High Order Thinking Skills: What They Are & How to Improve

Higher-order thinking skills, or high-level cognitive abilities, are essential for tasks that involve problem-solving, critical analysis, and creative thinking. These skills go beyond rote memorization or basic comprehension and require skills like evaluating, analyzing, and synthesizing information. Higher-order thinking skills are foundational in today’s complex, information-rich world, making them indispensable for academic and career success.

Closely tied to executive functions—mental processes that govern planning, self-regulation, and task management—higher-order thinking skills rely heavily on cognitive processes such as working memory, cognitive flexibility, and inhibitory control. For students, particularly those with ADHD, building these skills can be challenging due to executive function deficits that impact focus, emotional regulation, and task initiation. This article explores what higher-order thinking skills are, how executive functions play a role in developing them, and effective strategies to help students master these skills.

What are Higher-Order Thinking Skills?

Higher-order thinking involves advanced skills that allow individuals to process information deeply. According to Bloom’s Taxonomy, higher-order thinking includes analysis, evaluation, and creation, which sit at the top of the taxonomy pyramid. These skills are essential for students to think independently, apply knowledge in new contexts, and solve complex problems. While lower-order thinking skills involve simple recall and understanding, higher-order thinking skills require a sophisticated level of engagement where students critically assess what they know and use it to generate new insights, make decisions, and solve problems creatively.

Higher-order thinking skills are deeply connected to executive functions, which include abilities like working memory (holding and manipulating information), cognitive flexibility (adapting perspectives), and inhibitory control (managing impulses and emotions). For example, working memory enables students to hold and juggle multiple pieces of information while evaluating a problem, while cognitive flexibility allows them to view issues from diverse angles. Inhibitory control helps them manage emotional reactions, which is crucial when working through complex or frustrating tasks (Diamond, 2013; Moore et al., 2019).

Student Story: Understanding Sticky Feelings and Task Avoidance

Consider Alex, a high school student who struggles with higher-order thinking tasks due to executive function challenges. When assigned a project that requires analysis and synthesis, Alex feels overwhelmed and uncertain of where to start. Although Alex possesses the cognitive skills, he often delays beginning the task, waiting until he “feels like” tackling it. This approach leads to last-minute work, added stress, and an impact on performance and self-confidence.

Upon examining what was holding Alex back, we discovered that various “sticky feelings” were preventing him from starting. For Alex, these sticky feelings included fatigue from a lack of sleep, hunger, and a constant need to stretch and move. These minor discomforts created mental blocks that interfered with his ability to initiate work. By helping Alex identify and address these sticky feelings—such as grabbing a snack, stretching, or even taking a quick nap when feasible—we could help remove some barriers to his motivation.

Once Alex addressed these physical and emotional needs, he engaged in a brief mindfulness activity, listening to calming music for five minutes. This pause allowed him to regulate his emotions and focus his mind. With this readiness, Alex was able to break the larger higher-order thinking task into manageable parts, reducing the cognitive load and making the assignment feel more achievable.

Strategies to Improve Higher-Order Thinking Skills

Improving higher-order thinking skills requires structured strategies tailored to each student’s unique needs. Here are several effective techniques:

1. Identify and Address “Sticky Feelings”

Encourage students to take a moment to assess any physical or emotional discomforts that may create mental barriers. These could include a lack of sleep, hunger, or a need to move or stretch. Recognizing and addressing these discomforts can help students begin tasks with a clearer, more focused mind.

2. Practice Mindfulness to Prepare for Cognitive Tasks

Simple mindfulness practices, such as five to ten minutes of listening to calming music or deep breathing exercises, help students manage stress and prepare for the task. Studies show that mindfulness can improve attention and emotional regulation, which are crucial for initiating complex tasks (Zeidan et al., 2010).

3. Chunk Tasks into Manageable Parts

Breaking down higher-order thinking tasks into smaller, achievable steps can reduce feelings of overwhelm. Instead of focusing on the entire assignment, students can start with a single, achievable part, building confidence and maintaining focus through incremental progress.

4. Set Realistic Goals and Time Frames

Encourage students to set short, realistic goals for each study session. For instance, instead of aiming to complete an entire assignment in one sitting, they could aim to draft an outline or brainstorm initial ideas. Smaller goals provide a sense of accomplishment, boosting motivation.

5. Use Visual Tools for Planning and Progress Tracking

Visual aids like checklists, timelines, and graphic organizers help support planning and track progress. These tools reduce anxiety and enable students to maintain a structured approach to higher-order thinking tasks.

6. Apply Positive Reinforcement and Small Rewards

For students who struggle with intrinsic motivation, offering external rewards can be an effective starting point. Small rewards, coupled with positive reinforcement, build momentum and gradually help students shift toward intrinsic motivation.

How an Executive Functions Coach Can Help

An executive functions coach can be a crucial support for students working to develop higher-order thinking skills. Coaches help students identify barriers like sticky feelings, establish routines that promote readiness, and design personalized strategies for tackling complex tasks. Through coaching, students improve emotional regulation, which aids in managing frustration and enhances resilience. With the support of a coach, students develop the skills to manage time, set priorities, and build confidence in their problem-solving abilities.

Higher-order thinking skills become attainable for students when supportive strategies are in place. By addressing cognitive readiness, breaking down tasks, and fostering a positive feedback loop, students with executive function challenges can excel in high-level cognitive tasks and achieve lasting academic success.

Ready to Help Your Student Master Higher-Order Thinking Skills?

If your student struggles with executive functions and higher-order thinking skills, consider partnering with an executive functions coach who can provide tailored guidance and support. A coach can help your student navigate challenges, foster critical thinking skills, and unlock their full academic potential. Take the first step today—start building the foundation for lifelong success with the right support.

Empower your child to become a critical thinker and problem-solver. Our executive functions coaching program helps students develop the skills they need for academic success and beyond. Ready to unlock your child’s full potential? Schedule a consultation with one of our executive function coaches today.

References

• Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64(1), 135-168. doi:10.1146/annurev-psych-113011-143750
• Moore, K. A., Whitney, S. D., & Kinney, T. (2019). The relationship between executive functions and academic performance: The role of higher-order cognitive skills. Journal of Educational Psychology, 111(2), 245–260.
• Zeidan, F., Johnson, S. K., Diamond, B. J., David, Z., & Goolkasian, P. (2010). Mindfulness meditation improves cognition: Evidence of brief mental training. Consciousness and Cognition, 19(2), 597-605.