Slide 1 Purpose of the Slide: Title

Say:
TRAINING ON HIGHER-ORDER THINKING
SKILLS PROFESSIONAL LEARNING PACKAGE
(HOTS-PLP) FOR SCIENCE TEACHERS
Other Notes: Remove this slide if
Date and Venue
subject is not applicable to your area.
Otherwise, retain.

Slide 2 Purpose of the Slide: Title

Say:
TRAINING ON HIGHER-ORDER THINKING
SKILLS PROFESSIONAL LEARNING PACKAGE
(HOTS-PLP) FOR ENGLISH TEACHERS
Other Notes: Remove this slide if
Date and Venue
subject is not applicable to your area.
Otherwise, retain.

Slide 3 Purpose of the Slide: Title

Say:
TRAINING ON HIGHER-ORDER THINKING
SKILLS PROFESSIONAL LEARNING PACKAGE
(HOTS-PLP) FOR MATHEMATICS TEACHERS
Other Notes: Remove this slide if
Date and Venue
subject is not applicable to your area.
Otherwise, retain.
Slide 4

Supporting Classroom Teaching-and-

Learning through Learning Approaches

Name of Resource Person / Learning Facilitator

Slide 5 Training on Higher-Order Thinking Skills Professional Learning

Purpose of the Slide: to give an
Package (HOTS-PLPs) for English, Science, & Math Teachers
Session 4:
overview of the sessions
Session 3:
HOTS in Practice

Session 5:
Say: To refresh your memory, there
Supporting HOTS in the Classroom
through Learning Approaches Workplace Application Plan

Session 6:
are 7 sessions for this training--
Session 2: Facing the Forces
SOLO and HOTS in the Classroom
represented by these 7 matchsticks.
Session 1:
HOTS-PLP Walk-through
Session 7:
Professional Learning Community
in Schools
What session are we now?
Other Notes:
Training on Higher-Order Thinking Skills PLP 5 5

Slide 6 Kumustahan! Purpose of the Slide:

a. How are you in learning the SOLO Models? Say:

b. In what aspects of life are the SOLO Model and levels
applicable?
Other Notes: Ask the participants of
c. With this, how would you ensure that you develop HOTS
among your learners following the SOLO Model? the questions one after the other.
Process and allow sharing following
however the time allotment.
Training on Higher-Order Thinking Skills PLP 6
Slide 7 Session Objectives Purpose of the Slide:
At the end of the session, participants will be able to:
Say:
• identify and describe various learning approaches that support the
SOLO Model in English, Mathematics and Science
• design an instructional activity that integrates SOLO levels with a
specific learning approach for English, Science, or Mathematics
competency
Other Notes:
• foster adaptability and openness to embracing learning approaches
that are SOLO Model driven

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

Training on Higher-Order Thinking Skills PLP 7

Slide 8 Presentation Outline Purpose of the Slide: Presentation of

matrix of activities for session 3
Priming Activity

Activity 1: Straight from the Field Read from Top to Bottom

Learning Approaches in EMS
Activity 2: Group Output: Select and Dissect
Activity 3: Answering Worksheet # 3
Activity 4: Connected to Commit

Say:
Training on Higher-Order Thinking Skills PLP 8

Other Notes:

Slide 9 Purpose of the Slide: This activity aims

to identify the common learning
approaches utilized in the field by the
teachers. They are to describe how
Activity 1: Straight from the Field
the learning approach is being
implemented

Training on Higher-Order Thinking Skills PLP 9

Say:

Other Notes:
Slide 10 Activity 1: Straight from the Field Purpose of the Slide:

1. The participants will be grouped according to their division or subject area.

This activity has two parts: group discussion and group presentation.
Say:
A. Group Discussion
● Discuss and describe common learning approaches you utilized in
the field. Descriptions may be written in bullet points only. Other Notes:
● Give remarks on the utilization of learning approaches by citing
percentage or how often you use these learning approaches.

Training on Higher-Order Thinking Skills PLP 10

Slide 11 Activity 1: Straight from the Field Purpose of the Slide:

c. Summarize your discussion in your group’s manila paper. Choose

only three approaches to include in the chart. Follow the template
Say:
below.
Learning Approach Description
(bullet points)
Remarks
(How often is the learning approach
utilized?)
Other Notes:

Training on Higher-Order Thinking Skills PLP 11

Slide 12 Activity 1: Straight from the Field Purpose of the Slide:

B. Group Presentation
Say:
● Share the three learning approaches like how field reporting is done on
radio and television. Your group will be given a maximum of three
minutes only for the presentation.
Other Notes:
C. Time Allotment

● Your group is given 15 minutes to discuss, make the summary chart,

and plan for your presentation.

Training on Higher-Order Thinking Skills PLP 12

Slide 13 Activity 1: Straight from the Field Purpose of the Slide:

Say:
<Insert>

15 minute timer Other Notes:

Training on Higher-Order Thinking Skills PLP 13

Slide 14 Activity 1: Straight from the Field Purpose of the Slide:

Say:
Group
Presentations Other Notes: RP will call/decide the
order of group presentations.

Training on Higher-Order Thinking Skills PLP 14

Slide 15 Activity 1: Straight from the Field Purpose of the Slide:

Say:
Processing
Questions Other Notes:

Training on Higher-Order Thinking Skills PLP 15

Slide 16 Activity 1: Straight from the Field Purpose of the Slide:

1. Looking at the tables of each group titled “straight from the field”,
● how did your group choose or narrow down the three
Say:
approaches that you included in the chart?
● are the identified learning approaches SOLO Model driven? If
yes, why? And if No, why not? Other Notes:
1. Based on the given description of the learning approaches, which
do you think would be most applicable in teaching
English?Science? Mathematics?

.
Training on Higher-Order Thinking Skills PLP 16

Slide 17 Activity 1: Straight from the Field Purpose of the Slide:

Say:
3. From the given description of the identified learning
approaches, how could these learning approaches help in
developing the higher order thinking skills of the learners?
Other Notes:

Training on Higher-Order Thinking Skills PLP 17

Slide 18 Purpose of the Slide:

Say:
Learning Approaches
Other Notes:

Training on Higher-Order Thinking Skills PLP 18

Slide 19
What is a learning approach?
• an element used by teachers to help students understand the
information in depth
Aflalo, E., & Gabay, E. (2013)

• primary focus is not on the amount of how much is learned,

but on the way people learn
Urhahne, D. (2020)

Aflalo, E., & Gabay, E. (2013). Learning approach and learning: Exploring a new technological learning system. International Journal for the Scholarship of Teaching and
Learning, 7(1). doi.org/10.20429/ijsotl.2013.070114
Urhahne, D. (2020). Learning approaches. Educational Psychology, 40(5), 533-534. https://doi.org/10.1080/01443410.2020.1755503

Training on Higher-Order Thinking Skills PLP 19

Slide 20

The HOTS PLPs deal with varied

stems, questions, or activities that
you may integrate into your lesson
using different approaches.

Training on Higher-Order Thinking Skills PLP 20

Slide 21
Learning Approaches in Teaching
Mathematics

❑ Mathematical Modelling Approach

❑ Critical Thinking and Problem-Solving
based Approaches
❑ Assessing Mathematical Literacy
through Mathematical Reasoning &
Computational Thinking

Training on Higher-Order Thinking Skills PLP 21

Slide 22 Learning Approaches in Teaching Mathematics

1. Mathematical Modelling Approach

✔attempts to study and understand real-life problems using mathematics

✔the process of choosing and using appropriate mathematical ideas and
concepts to analyze and solve problems (NCTM, 2016)
✔the practice of making sense of the world through a
mathematical perspective
✔shows the importance to present learners with situations in which they
use the knowledge and have application opportunities

Training on Higher-Order Thinking Skills PLP 22

Slide 23

1. What sample strategies can we provide to further explain

how is this learning approach being applied in the
classroom?
2. How is SOLO Framework aligned to the learning approach
and/or strategy?
3. Give examples to increase clarity.

Training on Higher-Order Thinking Skills PLP 23

Slide 24 Learning Approaches in Teaching Mathematics

2. Critical Thinking and Problem-Solving based Approaches

✔intellectually disciplined process of actively and skillfully

conceptualizing, applying, analyzing, synthesizing, and/or evaluating
information gathered from, or generated by, observation, experience,
reflection, reasoning, or communication, as a guide to belief and action

✔finding a way around a difficulty, around an obstacle, and finding a

solution to a problem that is unknown.

Training on Higher-Order Thinking Skills PLP 24

Slide 25

1. What sample strategies can we provide to further explain

how is this learning approach being applied in the
classroom?
2. How is SOLO Framework aligned to the learning approach
and/or strategy?
3. Give examples to increase clarity.

Training on Higher-Order Thinking Skills PLP 25

Slide 26 Learning Approaches in Teaching Mathematics

3. Assessing Mathematical Literacy through Mathematical Reasoning

& Computational Thinking

✔includes mathematical reasoning and some aspects of computational

thinking similar with PISA
✔problems will be solved using mathematical reasoning and computational
thinking with the aid of SOLO
✔aimed at presenting problems assessing Mathematics Literacy using
mathematical reasoning and computational thinking

Training on Higher-Order Thinking Skills PLP 26

Slide 27

1. What sample strategies can we provide to further explain

how is this learning approach being applied in the
classroom?
2. How is SOLO Framework aligned to the learning approach
and/or strategy?
3. Give examples to increase clarity.

Training on Higher-Order Thinking Skills PLP 27

Slide 28

Learning Approaches in
Teaching Science

❑ Collaborative and Cooperative Learning

Approaches
❑ Inquiry-based Approaches
❑ Metacognitive Approach

Training on Higher-Order Thinking Skills PLP 28

Slide 29 Learning Approaches in Teaching Science

1. Collaborative and Cooperative Learning Approaches

✔a set of processes that helps learners interact with one another to

accomplish a common goal or create output as evidence of learning

✔learners are responsible for their individual work and the work of the team
and make individual progress in line with the progress of others

✔drives each learner to be responsible not only for their own learning but also
for their peers

Training on Higher-Order Thinking Skills PLP 29

Slide 30

1. What sample strategies can we provide to further explain

how is this learning approach being applied in the
classroom?
2. How is SOLO Framework aligned to the learning approach
and/or strategy?
3. Give examples to increase clarity.

Training on Higher-Order Thinking Skills PLP 30

Slide 31 Learning Approaches in Teaching Science

2. Inquiry-based Approaches

✔learners create questions on their own, design methods to answer their

questions, gather and interpret relevant data, and draw appropriate
conclusions related to their question

✔learners discover new information with the guidance of the teacher

✔allows the learners to develop higher-order thinking skills rather than just
rote learning and memorization

Training on Higher-Order Thinking Skills PLP 31

Slide 32
2. Inquiry-based Approaches

1.Limited/Confirmation Inquiry – Students confirm a principle

through an activity when the results are known in advance. It
strengthen already established ideas and practice research
skill.

2. Structured Inquiry – Students investigate a teacher-

presented question through a prescribed procedure. The goal is
to provide explanation based on evidence collected during the
research process.

Training on Higher-Order Thinking Skills PLP 32

Slide 33
2. Inquiry-based Approaches

3. Guided Inquiry – Students investigate a teacher-presented

question using student designed/selected procedures.

4. Open Inquiry – Students investigate questions that are

student formulated through student designed/selected
procedure.

Training on Higher-Order Thinking Skills PLP 33

Slide 34
2. Inquiry-based Approaches

Let’s Try! How will you do inquiry based teaching given the competency
below?

Competency: Investigate properties of acidic and basic mixtures using

natural indicators (S7MT-Ii-6)

Limited/Confirmation Inquiry Structured Inquiry

Guided Inquiry Open Inquiry

Training on Higher-Order Thinking Skills PLP 34

Slide 35
2. Inquiry-based Approaches

How will this contribute in the

development of SOLO Levels among
the learners?

Training on Higher-Order Thinking Skills PLP 35

Slide 36 Learning Approaches in Teaching Science

3. Metacognitive Approach

✔learners are encouraged to assess their learning strengths and weaknesses

and utilize them to their advantage

✔sample activities are journaling, think-out-loud tasks

✔the teacher incorporates metacognitive activities in instruction that not only
encourage reflection but also promotes critical thinking and further develop
HOTS

Training on Higher-Order Thinking Skills PLP 36

Slide 37
3. Metacognitive Approach

A popular framework for defining the levels of metacognitive learners comes

from David Perkins (1992). There are four levels of learner:

✔Tacit Learners
✔Aware Learners
✔Strategic Learners
✔Reflective Learners

Training on Higher-Order Thinking Skills PLP 37

Slide 38
3. Metacognitive Approach

The ‘You’ stage

• involves giving students a lesson starter
• What is my prior knowledge about the topic?
• What strategy did I use previously to learn about this topic?

Training on Higher-Order Thinking Skills PLP 38

Slide 39
3. Metacognitive Approach
The ‘Plan’ stage
• consists of setting pupils a task (a learning goal). The learning goal needs
to be clear and explicit. Predicting how well they will perform a task can
also aid metacognition.

• What approach will I employ to learn the topic?

• What specific strategies will I take?
• How long will I do this? What efforts must I give?
• What could potentially go wrong?

Training on Higher-Order Thinking Skills PLP 39

Slide 40
3. Metacognitive Approach
In the ‘Do’ stage
• the pupils will carry out the task, monitoring their progress as they go.

• ‘I am doing the task successfully because…’,

• ‘this strategy is working because…’,
• ‘I am confused by…’,
• ‘I might have to change my strategy because…’, and
• ‘my next steps are…’

Training on Higher-Order Thinking Skills PLP 40

Slide 41
3. Metacognitive Approach

How is metacognitive
approach
applied in the sample?

Training on Higher-Order Thinking Skills PLP 41

Slide 42

Learning Approaches in Teaching

English/Reading

❑ Question–Answer Relationship (QAR)

Strategy
❑ Text Structure Strategy
❑ Metacognitive Approach

Training on Higher-Order Thinking Skills PLP 42

Slide 43 Learning Approaches in Teaching English/Reading

1. Question–Answer Relationship (QAR) Strategy

✔allows learners to determine the relationship between the question

and the answer

✔shows learners how to recognize and then answer questions that

may either be located in the book or in their heads

Training on Higher-Order Thinking Skills PLP 43

Slide 44

1. What sample strategies can we provide to further explain

how is this learning approach being applied in the
classroom?
2. How is SOLO Framework aligned to the learning approach
and/or strategy?
3. Give examples to increase clarity.

Training on Higher-Order Thinking Skills PLP 44

Slide 45 Learning Approaches in Teaching English/Reading

2. Text Structure Strategy

✔originated from studies that revealed that the content of most texts is
organized using a hierarchical structure

✔hierarchical structure of texts fits into one or a combination of two or

more of five specific text structures: comparison and contrast, cause and
effect, problem and solution, sequence, and description

Training on Higher-Order Thinking Skills PLP 45

Slide 46

1. What sample strategies can we provide to further explain

how is this learning approach being applied in the
classroom?
2. How is SOLO Framework aligned to the learning approach
and/or strategy?
3. Give examples to increase clarity.

Training on Higher-Order Thinking Skills PLP 46

Slide 47

1. What sample strategies can we provide to further explain

how is this learning approach being applied in the
classroom?
2. How is SOLO Framework aligned to the learning approach
and/or strategy?
3. Give examples to increase clarity.

Training on Higher-Order Thinking Skills PLP 47

Slide 48 Learning Approaches in Teaching English/Reading

3. Metacognitive Approach

✔the process of considering and regulating one’s own learning

✔readers can think critically about their own understanding as they read
✔metacognitive strategies may be categorized into planning,
monitoring, and evaluating

Training on Higher-Order Thinking Skills PLP 48

Slide 49

1. What sample strategies can we provide to further explain

how is this learning approach being applied in the
classroom?
2. How is SOLO Framework aligned to the learning approach
and/or strategy?
3. Give examples to increase clarity.

Training on Higher-Order Thinking Skills PLP 49

Slide 50 Purpose of the Slide:

Say:
Activity 2: Select and Dissect!
Other Notes:

Training on Higher-Order Thinking Skills PLP 50

Slide 51 Activity 2: Select and Dissect!

1. The class will be divided into groups.

1. Each group will pick one competency from the MELCs to work on and a
learning approach to apply in their development of activities suited for
learners to achieve their set objectives.

1. Use the soft copy of the template for uniform presentation. You may
download and make a copy of the template at bit.ly/HOTSS3Activity

1. Present your group output. Your group is given 5 minutes maximum. You
will be rated accordingly to the given rubric.

Training on Higher-Order Thinking Skills PLP 51

Slide 52 Activity 2: Select and Dissect!

Training on Higher-Order Thinking Skills PLP 52

Slide 53 Activity 2: Select and Dissect!

Training on Higher-Order Thinking Skills PLP 53

Slide 54 Rubric

Criterion 5 3 1

Alignment to SOLO The designed activities give
Framework/Capacity to room for development of HOTS
until relational and extended
Develop HOTS
abstract level
The designed activities give The designed activities do not
room for development of HOTS give room for development of
until uni and multistructural HOTS
levels.

Utilization of Learning All selected strategies and One to two selected strategies Three or more selected
Approach activities are aligned with the and activities are not aligned strategies and activities are not
given learning approach. with the given learning aligned with the given learning
approach. approach.

Creativity and The selected activities are The selected activities are The selected activities are not
Organization creative and organized. creative but is not organization. creative and unorganized.

Training on Higher-Order Thinking Skills PLP 54

Slide 55 Activity 2: Select and Dissect!

<Insert>

20-minute timer

Training on Higher-Order Thinking Skills PLP 55

Slide 56 Activity 2: Select and Dissect!

Group
Presentations

Training on Higher-Order Thinking Skills PLP 56

Slide 57 Activity 2: Select and Dissect!

Processing
Questions

Training on Higher-Order Thinking Skills PLP 57

Slide 58 Activity 2: Select and Dissect!
1.How do you find the activity?

2. Was it easy to craft a SOLO Model sensitive activity? Why or

why not?

3. Do you think the designed activity will ensure development of the

higher order thinking skills of the learner? In what way?

4. Can you cite specific examples based on the crafted activity that
shows development of HOTS for our learners?

Training on Higher-Order Thinking Skills PLP 58

Slide 59 Purpose of the Slide:

Say:
Activity 3: Worksheet #3
Other Notes:

Training on Higher-Order Thinking Skills PLP 59

Slide 60 Activity 3: Worksheet # 3

1. List 3 details you understand about each of the learning approaches

of your subject area.

2. List 3 questions or details for clarifications you might have on any of

the learning approaches.

Training on Higher-Order Thinking Skills PLP 60

Slide 61

Training on Higher-Order Thinking Skills PLP 61 61

Slide 62

Training on Higher-Order Thinking Skills PLP 62 62

Slide 63 Activity 3: Worksheet # 3

<Insert>

15-minute timer

Training on Higher-Order Thinking Skills PLP 63

Slide 64 Purpose of the Slide:

Say:
Wrap up: Committed to Connect!
Other Notes:

Training on Higher-Order Thinking Skills PLP 64

Slide 65 Wrap up: Committed to Connect!

1. As members of the SOLO Model
Advocates, participants are to
write a commitment statement
on the first half of the
commitment form (5 minutes).
COMMITTED TO CONNECT…
As SOLO MODEL Advocate, I/We commit to practice:
1.________________________________________
2.________________________________________
3.________________________________________

And I am connected, and committed to create a

2. Altogether, the group will recite learning environment that is SOLO (SENSITIVE to the
the second half of the commitment OVERALL LEARNING needs of OUR beloved
learners)
(SOLO) with right hands raised.

Training on Higher-Order Thinking Skills PLP 65

Slide 66 Wrap up: Committed to Connect!

<Insert>

5-minute timer

Training on Higher-Order Thinking Skills PLP 66

Slide 67 Purpose of the Slide:

“The hardest part of any task is staying committed to its Say:

completion. One can think of several compelling reasons to
give up commitment. But living up to a commitment and being
committed reflects a person’s integrity and character.”
Other Notes:
Simran Khurana

Training on Higher-Order Thinking Skills PLP 67 67

Slide 68 Purpose of the Slide: to express

gratitude and share contact detail
Say: Thank you so much for learning
Thank you. with us today. See you in our next
session. For any questions and
neap.pddu@deped.gov.ph clarifications about the design and
learning resources, you may contact
NEAP through
Training on Higher-Order Thinking Skills PLP 68 68

neap.pddu@deped.gov.ph.
Other Notes:

Slide 69 Training on Higher-Order Thinking Skills - Professional Learning Package

Program Management Team Session Guide Writers and Presentation Deck Editors

1. Alson Rae Luna 13. Mae Laarni M. Saporna

Research Center for Teacher Quality (RCTQ) 2. Angelica B. Buaron 14. Marie Vic C. Velasco
3. Angelo D. Uy 15. Maripaz T. Mendoza
National Educators Academy of the Philippines (NEAP) 4. Analou O. Hermocilla 16. Mark Anthony A. Durana
Professional Development Division 5. Arnel Jr. B. Camba 17. Melvin Willy II B. Roque
Quality Assurance Division 6. Eldefonso Jr. B. Natividad 18. Milaner R. Oyo-a
7. Elsie Jane M. Mantilla 19. Rejulios M. Villenes
8. Fluellen L. Cos 20. Renante Juanillo
NEAP in the Regions 9. Hera Paz B. Yamson 21. Renato N. Pacpakin
10. Jelly L. Sore 22. Rosalyn C. Gadiano
11. Jojiemar M. Obligar 23. Sally A. Palomo
12. Josephine P. Balasan 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

Training on Higher-Order Thinking Skills PLP 69 69