HOTS To what extent do students use...

	HOTS
	To what extent do students use lower order thinking processes? To what extent do students use higher order thinking processes?	Deep Knowledge To what extent is knowledge deep? To what extent is knowledge shallow and superficial?
Score	Lower Order thinking only 1 2 3 4 5 Higher Order thinking is central	Knowledge is shallow 1 2 3 4 5 knowledge is deep
5	Almost all students, almost all of the time, are performing HOT.	Knowledge is very deep because the teacher successfully structures the lesson so that almost all students sustain a focus on a significant topic and do at least one of the following: demonstrate their understanding of the problematic nature of information and/or ideas; demonstrate complex understanding by arriving at a reasoned, supported conclusion; or explain how they solved a complex problem. In general, students’ reasoning, explanations and arguments demonstrate fullness and complexity of understanding.
4	Students are engaged in at least one major activity during the lesson in which they perform HOT operations, and this activity occupies a substantial portion (at least 1/3) of the lesson and many students are performing HOT.	Knowledge is relatively deep because either the teacher or the students provide information, arguments or reasoning that demonstrate the complexity of an important idea. The teacher structures the lesson so that many students sustain a focus on a significant topic for a period of time and do at least one of the following: demonstrate their understanding of the problematic nature of information and/or ideas; demonstrate understanding by arriving at a reasoned, supported conclusion; or explain how they solved a relatively complex problem.
3	Students are primarily engaged in routine LOT operations a good share of the lesson. There is at least one significant question or activity in which some students perform some HOT operations.	Knowledge is treated unevenly during instruction; i.e., deep understanding of something is countered by superficial understanding of other ideas. At least one significant idea may be presented in depth and its significance grasped, but in general the focus is not sustained.
2	Students are primarily engaged in LOT, but at some point they perform HOT as a minor diversion within the lesson.	Knowledge remains superficial and fragmented; while some key concepts and ideas are mentioned or covered, only a superficial acquaintance or trivialized understanding of these complex ideas is evident.
1	Students are engaged only LOT operation; i.e., they either receive, or recite, or participate in routine practice and in no activities during the lesson do students go beyond LOT.	Knowledge is very thin because it does not deal with significant topics or ideas; teacher and students are involved in the coverage of simple information which they are to remember.

	HOTS
	To what extent do students use lower order thinking processes? To what extent do students use higher order thinking processes?	Deep Knowledge To what extent is knowledge deep? To what extent is knowledge shallow and superficial?
Score	Lower Order thinking only 1 2 3 4 5 Higher Order thinking is central	Knowledge is shallow 1 2 3 4 5 knowledge is deep
5	Almost all students, almost all of the time, are performing HOT.	Knowledge is very deep because the teacher successfully structures the lesson so that almost all students sustain a focus on a significant topic and do at least one of the following: demonstrate their understanding of the problematic nature of information and/or ideas; demonstrate complex understanding by arriving at a reasoned, supported conclusion; or explain how they solved a complex problem. In general, students’ reasoning, explanations and arguments demonstrate fullness and complexity of understanding.
4	Students are engaged in at least one major activity during the lesson in which they perform HOT operations, and this activity occupies a substantial portion (at least 1/3) of the lesson and many students are performing HOT.	Knowledge is relatively deep because either the teacher or the students provide information, arguments or reasoning that demonstrate the complexity of an important idea. The teacher structures the lesson so that many students sustain a focus on a significant topic for a period of time and do at least one of the following: demonstrate their understanding of the problematic nature of information and/or ideas; demonstrate understanding by arriving at a reasoned, supported conclusion; or explain how they solved a relatively complex problem.
3	Students are primarily engaged in routine LOT operations a good share of the lesson. There is at least one significant question or activity in which some students perform some HOT operations.	Knowledge is treated unevenly during instruction; i.e., deep understanding of something is countered by superficial understanding of other ideas. At least one significant idea may be presented in depth and its significance grasped, but in general the focus is not sustained.
2	Students are primarily engaged in LOT, but at some point they perform HOT as a minor diversion within the lesson.	Knowledge remains superficial and fragmented; while some key concepts and ideas are mentioned or covered, only a superficial acquaintance or trivialized understanding of these complex ideas is evident.
1	Students are engaged only LOT operation; i.e., they either receive, or recite, or participate in routine practice and in no activities during the lesson do students go beyond LOT.	Knowledge is very thin because it does not deal with significant topics or ideas; teacher and students are involved in the coverage of simple information which they are to remember.

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