Chapter 6 of “Social Studies for the Twenty-First Century” covers three higher-order thinking strategies. These strategies include multiple perspectives, mystery, and controversy. The multiple perspectives strategy looks at one or similar event(s) from more than one point of view. This way there are different perspective that agree and disagree. By doing this students are able to see the world from another perspective. The mystery strategy is powered by the unknown or missing pieces. Lastly, the controversy strategy allows for discussion, because it focuses on morals, justice, and things alike. The one however, that stuck out the most was the mystery strategy. The mystery strategy can offer opportunity for multiple different answers and ideas. It also allows students to be inquisitive and think outside of the box to try to put missing pieces together, rather than to be told what they should and shouldn’t think. This strategy also allows for students to be more engaged. The way this would work within a lesson plan is by giving students a document and then having them fill in the missing pieces. To do this students should be asked specific but open ended questions that point them in a direction without giving them the answer.
Encouraging higher-order thinking in the classroom can be an extremely beneficial learning experience for everyone involved, students and teachers. This can be done in different ways, as you said, and it is important for the teacher to try and utilize each way to create diversified learning. That being said, it is best for the teacher to be prepared and work with your own particular skills. Looking at multiple perspectives, especially if using primary sources revolving around one historical event can be an interesting and good use of critical thinking skills. We, as educators, teach students how to think, not what to think. Letting students see the bigger picture with their own eyes and with their own discoveries is necessary for true educational growth. I feel that looking at different perspectives leads to the controversy strategy, allowing students to speak their minds regarding what they learned. This can provoke good discussion. A lot of history is overlooked, so allowing students to put their ideas in the mix will lead to mature thinkers. Right and wrong answers are not always present, allowing for debate and individualism, that is what will make the classroom environment worth it.
The strategies listed in Chapter 6 of “Social Studies for the Twenty-First Century” are great for engaging students in higher-order thinking. Paired with the lower-level strategies (data-gathering, compare & contrast, and drama coaching), students will gain more than a basic understanding of events that happened in the past. So much of my history experience has been fact recall, the courses I remember (and valued) the most were those that invoked higher-order thinking and allowed me to interpret things for myself.
Higher order thinking is necessary for students to learn so they can adapt and face new challenges. I like your mentioning of the mystery strategy because that makes the students solve problems on their own, which makes it easier to understand the themes of history.