Slide 1 Purpose of the Slide: to give the title,

venue, and date of the training/session

Say: Welcome back to the HOTS-PLP
TRAINING ON HIGHER-ORDER THINKING SKILLS
PROFESSIONAL LEARNING PACKAGE (HOTS-PLP) training session.
FOR ENGLISH, SCIENCE, & MATH TEACHERS
Other Notes: Faci may add more ad
Date and Venue
libs.

Slide 2 Training on Higher-Order Thinking Skills Professional Learning Package

(HOTS-PLPs) for English, Science, & Math Teachers
Purpose of the Slide: to give an
overview of the sessions
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

Session 4:

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 2 2

Slide 3 Training on Higher-Order Thinking Skills Professional Learning

Purpose of the Slide: To identify the
Package (HOTS-PLPs) for English, Science, & Math Teachers
Session 4:
sessions covered and the remaining
Session 3:
HOTS in Practice

Session 5:
session/s
Supporting HOTS in the Classroom
through Learning Approaches Workplace Application Plan

Session 6:
Say: We are now down to our last two
Session 2: Facing the Forces
SOLO and HOTS in the Classroom
sessions. Today, we’re covering
Session 1:
HOTS-PLP Walk-through
Session 7:
Professional Learning Community
in Schools
Session 6: Facing the Forces.
Other Notes:
Training on Higher-Order Thinking Skills PLP 3 3
Slide 4 Purpose of the Slide: To introduce
the idea of competing forces every
time a change initiative is introduced.
Say: People have varied responses
everytime something old or new is
introduced or reintroduced. Some
would easily accept it. For others, it
would sometimes take time for them to
Training on Higher-Order Thinking Skills PLP 4 4

embrace it. There would always be a

few who are against the change.
These responses are valid and
inevitable. In any given situation, there
are driving factors or forces that
enable us to move forward and toward
our desired change. There are also
restraining factors or forces that
hinder us from reaching our goal--from
that space of desired change--just like
when you are sailing on a windy day in
rough seas.
Other Notes: You may use slide 5 or
6 depending on the capacity of your
internet connection.

Slide 5 Purpose of the Slide: To introduce

the idea of competing forces every
time a change initiative is introduced.
Say: People have varied responses
everytime something old or new is
introduced or reintroduced. Some
would easily accept it. For others, it
Video by Mike Tyurin: https://www.pexels.com/video/boat-sailing-on-sea-11864823/
would sometimes take time for them to
Training on Higher-Order Thinking Skills PLP 5 5

embrace it. There would always be a

few who are against the change.
These responses are valid and
inevitable. In any given situation, there
are driving factors or forces that
enable us to move forward and toward
our desired change. There are also
restraining factors or forces that
hinder us from reaching our goal--from
that space of desired change--just like
when you are sailing on a windy day in
rough seas.
 Other Notes: You may use slide 5 or
6 depending on the capacity of your
internet connection.

Slide 6 Purpose of the Slide: to give the title

of the session and name of the RP/LF
Session 6 Say: I am _____________ and I will
FACING THE FORCES be facilitating the session titled Facing
Name of Resource Person / Learning Facilitator
the Forces.
Other Notes: Faci may add more ad
libs.
6

Slide 7 Session Objectives Purpose of the Slide: To give the

objective/aim of the session
At the end of the session, participants will be able to… Say: In this session, you will be
● identify forces that drive/enable and restrain/hinder
them to integrate SOLO framework and use the HOTS-
PLP in their pedagogical practice
identifying the driving and restraining
● develop an action plan to minimize restraining forces
and maximize driving forces
forces or factors as you integrate the
PPST Strand 1.5. (P & HP) Strategies for developing critical and creative thinking, as well as other higher-order thinking
SOLO framework and use the HOTS-
skills
PPSSH Strand 3.2 – (P)Teaching performance feedback
PPSS Strand 3.1. (P) Support for Instructional Leadership
PLP in your teaching practice. At the
end of the session, you will also be
Training on Higher-Order Thinking Skills PLP 7

developing action items to minimize or

maximize those forces. Below are the
strands of the professional standards
that this PD addresses.
Other Notes:
Slide 8 Presentation Outline
Introduction
Enabling Forces
Restraining Forces
Force Field Analysis Tool
Action Planning
Wrap-up
Training on Higher-Order Thinking Skills PLP
Slide 9 (1) integrate the SOLO
framework and
(2) use the HOTS-PLP in my
teaching practice
Training on Higher-Order Thinking Skills PLP 9 9
Purpose of the Slide: to provide an
overview of the topics covered in the
session
Say: In an hour or less, we hope to
cover the following topics and
activities to achieve our objectives. We
have just had the introduction. Then
this will be followed by identifying the
8
enabling and restraining forces, a
short lecture on Force Field Analysis
tool, action planning, and then finally,
the wrap-up.
Other Notes:
Purpose of the Slide: to identify the
change initiative
Say: Do you still recall the terminal
objective of this training? Those two
are what we hope to achieve by the
end of this training--for you to
incorporate/embed the SOLO
framework into the teaching-learning
process--again not just during
assessment. And also, that you use
the HOTS package to help you
develop HOTS among your learners.
Other Notes: Faci draws a table with
three columns on the board/in the
manila paper and writes the
goal/change initiative in the second
column.
Slide 10
“ What are the things/factors that
can/will help you apply what
you have learned about the
SOLO framework and use the
HOTS-PLP in your teaching
practice?
’’
Training on Higher-Order Thinking Skills PLP
Slide 11
“ What are the things/factors that
can/will hinder you from
applying what you have learned
about the SOLO framework
and using the HOTS-PLP in
’’
your teaching practice?
Training on Higher-Order Thinking Skills PLP
Purpose of the Slide: to identify the
enabling/driving forces for the
identified change initiative
Say: Earlier, we learned that there are
things or factors that help us move
towards our goal--to integrate the
SOLO framework and use the
package in our teaching practice.
10 10
These may be internal (within you) or
external (beyond you). What are
some of these enabling factors?
Other Notes: Faci calls 3 volunteers.
Faci types the answers in the first
column (see next slide) or faci draws a
table with three columns on the
board/in the manila paper and writes
the responses in the first column. Faci
briefly processes (expounds, add
details, agrees, asks a follow-up
question) the responses.
Purpose of the Slide: to identify the
restraining/hindering forces for the
identified change initiative
Say: Any introduced change initiative
comes with challenges. What are
some of these hindering or restraining
factors?
11 11
Other Notes: Faci calls 3 volunteers.
Faci types the answers in the third
column (see slide __) or faci draws a
table with three columns on the
board/in the manila paper and writes
the responses in the third column. Faci
briefly processes (expounds, add
details, agrees, asks a follow-up
question) the responses.
Slide 12 DRIVING
(1) integrate the SOLO RESTRAINING Purpose of the Slide: to describe a
FORCES FORCES
(for change)
framework and
(2) use the HOTS-PLP in my
(against change) Force Field Analysis Tool
teaching practice Say: This 3-column table is called a
→ ← Force Field Analysis Tool. It is a
→ ← decision-making/change management
→ ←
→ ← tool that helps you assess what forces
→ ← will impact your desired change.
Training on Higher-Order Thinking Skills PLP 12 12

Other Notes: Faci draws a table with

three columns on the board/in the
manila paper and writes the
goal/change initiative in the second
column.

Slide 13 Force Field Analysis Purpose of the Slide: to describe a

Force Field Analysis Tool
Forces for Change Forces against Change
Say: This tool was developed by
German-American social psychologist
PLAN/
CHANGE
Kurt Lewin. It can help us analyze the
INITIATIVE
positive and negative forces that
influence our plans or change
initiative, and later on plan our actions
Training on Higher-Order Thinking Skills PLP 13 13

moving forward.

Other Notes:

Slide 14 Individual Activity (8 mins) Purpose of the Slide: to give the

In your notebook, list down driving and restraining forces for the identified
change initiative.
instructions for individual work
Say: In your notebook, list down as
many as possible driving and
restraining forces for the identified
change initiative (the one in the
middle). You have 8 minutes for this
individual work.
Training on Higher-Order Thinking Skills PLP 14 14

Other Notes:
Slide 15 Purpose of the Slide: to provide a
Insert 8-minute timer from your computer. visual cue for the duration of the
activity
Say: You are given ___minutes for
this activity.
Other Notes:

Training on Higher-Order Thinking Skills PLP 15 15

Slide 16 Pair Work (5 mins) Purpose of the Slide: to give the

Share and discuss with a partner your answers. Note similar and different
answers.
instructions for pair work
Say: Look for a partner and discuss
with them your answers. Explain your
answers. Please take also note of any
similar or different answers. Be ready
to share in plenary when your pair is
called. You have 5 minutes to discuss.
Training on Higher-Order Thinking Skills PLP 16 16

Other Notes:

Slide 17 Purpose of the Slide: to provide a

Insert 5-minute timer from your computer. visual cue for the duration of the
activity
Say: You are given ___minutes for
this activity.
Other Notes:

Training on Higher-Order Thinking Skills PLP 17 17

Slide 18 Plenary Sharing (8 mins) Purpose of the Slide: to guide them
as they share their answers for the
MAXIMIZE MINIMIZE
pair work
Say: Time’s up. It’s time for us to
share first the driving forces. How
about some restraining forces or those
that are against change? Moving
forward, what are our next steps after
Training on Higher-Order Thinking Skills PLP 18 18

we have identified these forces? Any

idea? Yes, you’re right. Driving forces
should be maximized while restraining
forces should be minimized. How
exactly will we do that?

Other Notes: Faci calls volunteers to

share their answers to the given
questions, writes their answers on the
board, and briefly processes
(expounds, agrees/disagrees/clarifies,
asks a follow-up question) the
responses.

Slide 19 Purpose of the Slide: to present the

Select top forces and plan next steps
FORCE
Pick forces you’d like to tackle. Consider
what would be most impactful but also
relatively easy to get started on.
action planning template
ACTION
Detail your action plan to maximize the
driving forces or minimize the restraining
COMMITMENT
Assign individual/s who will implement the
action item and identify the timeline/s
Say: We should not stop at identifying
and analyzing those forces. We should
forces.

+ growth mindset read at least 1 article/watch at name of teacher; every week

least 1 video about the SOLO
framework
do something to ensure that we are
+
-
getting closer to realizing our plans or
- implementing our change initiatives.
Here’s a template that we can use. In
Training on Higher-Order Thinking Skills PLP 19 19

the first column, we’re going to identify

forces that we would tackle. For this
session, we’ll choose 1 driving and 2
restraining forces. Then, we will think
of concrete actions to maximize the
driving force or minimize the
restraining force. Lastly, think of an
individual who can best implement it
and identify the timeline for them.
Let’s look at the example.
Other Notes:
Slide 20 Triad Work (5 mins)
Purpose of the Slide: to present the
Form a group of three (3). In your notebook/a manila paper, list down actions and
commitment to promote 1 driving force and mitigate/prevent 2 restraining forces.
action planning template
FORCE
Pick forces you’d like to tackle. Consider
what would be most impactful but also
ACTION
Detail your action plan to maximize the
driving forces or minimize the restraining
COMMITMENT
Assign individual/s who will implement the
action item and identify the timeline/s
Say: Can you now do it yourself?
Now, find two other colleagues who
relatively easy to get started on. forces.

+ growth mindset read at least 1 article/watch at name of teacher; every week

least 1 video about the SOLO
framework
will help you list down actions and
+
-
commitments to maximize a driving
- force and minimize 2 restraining
forces. It is much better to be very
Training on Higher-Order Thinking Skills PLP 20 20

specific in your action and

commitment, but at the same, it must
be feasible and realistic.
Other Notes:

Slide 21 Purpose of the Slide: to provide a

Insert 5-minute timer from your computer. visual cue for the duration of the
activity
Say: You are given ___minutes for
this activity.
Other Notes:

Training on Higher-Order Thinking Skills PLP 21 21

Slide 22 Purpose of the Slide: to guide them

Plenary Sharing (10 mins)
as they share in plenary
FORCE ACTION COMMITMENT
Pick forces you’d like to tackle. Consider
what would be most impactful but also
relatively easy to get started on.
Detail your action plan to maximize the
driving forces or minimize the restraining
forces.
Assign individual/s who will implement the
action item and identify the timeline/s Say: Can we have volunteers to share
+ growth mindset read at least 1 article/watch at
least 1 video about the SOLO
framework
name of teacher; every week
their answers? Let’s start with driving
+ forces and their corresponding actions
- and commitments. Let’s now proceed
- with restraining forces and their
corresponding actions and
Training on Higher-Order Thinking Skills PLP 22 22

commitments.
Other Notes: Faci calls volunteers to
share their answers to the given
questions, writes their answers on the
board, and briefly processes
(expounds, agrees/disagrees/clarifies,
asks a follow-up question) the
responses.
Slide 23 Wrap-up Purpose of the Slide: to provide the
summary/highlights of the sessions
● Force field analysis helps us identify and amplify the Say: What are your takeaways from
'driving forces' and identify and minimize obstacles or
'restraining forces' to change. this session? Today we have learned
the importance of using the Force
● Analyze → Plan next action → Commit to and
implement action plan
Field analysis tool as it helps us
identify and amplify the 'driving forces'
and identify and minimize obstacles or
Training on Higher-Order Thinking Skills PLP 23

'restraining forces' to change.

Today, we also learned how to avoid

analysis-paralysis by identifying
actions that we can do to maximize or
minimize forces--actions that we
commit to implement.

Other Notes:

Slide 24 Purpose of the Slide: to indicate the

References reference materials used
1. “Force Field Analysis.” mural.co. Accessed July 12, 2023. Say: Here are the reference materials
https://app.mural.co/template/e01b467b-71ee-4329-9e7a-
0c4351d3ae94/4d2d4f8a-75cf-4388-b0f1-c48259e419ee. used in the development of this
1. “Force Field Analysis: Examples and Purpose - 2023.”
presentation
MasterClass. Accessed July 12, 2023. Other Notes:
https://www.masterclass.com/articles/force-field-analysis

Training on Higher-Order Thinking Skills PLP 24 24

Slide 25 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 25 25

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

Slide 26 Training on Higher-Order Thinking Skills - Professional Learning Package Purpose of the Slide: to present the
Program Management Team Session Guide Writers and Presentation Deck Editors members of the Program Management
Research Center for Teacher Quality (RCTQ)
Field Personnel

1.
2.
Alson Rae Luna
Angelica B. Buaron
13.
14.
Mae Laarni M. Saporna
Marie Vic C. Velasco
Team, writers and editors
Say: Let us recognize the PMT
National Educators Academy of the Philippines (NEAP) 3. Angelo D. Uy 15. Maripaz T. Mendoza
Professional Development Division 4. Annalou O. Hermocilla 16. Mark Anthony A. Durana
5. Arnel Jr. B. Camba 17. Melvin Willy II B. Roque
Quality Assurance Division 18. Milaner R. Oyo-a
6. Eldefonso Jr. B. Natividad
7. Elsie Jane M. Mantilla 19. Rejulios M. Villenes
NEAP in the Regions 8.
9.
10.
11.
Fluellen L. Cos
Hera Paz B. Yamson
Jelly L. Sore
Jojiemar M. Obligar
20.
21.
22.
23.
Renante Juanillo
Renato N. Pacpakin
Rosalyn C. Gadiano
Sally A. Palomo
members, writers, and editors who
have contributed in the development
12. Josephine P. Balasan 24. Wilma S. Carrera

NEAP Central Office

1.
2.
3.
4.
Abdul Haiy A. Sali
Guillermo Nikus Telan
Dir. Leah B. Apao
Jerson R. Capuyan
of this training.
5. Richie Carla Vesagas
Other Notes:
Training on Higher-Order Thinking Skills PLP 26 26