15 Higher Order Thinking Interview Questions and Answers

Prepare for the types of questions you are likely to be asked when interviewing for a position where Higher Order Thinking skills will be used.

As the world increasingly relies on technology, those in the workforce must be able to think critically and solve problems quickly. Higher order thinking skills are those that allow us to do just that.

If you’re applying for a job that requires higher order thinking skills, you can expect to be asked interview questions that assess your ability to think abstractly, solve problems creatively, and see the big picture.

In this guide, we’ll give you some examples of higher order thinking interview questions and answers to help you prepare for your next job interview.

1. What is higher order thinking?

Higher order thinking is a term used to describe the process of analyzing information and making decisions. It’s important for employers to know that you understand this concept because it shows them that you can apply critical thinking skills in your work. When answering this question, define higher order thinking by explaining what it is and how it relates to your job.

Example: “Higher order thinking refers to the ability to analyze information and make decisions based on that analysis. In my previous role as an accountant, I was responsible for performing audits and ensuring that all financial records were accurate. During these audits, I would use higher order thinking skills to examine each transaction and ensure that they matched up with company standards.”

2. Can you explain what the three levels of cognitive processing are?

This question is a great way to test your knowledge of higher order thinking skills. It also allows you to show the interviewer that you can apply these skills in real-world situations. When answering this question, it’s important to be concise and clear about what each level means.

Example: “The three levels of cognitive processing are automatic processing, controlled processing and reflective processing. Automatic processing is when we process information without being aware of it. Controlled processing is when we’re actively trying to solve a problem or complete a task. Finally, reflective processing is when we take time to think about our actions and how they relate to other things.”

3. How do you define and measure critical thinking, analytical thinking, and problem-solving skills?

Interviewers may ask this question to assess your understanding of higher order thinking skills and how you apply them in the workplace. When answering, it can be helpful to define each skill and provide an example of when you’ve used it in a professional setting.

Example: “Critical thinking is the ability to analyze information and make decisions based on logic rather than emotion or personal preference. I use critical thinking every day at work when evaluating data and making sure that my conclusions are accurate. Analytical thinking involves breaking down complex problems into smaller pieces so they’re easier to solve. For instance, I recently had to evaluate a large budget for a client project. By using analytical thinking, I was able to break down the entire budget into individual categories and compare them to similar projects.”

4. What’s your opinion on Bloom’s taxonomy as a model for understanding learning objectives?

Bloom’s taxonomy is a model for understanding learning objectives. It classifies the different levels of thinking skills and how they relate to one another. The interviewer may ask this question to see if you understand Bloom’s taxonomy and its purpose. In your answer, explain what Bloom’s taxonomy is and why it’s important in education.

Example: “Bloom’s taxonomy is an excellent way to organize learning objectives because it shows us how higher order thinking skills are connected to lower level thinking skills. For example, when I’m teaching students about fractions, I can use Bloom’s taxonomy to show them that there are many ways to solve problems involving fractions. This helps me connect my lesson plan to real-world applications.”

5. In your opinion, which is more important: knowledge or skill? Why?

This question is a great way to see how you prioritize your own skills and knowledge. It also helps the interviewer understand what’s most important to you in your career, which can help them decide if you’re a good fit for their company.

Example: “Skill is more important because it allows me to use my knowledge effectively. I think that having both skill and knowledge makes me an effective problem solver. For example, when I was working as a server at a restaurant, I had a customer who asked about our gluten-free options. I knew we didn’t have many, but I also knew that there were some sides that could be made gluten-free. So, I talked with the chef and found out how to make one of the side dishes gluten-free. The customer was very happy with the meal.”

6. Do you think it’s possible to teach students how to be creative? If so, how would you go about doing that?

This question is a great way to assess your understanding of how students learn and develop higher order thinking skills. It also allows you to show the interviewer that you have experience teaching creativity in the classroom.

Example: “I think it’s possible to teach students how to be creative, but I don’t believe we can make them creative. Creativity comes from within each individual student. However, there are many ways teachers can encourage their students to be more creative. For example, I always try to incorporate art into my lessons whenever possible. This helps students explore different mediums and discover what they’re good at. Another thing I do is give students time during class to work on projects or assignments that interest them.”

7. Is creativity something that can be taught in school?

Employers may ask this question to learn more about your philosophy on creativity in the classroom. They want to know if you believe students can be taught how to think creatively and what methods you use to do so. In your answer, explain whether or not you believe creativity is something that can be taught and share some of the ways you encourage creative thinking in your classroom.

Example: “Creativity is definitely something that can be taught in school. I have found that it’s important for teachers to provide their students with a variety of tools they can use to come up with new ideas. For example, I always make sure my students are comfortable sharing their thoughts during class discussions. This helps them practice expressing themselves and also allows other students to offer constructive feedback. I also try to incorporate as many hands-on activities into my lessons as possible.”

8. What does self-actualization mean?

This is another question that tests your knowledge of Maslow’s hierarchy. It also shows the interviewer how you apply this knowledge to your daily life and work.

Example: “Self-actualization means reaching one’s full potential. I believe it’s important to always strive for self-improvement, both personally and professionally. In my last role as a marketing manager, I noticed our company was missing out on many opportunities because we weren’t targeting our ads correctly. So, I created a new campaign that focused on customer needs rather than demographics. This led to an increase in sales by 20%.”

9. What are some strategies that teachers can use to help students learn more effectively?

Higher order thinking skills are important for students to develop, and teachers can help their students learn more effectively by using certain strategies. When answering this question, you can list some of the most effective strategies that you use in your classroom.

Example: “I believe that one of the best ways to help students learn is through active learning. In my last teaching position, I used a lot of group work and project-based learning because they both encourage students to interact with each other and apply what they’re learning to real-world situations. Another strategy I used was having students teach me something new every week. This helped them practice explaining concepts to others while also giving me insight into how well they understood the material.”

10. What exactly is cognitive load theory?

Cognitive load theory is a concept that helps you understand how much information you can process at one time. It’s important to know this because it can help you determine the best way to present information to your audience. Your answer should show the interviewer that you have an understanding of what cognitive load theory is and how it applies to your work.

Example: “Cognitive load theory is a concept that describes how much mental effort someone needs to complete a task. For example, if I’m trying to teach a group of students about fractions, I would need to make sure I only give them enough information for them to understand the lesson. If I overload their brains with too much information, they won’t be able to retain any of it.”

11. Can you give me an example of when you had to adapt your teaching style for a particular student?

Interviewers may ask this question to see how you adapt your teaching style for students with different learning styles and abilities. Use examples from your experience that show you can adjust your teaching methods to meet the needs of each student in your class.

Example: “In my first year as a teacher, I had a student who was very distracted during lessons. He would often get up from his desk to talk to other students or play with toys while I was speaking. To help him focus on the lesson, I started using visuals like PowerPoint presentations and videos to explain concepts. This helped me keep his attention and gave him more opportunities to practice skills.”

12. What do you understand about the Dreyfus Model of Skill Acquisition?

The Dreyfus Model of Skill Acquisition is a framework that describes the stages people go through when learning new skills. The interviewer may ask this question to see if you have experience with this model and how it applies to your work. In your answer, try to describe what each stage in the Dreyfus Model looks like and how you’ve applied it to your own skill development.

Example: “I understand that the Dreyfus Model of Skill Acquisition is a framework for understanding how people learn new skills. There are five stages in the model, including Novice, Advanced Beginner, Competent, Proficient and Expert. I think this model can be helpful because it helps me understand where my team members are at in their skill development. For example, some team members might still be in the novice phase while others are more advanced. This allows me to provide them with different types of training based on their needs.”

13. What is the difference between declarative and procedural knowledge?

Higher order thinking skills are often tested in an interview to determine if you have the ability to apply critical thinking and problem-solving techniques. This question is asking you to define two terms that relate to higher order thinking, declarative knowledge and procedural knowledge. You can answer this question by defining each term and explaining how they differ from one another.

Example: “Declarative knowledge is information that we store in our long-term memory. It’s factual information that we can recall at any time. Procedural knowledge is a type of skill or ability that we learn through practice and repetition. For example, I know how to ride a bike because I’ve learned how to do it over time. Declarative knowledge is more theoretical while procedural knowledge is practical.”

14. What is metacognition? How do you think it impacts learning?

This question is a great way to show your interviewer that you understand the importance of self-awareness and how it can impact learning. Metacognition is the ability to think about thinking, which means being aware of what you know, what you don’t know and how you learn best.

Example: “Metacognition is the process of understanding how we learn and knowing when to apply different strategies for learning new information. For example, I have a friend who has dyslexia but didn’t realize it until she was in college. She struggled with reading throughout elementary school, so by the time she got to high school, she had developed some bad habits. When she realized her dyslexia, she started using other methods like audio books and taking notes on paper instead of typing them.”

15. What is the difference between learning and memorizing?

This question is a great way to test your knowledge of higher order thinking skills. It also allows you to show the interviewer that you can apply what you know about these concepts in real-life situations. When answering this question, it’s important to provide examples of how you’ve used memorization and learning in your past work experience.

Example: “Memorizing information is when I repeat something over and over again until I remember it. Learning is when I understand the meaning behind the information. For example, if I were studying for an exam on the Civil War, memorizing would be writing down dates and names while learning would be understanding why those events happened.”


15 Academic Leadership Interview Questions and Answers

Back to Interview

15 Relaxation Interview Questions and Answers