(Enclosure No. 6 to DepEd Memorandum No. ______ s.

2023)

Republic of the Philippines

Department of Education

National Educators Academy of the Philippines

Workplace Application Plan (WAP) Template for HOTS-PLPs

For Teacher

I. Profile

Name JAYSON O. ARQUERO Office and Position Lawig NHS-Main, Teacher II

Title of PD Programs HOTS - Professional Learning Packages Date of Delivery

(PLPs) in Mathematics, Science, and
English/Reading
PD Program National Educators Academy of the Philippines
Provider in collaboration with RCTQ

Name of Immediate EFIGINIA B. IN-UYAY Office and Position Lawig NHS-Main, School Principal II
Supervisor

II. Background and Rationale of WAP:

In 2018, the Programme for International Student Assessment (PISA) results suggested that most Filipino students need more time to be
ready for life after school. These areas of learners’ poor performance were interestingly identified in an analysis of teachers’ performance in
the Teacher Development Needs Study (TDNS, 2014). The poor assessment results for Filipino learners, therefore, necessitate a reform
initiative directed at supporting the strengthening of teachers’ subject knowledge and pedagogy to improve learner performance.

To assist in this reform initiative, the National Educators Academy of the Philippines (NEAP) and the Research Center for Teacher Quality
(RCTQ) collaborate to develop Professional Learning Packages (PLPs) in Mathematics, Science, and English/Reading for teachers in grades 7
and 8, and grades 9 and 10.

The PD Program [HOTS-PLPs] goals are to:

● enhance teachers’ competencies in performing SOLO-based pedagogy; and

● improve teachers’ teaching strategies and practices that promote the development of higher order thinking skills of the learners.

The following professional standards/competencies are being addressed in the HOTS-PLPs:

● address the appropriate indicators in the Philippine Professional Standards for Teachers (PPST indicators 1.5.2 and 1.5.3), the Philippine
Professional Standards for School Heads (PPSSH indicator 3.2.2), and the Philippine Professional Standards for Supervisors (PPSS
indicator 3.1.2).

III. Expected Indicators [anchored on the PD Program Goals]

Professional Standards PD Program Goals Indicators (Subtask) Application Objective

● Philippine ● enhance teachers’ ● Integrate Basic SOLO Framework in Incorporate the Basic
Professional competencies in performing the teaching and learning process. SOLO framework in

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 Standards for SOLO-based pedagogy enhancing the learners’
Teachers (PPST cognitive level and in
indicators 1.5.2 providing learning
and 1.5.3), the ● improve teaching strategies ● Apply effective SOLO-based opportunities for them to
Philippine and practices that promote pedagogy on the following: develop higher order
Professional the development of higher thinking skills (HOTS)
Standards for School a. instructional/lesson plan,
order thinking skills of the
Heads (PPSSH learners. b. strategies,
indicator 3.2.2), and
the Philippine c. methods,
Professional
d. techniques, and
Standards for
Supervisors (PPSS e. tactics.
indicator 3.1.2).

● Apply the Basic SOLO Framework in

categorizing learner responses
through the art of questioning.

IV. Implementation Plan [the WAP must be implemented within 6 months after the training]

Application Objective [it must be aligned with the PD Program Goals]

Incorporate the SOLO framework in enhancing the learners’ cognitive level and in providing learning opportunities for them to
develop higher order thinking skills (HOTS)

Specific Task Activities Timeline Expected Outcomes/ MOVs Learning

[minimum of two (2)]
Facilitator
(Specify activities on the (Start-end of (It represents what is predicted or intended to happen
identified task) each as a result of implementing a specific task or initiative) (Immediate
(Aligned with the application
objective, what are the specific activity) Supervisor or
tasks of a teacher to enhance the
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learners’ cognitive level and to
provide learning opportunities to
develop HOTS)
1. Lesson planning
2. Designing
Assessment
3. Remediation
Prepared by (name and position):
JAYSON. O. ARQUERO
Teacher II
peer assigned to
guide the
teacher)
Incorporate SOLO framework Increased learners’ engagement through various Master Teacher
on the instructional plan and learning activities anchored to SOLO
Quarterly framework. School Head
on the learning activities/
Instructional materials.
MOVs: approved lesson plan, and Instructional
materials, assessment, and COT results]
Incorporate SOLO framework Quarterly Increased learners’ proficiency level (GSA and Master Teacher
on the construction of test MPS).
School Head
items for diagnostic and
Formative assessment.
MOV’s: Approved Test Paper with TOS,
Proficiency Level (GSA and MPS)
Incorporate SOLO framework Quarterly Reduced the number of students who have Master Teacher
on remedial teaching and fallen behind the rest of the class.
School Head
development of remedial
activities.
MOV’s: daily lesson logs and instructional
materials, List of Students to undergo
remediation
Signature Date
_____________________
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*Reviewed by (name and position): Signature Date

EFIGINIA B. IN-UYAY _____________________

School Principal II

**Approved by (name and position): Signature Date

GLORIA B. BUYA-AO _____________________

Schools Division Superintendent