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Higher-order thinking skills Book 4 — Ages 9—10

Preview Book

Download a free sample of Higher-order thinking skills - Year 4 here.

Higher-order thinking skills Year 4 focuses on the critical and creative thinking skills that students need in their daily life. The language and skills taught are perfect for students age 9-10. The unique activities stimulate students and promote them to 'think outside the box'. In the fast-paced and ever-changing world we live in, never has there been a more important time to develop critical thinking skills—but how do you fit this into an already-packed schedule? R.I.C. Publications has the answer with our latest release, Higher-order thinking skills. Through a range of engaging and challenging activities designed to test and strengthen problem-solving skills, this series helps students make deeper connections by integrating their learning across key curriculum areas.

 

Features:
  • activities that build and grow students’ problem-solving skills through engaging logic puzzles, brainteasers and more
  • each activity focuses on a behavioural verb such as analyse, predict or design, and integrates into a different curriculum area
  • a mixture of short early-finisher activities, and more involved tasks
  • students gain meaningful practice that they can apply across subject areas and in life

    I really like the challenge of applying logical, critical and creative thinking skills to real-world contexts. I believe these activities would be wonderful for gifted and talented students and also for students who may not necessarily test well, however have the ability to think outside the box. I like the idea of completing these tasks in small groups so that students also learn to negotiate ideas, to speak up and to be heard.

    Katie Pain

    I enjoyed how these activities require students to apply knowledge, logic and skills in literacy based activities that also mix other curriculum areas (science, Indigenous perspectives, maths and geography) and disciplines. The creativity and mixture of the types of challenges available make it more stimulating and interesting for students. The definitions of behavioural verbs provided at the start and how each activity is organised into a certain skill I found were both very useful elements. The definitions are kid friendly and through categorising activities by skills, it makes it easier to target learning and understanding. Considering I have a stage based class of 3/4 students, these type of activities would be useful to develop student familiarity with behavioural verbs and challenge their thinking and reasoning skills by applying different curriculum knowledge and skillsets in individual tasks.

    Cindy Tran

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