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Encouraging Student Autonomy through Higher Order Thinking Skills
ARTICLE

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Journal of Instructional Research Volume 6, Number 1, ISSN 2159-0281

Abstract

This article discusses how to empower students to work, think, and act independently in the higher education setting. Inspiring students to progress through the stages of Bloom's Taxonomy emboldens them to discover intrinsic motivation and self-regulated learning. This article defines and focuses on the importance of teaching intrinsic motivation through higher order thinking skills, reliance on materials provided for success, and metacognitive assessment. Additionally, this article provides examples of ways to implement student autonomy in the traditional and online classroom settings.

Citation

Smith, V.D. & Darvas, J.W. (2017). Encouraging Student Autonomy through Higher Order Thinking Skills. Journal of Instructional Research, 6(1), 29-34. Retrieved November 27, 2021 from .

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