S1_SD_Resources Walkthrough.pdf

TRAINING ON HIGHER-ORDER THINKING
SKILLS PROFESSIONAL LEARNING PACKAGE
(HOTS-PLP) FOR ENGLISH, SCIENCE, &
MATHEMATICS TEACHERS
Date and Venue

Session 1
Walk-through of Resources
2
Name of Resource Person / Learning Facilitator

3
🔥 Training on Higher-Order Thinking Skills PLP 3
Session 1:
HOTS-PLP Walk-through
Session 6:
Facing the Forces
Session 5:
Workplace Application Plan
Session 2:
SOLO and HOTS in the Classroom
Session 7:
Professional Learning
Community in Schools
Session 3:
Supporting HOTS in the Classroom
through Learning Approaches
Session 4:
HOTS in Practice
Training on Higher-Order Thinking Skills Professional Learning
Package (HOTS-PLPs) for English, Science, & Math Teachers

4
Session 1:
HOTS-PLP Walk-through
Session 6:
Facing the Forces
Session 5:
Workplace Application Plan
Session 2:
SOLO and HOTS in the Classroom
Session 7:
Professional Learning
Community in Schools
Session 3:
Supporting HOTS in the Classroom
through Learning Approaches
Session 4:
HOTS in Practice
Training on Higher-Order Thinking Skills Professional Learning
Package (HOTS-PLPs) for English, Science, & Math Teachers

🔥 Training on Higher-Order Thinking Skills PLP
Session Objectives
At the end of the session, participants will be able to…
5
• describe the general overview of the HOTS-PLPs
• participate and collaborate in the activities on the common
understandings about HOTS
• familiarize oneself with the HOTS-PLPs
• provide feedback to the HOTS-PLPs
PPST Strand 1.5. (P & HP) Strategies for developing critical and creative thinking, as well as other higher-order thinking skills
PPSSH Strand 3.2 – (P)Teaching performance feedback
PPSS Strand 3.1. (P) Support for Instructional Leadership

Presentation Outline
6
Introduction of the session
Priming activity
Analysis of the activity
Discussion on the parts of the HOTS PLPs
Walkthrough on the HOTS PLPs
Answer Worksheet 1

Activity 1: SALUNDIWA (5 mins)
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1. Form groups of four (4).
2. Write the phrase “HIGHER-ORDER THINKING” in the
middle of the paper and encircle it.
3. Write down everything that you can think of that is related to
the phrase. Write what immediately comes to mind and to not
erase any words.
4. Choose a leader and rapporteur to present your output.
5. Share what you have written in plenary (3 groups).

8
HIGHER-ORDER
THINKING

Guide Questions
9
● What are our common understandings about
HOT?
● What things did you not expect to see?
● Do you agree that we should tap and hone our
HOT skills?

General overview of the HOTS
Professional Learning Packages
Do Your Learners Do the Thinking?
Developing Learners’ Higher Order Thinking Skills
in Science, Mathematics, and English/Reading
for Grades 7, 8, 9 & 10
on PPST Indicators 1.5.2 and 1.5.3

What are the HOTS
Professional Learning Packages?
The HOTS Professional Learning Packages (PLPs) are learning
materials developed to support our teachers in
understanding higher order thinking skills (HOTS) and in
reflecting these skills in their respective classroom practices.

The HOTS PLPs offer help in:
achieving an improved learner
performance and equipping learners with
lifelong critical thinking competencies;
designing high-quality assessment and
promoting high-quality learning outcomes;
establishing support mechanisms for
teaching and learning and supporting
collaborative expertise between and among
teachers, master teachers, and school leaders.

The HOTS PLPs assist teachers to respond to
PPST Indicators 1.5.2 and 1.5.3.
PPST Strand 1.5 Strategies for developing critical and creative thinking,
as well as other higher-order thinking skills

The HOTS PLPs assist teachers to respond to
K-to-12 and PISA Competencies.

Walkthrough on the
TEACHER’s RESOURCE
for Grades 7, 8, 9 & 10

The HOTS Professional Learning Packages (PLPs),
composed of a Teacher’s Resource and a Mentor’s Guide,
are developed for teachers in Grades 7, 8, 9, and 10 in:
SCIENCE MATHEMATICS ENGLISH/READING
In this walkthrough, we will look first at the Teacher’s Resource.

The preliminary pages of the HOTS PLPs
Teacher’s Resource contain relevant and
helpful information about the material:
• introduction to and structure of the material;
• ideas for mentors and mentees;
• discussions on PPST, HOTS, and PISA;
• what teachers can expect from the material;
• an introduction to the basic SOLO model;
• and learning approaches employed.
Can you locate these sections in the
preliminary pages?
A. Introduction to Teacher’s Resource

Now that we have seen the preliminary pages
of the HOTS PLPs Teacher’s Resource,
we will now look at the general structure of
SOLO-based Assessment Items.

While the structure is the same across learning areas, the number
of SOLO-based assessment items and individual questions vary.
has
82 SOLO-based
assessment items
(broken down further to
184 individual questions)
has
24 SOLO-based
assessment items
has
70 SOLO-based
assessment items

B. SOLO-based Assessment Items
1. Each item begins with a table containing necessary details:
such as subject, grade level, topic, and competencies.
English
20

2. Each item summary table is followed with a
stem/item/prompt. They could be stories, diagrams, pictures,
equations, or a direct-to-the-point question.

3. An item/stem/prompt is followed with a series of questions. Spaces are provided as well
for responses.

Mathematics
23

Mathematics
24

Mathematics
25
ACCEPTABLE ANSWER

Mathematics
26
ACCEPTABLE ANSWER

B. SOLO-based Assessment Items Science
27

28

29

30

At the last few pages of the
Teacher’s Resource is a section
providing you with the acceptable
answers to the SOLO-based
assessment items.
How do you think should we
approach the use of the
Teacher’s Resource if the
answers to the items/questions
are in the back page anyway?
C. Acceptable Answers to SOLO-based items

HOW TO USE THE MODULES?
With teachers as mentees, you may…
❑ try some items themselves to reflect on your knowledge
and understanding of the learning area;
❑ share some items with your colleagues for collaborative
discussions; or
❑ adapt or develop some items for your school’s context.

HOW TO USE THE MODULES?
With master teachers and school
leaders as mentors, you may…
❑ lead LAC sessions on identifying general strategies
that support HOTS, e.g., building questions up in a topic
(from unistructural to multistructural to relational) or
using open questions and scaffolds;
❑ discuss the full range of HOTS strategies being
modelled in the resource; or
❑ work with mentees on identifying an item of interest to
review and try with their students, then evaluate the
process as a group.

As a highly proficient practitioner, you have an
important role to play. You will:
• capacitate your mentees on the SOLO-based
assessment items; and
• assist them in reflecting on their teaching
strategy.
The Mentor’s Guide can help you with these.
To assist you in the role, you may refer to the mentoring instructions
detailed on page viii of the Mentor’s Guide:

1. HOTS Professional Learning Packages
These are learning materials developed to support our teachers in
understanding higher order thinking skills (HOTS) and in reflecting
these skills in their respective classroom practices.

2. Slides on My Role as a Mentor
Anchored on the HOTS PLPs Mentor’s Guide, this set of slides aims
to assist our school leaders in their role as mentors – a step-by-step
walkthrough on the items, a broader discussion of the learning
approaches, and guidelines they may use for LAC sessions.

My Role as a Mentor
for Grades 7, 8, 9 & 10

The HOTS Professional Learning Packages (PLPs),
composed of a Teacher’s Resource and a Mentor’s Guide,
are developed for teachers in Grades 7, 8, 9, and 10 in:
In this session, we will now look at the Mentor’s Guide.

The Mentor’s Guide…
…is intended for master teachers
and school leaders to coach and
further support our teachers
effectively and, at the same time,
collaborate with them in developing
HOTS in the classroom.

The Mentor’s Guide is divided into two major parts:
Capacitating my Mentee on the
SOLO-based Assessment Items
1.
This section includes:
• more in-depth walkthrough of the Teacher’s
Resource (see Activity 1 Organizing LAC Session)
• discussion on SOLO (see Activity 2 Introduction to
the Basic SOLO Model)
• LAC session guide on HOTS (see Activity 3 LAC
Session on Background to HOTS in the Classroom)
• guide on integrating learning approaches (only in
Math Mentor’s Guide; see Activity 4 Preparing
SOLO-based Questions)

The Mentor’s Guide is divided into two major parts:
Reflection Log
2.
This section provides a worksheet which provides
opportunities for the master teachers, school heads, and
supervisors to assist teachers in reflecting on:
• their teaching strategy;
• the Structure of the Observed Learning Outcome
(SOLO) model;
• the challenges they encountered; and
• how they addressed the challenges that arose.

Are you excited to learn more on HOTS?
If learning is your passion,
the HOTS PLPs are for you!

3. Rollout materials
These will be shared to the participants to ensure that mentors are
equipped with technical and physical resources in downloading the
HOTS PLPs to our teachers. The rollout materials will include:
A. Worksheets
Each session is complemented with
respective worksheets where mentees
could provide their understanding on
the following:
• HOTS PLPs;
• basic SOLO model; and
• SOLO-based assessment items.

Sample Worksheet: Worksheet 1
In this section, mentees can write their name (optional),
the position they are holding, and their division and region.

The worksheet number, as well as the
plenary session where it should be used,
are displayed at the upper right portion of
the worksheet.
In this sample, this is Worksheet No. 1 and
is supposed to complement Plenary
Session No. 1, which is HOTS in the
Classroom: Review of Professional
Learning Packages.

Questions in this sample worksheet are
seen at the left-most column. The space
where mentees could write their responses
are at the middle column.

The space at the right-most column is also
provided so mentees could write other remarks
they might have on the question. These could be
queries or other ideas they might have thought of.

Sample Worksheet: Worksheet 4C
Let us also take a look at other
worksheets. This time, we’ll
review Worksheet 4C, which is
used with Plenary Session No. 7.

In this sample worksheet, mentees are given a practice item they
could work with, where the following details are given:
• learning area competency;
• a stem;
• a SOLO-anchored question, and
• the acceptable answer to the given SOLO-anchored question.

As the mentors capacitate their mentees on the
SOLO-based assessment items, the mentees
can write on this space provided the
rationalization on the following:
• Why is the given answer acceptable?
• What made the question a unistructural
question? Or a multistructural question? Or
a relational question? Or an extended
abstract question?
Mentors may also use this space to discuss
other possible reflection points on the given
SOLO-based assessment items.

Notes on the worksheets:
• The responses provided by the mentees on the worksheets may be
used as points for discussion, for instance, during coaching and
mentoring sessions.
• Hence, the use of worksheets are mandatory in understanding the
HOTS PLPs, especially in practicing with the SOLO-based
assessment items.
• Mentors may also develop additional worksheets that could further
help in capacitating their mentees on the topics.

1. What part of the package stands out the most for you? Why?
2. What part of the package seems unclear to you?
3. How may the HOTS Professional Learning Packages
support your work as a school leader?
4. What impact review/program may be in place to support the
implementation of the HOTS Professional Learning
Packages?
Application

54
References
HOTS Professional Learning Packages
DepEd Order 42 s. 2017 National Adoption and Implementation of
the Philippine Professional Standards for Teachers
Manghahabi Cards. Habi Education Lab
54

55
Thank you.
neap.pddu@deped.gov.ph
55

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Training on Higher-Order Thinking Skills - Professional Learning Package
Program Management Team
Research Center for Teacher Quality (RCTQ)
National Educators Academy of the Philippines (NEAP)
Professional Development Division
Quality Assurance Division
NEAP in the Regions
Session Guide Writers and Presentation Deck Editors
Field Personnel
1. Alson Rae Luna
2. Angelica B. Buaron
3. Angelo D. Uy
4. Analou O. Hermocilla
5. Arnel Jr. M. Camba
6. Eldefonso Jr. B. Natividad
7. Elsie Jane M. Mantilla
8. Fluellen L. Cos
9. Hera Paz B. Yamson
10. Jelly L. Sore
11. Jojiemar M. Obligar
12. Josephine P. Balasan
13. Mae Laarni M. Saporna
14. Marie Vic C. Velasco
15. Maripaz T. Mendoza
16. Mark Anthony A. Durana
17. Melvin Willy II B. Roque
18. Milaner R. Oyo-a
19. Rejulios M. Villenes
20. Renante Juanillo
21. Renato N. Pacpakin
22. Rosalyn C. Gadiano
23. Sally A. Palomo
24. Wilma S. Carrera
NEAP Central Office
1. Abdul Haiy A. Sali
2. Guillermo Nikus Telan
3. Dir. Leah B. Apao
4. Jerson R. Capuyan
5. Richie Carla Vesagas

S1_SD_Resources Walkthrough.pdf

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S1_SD_Resources Walkthrough.pdf