Teaching for higher-order thinking – UGC NET Question

Statements A, C, D and F correctly represent strategies for promoting higher-order thinking. A is true because activities that require analysis and evaluation go beyond recall. C is true as problem-solving tasks demand application of knowledge in novel situations. D is true since asking learners to justify answers forces them to articulate reasoning. F is true because discussing multiple perspectives encourages critical comparison. B and E are false because rote memorisation and restricting higher-order thinking to advanced learners ignore the potential for deeper engagement in all students; therefore A, C, D and F only is correct.

Option A:
Option A includes A, C and D but omits F, and thus fails to highlight how exposure to diverse viewpoints strengthens critical thinking. Since F is also a correct statement, A, C and D only is incomplete.

Option B:
Option B combines C, D and F but omits A, not explicitly acknowledging the role of analytical and evaluative tasks as defining features of higher-order thinking. Consequently C, D and F only does not fully address the concept.

Option C:
Option C assembles A, C, D and F, covering complex tasks, problem solving, justification and multi-perspective discussion, while excluding B and E, which limit higher-order thinking to rote or a narrow group of learners. This makes A, C, D and F only the correct answer.

Option D:
Option D introduces E, which wrongly claims that beginners cannot develop higher-order thinking, underestimating their capabilities. Including such a statement renders A, D, E and F only invalid.