The rationale behind this enquiry was to ascertain whether or not there was any link between the use of Higher Order Thinking Skills (HOTS) and the motivation on pupils to learn. By incorporating all levels of Bloom’s Taxonomy, that is from lower order to higher order thinking skills, there would be an element of progression and challenge for the children in accordance with the seven design principles of the curriculum (Scottish Government, 2008). The theory was that the children would begin at the bottom of the skills and work their way up as they progressed and mastered each skill and that this would be monitored to evaluate any effect on motivation on them to achieve.
The main aim was to explore the effects this may have on motivation within the classroom towards learning and consequently improve the ability of children to process and tackle higher order thinking skills. This would also provide a benchmark to formatively assess where each child was in relation to developing the different skill, this is something that I had not done before and had only assessed their work as a whole as opposed to individual skills. Any perceived improvement in the class’ ability to tackle these questions could indicate higher motivation to do these questions as they become better at them.