This course is FREE with an Online Subscription

Course Description

This course equips teachers with practical strategies to develop students’ critical thinking, creativity, problem-solving, and metacognitive skills. Learn how to embed higher-order thinking across subjects using evidence-based frameworks and engaging, student-led activities.



Audience

Secondary School Teachers


Teaching Standards

1.2.2 Proficient Level - Know students and how they learn - Understand how students learn:  Structure teaching programs using research and collegial advice about how students learn

3.3.2 Proficient Level - Plan for and implement Effective Teaching and Learning - Use teaching strategies:  Select and use relevant teaching strategies to develop knowledge, skills, problem-solving, and critical and creative thinking



FREE with  Online Subscription


Participant Feedback


"The course provided clear strategies and practical examples that I can easily apply in my English teaching. I appreciated the focus on encouraging higher-order thinking, creative problem-solving, and student ownership of learning. Overall, it was a valuable and engaging experience that has inspired me to try new approaches in my classroom."



"This course was excellent! It helped me to find a new way to do a task in my faculty. "



"Teaching Higher-Order Thinking in the Secondary Classroom was an insightful and practical professional learning experience. The course effectively highlighted the importance of embedding critical and creative thinking across subject areas and provided a range of strategies that are both evidence-based and classroom-ready. I particularly valued the focus on metacognition, student autonomy, and the use of divergent thinking tasks to deepen learning. The examples and prompts were relevant to the secondary context, though including more subject-specific scenarios could further enhance applicability. Overall, the course has equipped me with practical tools and renewed confidence to foster higher order thinking in my students."

Course curriculum

  • 1

    Introduction

    • Welcome

    • Acknowledgement of Country

    • Learning Objectives

    • Teaching Standards

  • 2

    Module 1 - Understanding Higher-Order Thinking in the Secondary Classroom

    • Introduction

    • What is Higher-Order Thinking?

    • Webb’s Depth of Knowledge (DOK) Framework

    • Connecting to the Australian Curriculum

    • Why is HOTS Important in Secondary Education?

    • Overcoming Barriers to Higher-Order Thinking in Classrooms

    • Scenario Activity 1 - Overcoming Cognitive Load in Complex Tasks

    • Self-Assessment Checklist

    • Reflection Activity

    • Reference List for Module 1
  • 3

    Module 2 -Problem-Solving and Analytical Thinking

    • Introduction

    • What Are Problem-Solving and Analytical Thinking?

    • Problem-Solving Frameworks

    • How Analytical Thinking Supports Problem-Solving

    • High-Impact Strategies for Teaching Problem-Solving

    • High-Impact Strategies for Teaching Problem-Solving

    • Using Questioning to Promote Deeper Thinking

    • Inquiry-Based Learning—Fostering Student-Led Investigations

    • Scenario Activity - Supporting Real-World Problem Solving

    • Classroom Activity

    • Reflection Question

    • Reference List for Module 2
  • 4

    Module 3 – Creativity and Innovation in Learning

    • Introduction

    • Understanding Creativity in Education

    • The 4Cs of Creativity

    • Encouraging Divergent Thinking

    • Strategies to Foster Divergent Thinking

    • Using Digital Tools to Support Creativity

    • Digital Tools That Promote Creativity

    • How to Integrate Digital Creativity Into Lessons

    • Classroom Activities

    • Reflection Question

    • Reference List for Module 3
  • 5

    Module 4 – Metacognition and Self-Directed Learning

    • Introduction

    • What is Metacognition?

    • Teaching Metacognitive Strategies

    • Fostering Self-Directed Learning

    • Strategies to Support Self-Direction

    • Classroom Activity

    • Reflection Question

    • Reference List for Module 4

  • 6

    Course Feedback

    • Course Feedback

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