A Decision-Making Model for Teaching Higher Order Thinking Skills (HOTS) to College Students

Abstract

If used in a critical and responsible manner, Technology can help get the best outcomes for Education. Despite all advances that Technology has allowed when it comes to teaching Higher Order Thinking Skills (HOTS), it seems that means (e.g., computers) have become more important than ends: content and its analysis in regard to scope, sequence, and teaching procedures have not been a focus. The purpose of this paper is to provide and discuss a decision-making model to choose content, sequencing, and teaching procedures for HOTS within a college course that teaches students basic theoretical behavior-analytic skills.