(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 Office and Position GNHS -TEACHER III

REZA C. EUSTE

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 Office and Position GNHS – PRINCIPAL I

Supervisor
DIANNA A. MAQUILAN
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).

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

Professional Standards PD Program Goals Indicators (Subtask) Application Objective

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

● 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]

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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/ Learning Facilitator

[minimum of two (2)]
(Aligned with the application
objective, what are the specific
tasks of a teacher to enhance the
learners’ cognitive level and to
provide learning opportunities to
develop HOTS)
MOVs
(Specify activities on the (Start-end of each (Immediate Supervisor or
identified task) activity) (It represents what is predicted peer assigned to guide the
or intended to happen as a teacher)
result of implementing a specific
task or initiative)

1. [e.g. lesson [e.g. incorporate SOLO [e.g. during the 40- [e.g. increased learners’ [e.g. identify the names]
planning] framework on the minute required engagement through various
instructional plan, classroom observation] learning activities anchored
especially on the learning to SOLO framework]
activities]

MOVs: approved lesson

plan, formative assessment,
reflection paper, and COT
results]

 Add SOLO Weekly  Enhanced student  School head

Framework to the engagement with  Science coordinator
learning activity various kinds of  Teacher
Preparing Learning Activity SOLO anchored
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Sheet (Activity sheet: title, activity sheet
objective, competency,  Approved learning
activity, questions, activity sheet by
rubrics if needed) the school head or
immediate
supervisor

 Incorporate SOLO Quiz (daily)  Improved learning  School head

framework focuses outcome  Science coordinator/
Designing Assessment Exam (quarterly)
on the  TOS, Test Key teacher(HT/MT)
competency, stem, questions, Test  Teacher
questions, answers score, Item
and rationalization Analysis

Gamification  integrate SOLO Monthly or quarterly  enhanced student  School head

framework in an engagement (active  Science coordinator
adopted game. participation)  Teacher

Prepared by (name and position): Signature Date

REZA C. EUSTE
TEACHER III

*Reviewed by (name and position): Signature Date

DIANNA A. MAQUILAN

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 PRINCIPAL I

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

DIANNA A. MAQUILAN
PRINCIPAL I

*for proficient teacher: reviewed by the master teacher or immediate supervisor and **approved by the school head/head teacher/OIC for schools without school
head

*for master teacher: reviewed and **approved by the school head or immediate supervisor