and
leading by influence;
• agility and adaptability;
• initiative and entrepreneurship;
• effective oral and written
communication;
• accessing and analyzing
information; and
• curiosity and imagination.
Wagner hears that the single most
important skill is the ability to ask the
right questions.
7. Greater Need for Education in Society and
Economy
Higher Standards for Learning
More Diverse Students with Greater
Educational Needs
Greater Expectations of Schools for Ensuring
Success
10. 370
SOURCE: World Bank EdStats; IMF; UNESCO; PISA, TIMSS, PIRLS, Global Insight; McKinsey & Company
1 Universal scale created by McKinsey & Co., based on Hanushek & Woessmann methodology, to enable comparison across systems.
2 Public spend per student for basic education (pre-school, primary, and secondary school levels) for 2008 current prices
Note: Malaysia 2008 public spend is US$3000, while in 2012, public spend is US$3500 (PPP adjusted)
Public spend per student2, PPP units
7,000–
8,000
8,000–
9,000
Excellent
3000–
4,000
2,000–
3,000
1,000–
2,000
0–1,000
327
10,000+9,000–
10,000
4,000–
5,000
Kyrgyzstan
6,000–
7,000
Poor
Fair
Good
Great
478
560
540
500
480
440
420
320
0
580
520
460
380
340
400
360
UAE
455
Kazakhstan
Morocco
Thailand
Colombia
Tunisia 397
441
Argentina
Chile
Mexico
Romania
Malaysia
20082
412
489
Bulgaria
Slovak Republic
Russia
Serbia
422
578
Croatia
Poland
Chinese
Taipei
Shanghai
544
458
Australia
Czech
Republic
Israel
Korea, Rep.
Singapore
458
547
Japan
Hong Kong
Portugal
New Zealand
Macao
SAR, China
402
531
France
Germany
Spain
530
486
Canada
Italy
Ontario
Slovenia
464
545
Finland
Ireland
UK
483
531
Netherlands
USA
Luxembourg
Belg.Flanders
5,000–
6,000
Armenia
El Savador
Philippines
Syria
Panama
Moldova
Algeria Mauritius
Turkey Iran
Lithuania
Botswana
Oman
Latvia
Hungary
Estonia
Malta
Cyprus
Iceland
Sweden
Switzerland
Denmark
Norway
Belg. CFB
Austria
Saudi Arabia
Uruguay
Azerbaijan
Indonesia
Ghana
Georgia
Jordan
W. Cape
Bahrain
Greece
Kuwait
Universal scale score1 2009 (max, median, min)
QUALITY: We are in the ‘poor’ performance band internationally, ~3 schooling
years behind top performing Asian countries
13
11. 18 United Kingdom 494
19 Germany 497
OECD Average
PISA 2009+ results: Malaysia ranks among the bottom third of 74
participating countries on all three dimensions
Reading1 Math2 Science3
Regional
peers
Rank Country
Mean
score Rank Country
Mean
score Rank Country
Mean
score
1 Shanghai-China 556
2 Korea 539
3 Finland 536
4 Hong Kong 533
5 Singapore 526
55 MALAYSIA 414
62 Indonesia 402
1 Shanghai-China 575
2 Finland 554
3 Hong Kong 549
4 Singapore 542
5 Japan 539
1
2
3
4
5
Shanghai-China
Singapore
Hong Kong
Korea
Taiwan
600
562
555
546
543
52 Thailand 419
68 Indonesia 371
42 Russian Fed. 459
43 Chile 449
International Average
53 Thailand 421
57 MALAYSIA 404
41 Croatia 460
42 Israel 447
International Average
51 Thailand 425
66 Indonesia 383
52 MALAYSIA 422
40 Greece 470
41 Malta 461
International Average
3
SOURCE: PISA 2010
Slovak Republic
20 Austria 496
21 497
20 Ireland 508
21 Czech Republic 500
……………
……………
Note: Countries are ranked in descending order of the percentage of top performers (Level 5 or 6).
OECD Average OECD Average
12. International skills: Malaysian students are poorer in
knowledge application and complex problem-solving
than their peers
1 Advanced benchmark: able to organize information, make generalisations, solve non-routine problems
and draw and justify conclusions from data
2 Romania included for comparison due to similarities in population size and GDP per capita.
Note: Countries arranged by proportion of students in advanced level in descending order
SOURCE: TIMSS 2007 for 8th Grade
% of students by performance level in TIMSS Maths
58 57
63
63
80
73
48
40 40
31
79
25
0
Int’l
average
Indonesia
52
2
Malaysia
18
2
Thailand
34
3
Romania2
17
4
HongKong
6
Singapore
3
Korea
2
Intermediate
Below minimum
Advanced1
80
77 77 75 75
65
32
17
10
61
82
22
Singapore
7
Int’l
average
2
35
23
Romania2
3
20
0
8
Korea
3
Indonesia
Malaysia
3
20
Thailand
3
HongKong
% of students by performance level in TIMSS Science
13. Cognitive skills: Student performance is lagging across all
dimensions in comparison with peers
SOURCE: TIMSS 2007 for 8th Grade
596
397
581
574
477
398
595
593
569
478
579
579
557
468
405
300 400 500 600
South Korea
Singapore
Hong Kong
Malaysia
Indonesia
Reasoning
Applying
Knowledge
Scores in TIMSS Maths
TIMSS 2007 score
543
532
554
458
425
426
567
547
522
473
558
438
564
533
487
400500600
Hong Kong
Singapore
South Korea
Malaysia
Indonesia
Scores in TIMSS Science
TIMSS 2007 score
Malaysia
performance
across
knowledge
recall,
application
and
reasoning all
lag behind
peers
countries
14.
15.
16.
17.
18. LACK OF HOTS AMONG OUR
M’SIAN STUDENTS TO BECOME 21ST
CENTURY INNOVATORS, THINKERS
AND ENTREPRENEURS.
ONE MAJOR IMPEDIMENT TO SUCH A
SUSTAINED DEVELOPMENT = THE
DELIVERY OF OUR PRESENT EDUCATION
SYSTEM
The passive learning
styles and non-
innovative teaching styles
19. Are our students globally
aware?
Are our students self-directed?
Are our students good
collaborators?
Are our students critical thinkers
and problem solvers?
20. Implementing higher order thinking skills (HOTS) in the
curriculum, assessments and training
TIMSS and PISA have
demonstrated that our
students struggle with
higher-order thinking
skills
This has been enforced
by surveys of Malaysian
and multinational
companies
Need to embed HOTS
into new KSSM and
KSSR curriculum and
assessments to raise
quality of education to
an international
standard
RATIONALE
OUTCOME
KPI AND
2015 TARGET
IMPACT ON
JPN AND PPD
To equip every student with the
required 21st century skills so as to
maximise their employability in the
today’s increasingly global workforce
Training to deliver enhanced
curriculum to students
All Math and Science teachers to
be trained in HOTs by 2014
21. LOW ORDER THINKING (LOT) is
often characterized by the:
- recall of information or
- explanation of ideas and concepts
(LOT)
22. Bloom's Taxonomy
….. a classification
of the different
learning objectives
that educators set
for students …divides
educational
objectives into 3
domains: Cognitive,
Affective, and
Psychomotor
loosely described as
knowing/head, feeling/heart
and doing/hands respectively
Within each domain,
learning at the higher
levels is dependent
on having attained
prerequisite
knowledge and skills
at lower levels.
23. 27
Revised taxonomy of the cognitive
domain Anderson and Krathwohl
(2001)
ANDERSON, L W, & KRATHWOHL D R (eds.) (2001). A Taxonomy for Learning, Teaching,
and Assessing: A Revision of Bloom's Taxonomy of Educational Objectives. New York:
Longman
BLOOM’S TAXONOMY
26. WHY HOTS ?????
• If we want our students to
develop the capacity to think,
reason and problem solve, then
we need to start with high-level,
cognitively complex tasks.
Stein and Lane, 1986
28. Projects/activities/
assignments in
classroom must
include Qs that
challenge students’
thinking process
Clarify their
understanding
Make
knowledgeable
assumptions
Come up
with reasons
and evidence
Define their
viewpoints
and
perspectives
Determine
implications
and
consequences
Evaluate
the
concept at
hand in its
entirety
29. Cognitive Domain Suggested Verbs
Remember(Knowledge)
-shallow processing: drawing
out factual answers, testing
recall and recogniiton
Choose
Describe
Define
Identify
Label
Match
Memorize
Name
Omit
Recite
Recognize
Select
State
List
Understand (Comprehension)
-translating, interpreting and
extrapolating
Classify
Defend
Demonstrate
Distinguish
Explain
Represent
Restate
Translate
Express
Extend
Give
example
Illustrate
indicate
Rewrite
Select
Show
Interrelate
Interpret
Infer
Judge
Match
Paraphrase
Summarize
Tell
Bloom’s Taxonomy and Verbs: Examples of verbs to use for
each cognitive level.
30. Cognitive Domain Suggested Verbs
Apply
-knowing when to apply, why to
apply, and recognizing patterns of
transfer to situations that are new,
unfamiliar or have a new slant for
students.
Apply
Choose
Dramatize
Explain
Use
Generalize
Judge
Organize
Paint
Prepare
Produce
Select
Show
Sketch
Solve
Analyze
-breaking down into parts, forms.
Analyze
Categorize
Classify
Compare
Differentiate
Distinguish
Identify
Infer
Point out
Select
Subdivide
Survey
Evaluate
-according to some set of criteria and
state why
Appraise
Judge
Criticize
Defend
Compare
Create (Synthesis)
-combining elements into a pattern
not clearly there before
Choose
Combine
Compose
Construct
Create
Design
Develop
Do
Formulate
Hypothesize
Make
Make up
Originate
Plan
Produce
34. ARE THE
RESPONSES
REFLECTIVE
OF THESE
THINKING
PROCESSES?
Clarify their
understanding
Make
knowledgeable
assumptions
Come up
with reasons
and evidence
Define their
viewpoints
and
perspectives
Determine
implications
and
consequences
Evaluate
the
concept at
hand in its
entirety
35. Daughter:
“Dad, I’m in love with a boy who’s far
from me. I’m in Australia and he lives in
the UK. We met on a dating website,
became friends on Facebook, had long
chats on Whatsapp, he proposed to me
on Skype and now we’ve had 2 months
of relationship through Viber. Dad, I need
your blessings and good wishes.”
ACTIVITY 3 – 5 mins.
37. Father:
“Wow! Really!! Then get
married on Twitter, have fun on
Tango, buy your kids on
Amazon and send them through
Paypal. And if you’re fed up
with your husband…. Sell him
on Ebay…….”