Slide 1 Purpose of the Slide:

Say:
TRAINING ON HIGHER-ORDER THINKING
SKILLS PROFESSIONAL LEARNING PACKAGE
(HOTS-PLP) FOR SCIENCE TEACHERS
Other Notes:
Date and Venue

Slide 2

SESSION 4

HOTS in Practice
Worksheets 4A, 4B, 4C and 4D in Science

Learning Facilitators

Slide 3 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 3 3
Slide 4 Session Objectives Purpose of the Slide:

At the end of the session, participants will be able to… Say:

• identify the components of the HOTS learning package;
• analyze how SOLO-based item is crafted; and Other Notes:
• practice writing sample items and rationalization based on
the SOLO framework.

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 4

Slide 5 Presentation Outline Purpose of the Slide:

Presentation of the HOTS learning package

Say:
Run through the parts of the learning package.

Examine how each item in the package is crafted.

Practice answering question based on SOLO-
Other Notes:
based item framework.
Give rationalization for a SOLO-based item
Craft SOLO-based items and justify its level

Training on Higher-Order Thinking Skills PLP 5

Slide 6 Purpose of the Slide:

Priming Activity
Say:

Let’s recall… Other Notes:

Training on Higher-Order Thinking Skills PLP 6 6

Slide 7 Purpose of the Slide:
1. What does SOLO stand for?

A. Structure of the Observed Learning Outcome

B. System of the Observed Learning Outcome
Say:
C. Structure of the Observed Learning Output
D. System of the Observed Learning Output
Other Notes:
Ans: A

Training on Higher-Order Thinking Skills PLP 7 7

Slide 8 Purpose of the Slide:

2. How many levels are there in SOLO Taxonomy?

A. 3 C. 5
Say:
B. 4 D. 6

Other Notes:
Ans: C

Training on Higher-Order Thinking Skills PLP 8 8

Slide 9 Purpose of the Slide:

3. What level of understanding does a learner demonstrate
when he can give two or more pieces of data or information?
Say:
A. Multistructural C. Relational
B. Prestructural D. Unistructural
Other Notes:
Ans: A

Training on Higher-Order Thinking Skills PLP 9 9

Slide 10 Purpose of the Slide:
4. If a question asks for a specific answer or only one piece
of relevant data?
Say:
A. Multistructural C. Relational
B. Prestructural D. Unistructural

Other Notes:
Ans: D

Training on Higher-Order Thinking Skills PLP 10 10

Slide 11 Purpose of the Slide:

5. SOLO Model is anchored with Bloom’s Taxonomy. Say:

True or False

Other Notes:
Ans: True

Training on Higher-Order Thinking Skills PLP 11 11

Slide 12 Purpose of the Slide:

6. SOLO thinking is consistent with how the brain learns.

True or False
Say:

Other Notes:
Ans: True

Training on Higher-Order Thinking Skills PLP 12 12

Slide 13 Purpose of the Slide:
7. Which are learning approaches in Science?

I. Text Structure Strategy

II. Inquiry-based Approach
Say:
III. Question-Answer Relationship Strategy
IV. Collaborative and Cooperative Learning

A. I and II C. I and III Other Notes:

B. III and IV D. II and IV

Ans: D
Training on Higher-Order Thinking Skills PLP 13 13

Slide 14 Purpose of the Slide:

8. Which approach drives each learner to be responsible not
only for their own learning but also their peers?
Say:
A. Metacognitive Approach
B. Inquiry-Based Approach
C. Cooperative Learning Approach
D. Problem-solving Based Approach Other Notes:

Ans: C
Training on Higher-Order Thinking Skills PLP 14 14

Slide 15 Purpose of the Slide:

9. Which are the features of inquiry-based approach?

I. Learners use think-out-loud tasks.

II. Learners discover new information. Say:
III. Learners create questions on their own.
IV. Learners make individual progress in line with the
progress of others.
Other Notes:
A. I and II C. III and IV
B. II and III D. I and IV

Ans: B
Training on Higher-Order Thinking Skills PLP 15 15
Slide 16 Purpose of the Slide:
10. Which approach encourages not only reflection but also
promotes critical thinking and further develop HOTS?

A. Metacognitive Approach Say:

B. Inquiry-Based Approach
C. Cooperative Learning Approach
D. Problem-solving Based Approach
Other Notes:

Ans: A
Training on Higher-Order Thinking Skills PLP 16 16

Slide 17 Purpose of the Slide:

● To walkthrough on the general
structure of the SOLO-based
SOLO-based Assessment Items assessment items.
WORKSHOP 1: Worksheet 4A
Notes to the Presenter:
● This is the title slide.

Slide 18 Session Objectives Purpose of the Slide:

Allow the participants to determine the
At the end of the session, participants will session objectives in order to guide
be able to…
• identify the components of the HOTS
them what the session is all about.
learning package;
• analyze how SOLO-based item is crafted; and
Say: Particularly, write, share, and
• practice writing sample items and
rationalization based on the SOLO framework. present their findings,
observations, comments, and
Training on Higher-Order Thinking Skills PLP 18

suggestions in the corresponding

column of Worksheet 4A.

Other Notes:
Slide 19 Purpose of the Slides:
● To direct participants to the
Mentor’s Guide.

Notes to the Presenter:

● This is the closing slide on the
walkthrough on the HOTS PLPs.
● Remind the participants that the
succeeding sessions/workshops on
SOLO and the assessment items
aim to assist them in further
understanding the materials. While
knowing the structure of the
materials is important,
understanding how to go through a
high-quality assessment is more
crucial.
● Participants may be given a reading
assignment after this walkthrough
session: to read through the
Mentor’s Guide.

Slide 20 Purpose of the Slides:

● To direct participants to the
Mentor’s Guide.

Notes to the Presenter:

● This is the closing slide on the
walkthrough on the HOTS PLPs.
● Remind the participants that the
succeeding sessions/workshops on
SOLO and the assessment items
aim to assist them in further
understanding the materials. While
knowing the structure of the
materials is important,
understanding how to go through a
high-quality assessment is more
crucial.
● Participants may be given a reading
assignment after this walkthrough
session: to read through the
Mentor’s Guide.
Slide 21 Purpose of the Slides:
● To direct participants to the
Mentor’s Guide.

Notes to the Presenter:

● This is the closing slide on the
walkthrough on the HOTS PLPs.
● Remind the participants that the
succeeding sessions/workshops on
SOLO and the assessment items
aim to assist them in further
understanding the materials. While
knowing the structure of the
materials is important,
understanding how to go through a
high-quality assessment is more
crucial.
● Participants may be given a reading
assignment after this walkthrough
session: to read through the
Mentor’s Guide.

Slide 22 Purpose of the Slides:

● To direct participants to the
Mentor’s Guide.

Notes to the Presenter:

● This is the closing slide on the
walkthrough on the HOTS PLPs.
● Remind the participants that the
succeeding sessions/workshops on
SOLO and the assessment items
aim to assist them in further
understanding the materials. While
knowing the structure of the
materials is important,
understanding how to go through a
high-quality assessment is more
crucial.
● Participants may be given a reading
assignment after this walkthrough
session: to read through the
Mentor’s Guide.
Slide 23 Purpose of the Slides:
● To direct participants to the
Mentor’s Guide.

Notes to the Presenter:

● This is the closing slide on the
walkthrough on the HOTS PLPs.
● Remind the participants that the
succeeding sessions/workshops on
SOLO and the assessment items
aim to assist them in further
understanding the materials. While
knowing the structure of the
materials is important,
understanding how to go through a
high-quality assessment is more
crucial.
● Participants may be given a reading
assignment after this walkthrough
session: to read through the
Mentor’s Guide.

Slide 24 Purpose of the Slides:

● To direct participants to the
Mentor’s Guide.

Notes to the Presenter:

● This is the closing slide on the
walkthrough on the HOTS PLPs.
● Remind the participants that the
succeeding sessions/workshops on
SOLO and the assessment items
aim to assist them in further
understanding the materials. While
knowing the structure of the
materials is important,
understanding how to go through a
high-quality assessment is more
crucial.
● Participants may be given a reading
assignment after this walkthrough
session: to read through the
Mentor’s Guide.
Slide 25 Purpose of the Slides:
● To direct participants to the
Mentor’s Guide.

Notes to the Presenter:

● This is the closing slide on the
walkthrough on the HOTS PLPs.
● Remind the participants that the
succeeding sessions/workshops on
SOLO and the assessment items
aim to assist them in further
understanding the materials. While
knowing the structure of the
materials is important,
understanding how to go through a
high-quality assessment is more
crucial.
● Participants may be given a reading
assignment after this walkthrough
session: to read through the
Mentor’s Guide.

Slide 26 Purpose of the Slides:

● To direct participants to the
Mentor’s Guide.

Notes to the Presenter:

● This is the closing slide on the
walkthrough on the HOTS PLPs.
● Remind the participants that the
succeeding sessions/workshops on
SOLO and the assessment items
aim to assist them in further
understanding the materials. While
knowing the structure of the
materials is important,
understanding how to go through a
high-quality assessment is more
crucial.
● Participants may be given a reading
assignment after this walkthrough
session: to read through the
Mentor’s Guide.
Slide 27 Purpose of the Slides:
● To direct participants to the
Mentor’s Guide.

Notes to the Presenter:

● This is the closing slide on the
walkthrough on the HOTS PLPs.
● Remind the participants that the
succeeding sessions/workshops on
SOLO and the assessment items
aim to assist them in further
understanding the materials. While
knowing the structure of the
materials is important,
understanding how to go through a
high-quality assessment is more
crucial.
● Participants may be given a reading
assignment after this walkthrough
session: to read through the
Mentor’s Guide.

Slide 28 Purpose of the Slides:

● To direct participants to the
Mentor’s Guide.

Notes to the Presenter:

● This is the closing slide on the
walkthrough on the HOTS PLPs.
● Remind the participants that the
succeeding sessions/workshops on
SOLO and the assessment items
aim to assist them in further
understanding the materials. While
knowing the structure of the
materials is important,
understanding how to go through a
high-quality assessment is more
crucial.
● Participants may be given a reading
assignment after this walkthrough
session: to read through the
Mentor’s Guide.
Slide 29 Purpose of the Slides:
● To direct participants to the
Mentor’s Guide.

Notes to the Presenter:

● This is the closing slide on the
walkthrough on the HOTS PLPs.
● Remind the participants that the
succeeding sessions/workshops on
SOLO and the assessment items
aim to assist them in further
understanding the materials. While
knowing the structure of the
materials is important,
understanding how to go through a
high-quality assessment is more
crucial.
● Participants may be given a reading
assignment after this walkthrough
session: to read through the
Mentor’s Guide.

Slide 30 Purpose of the Slides:

● To direct participants to the
Mentor’s Guide.

Notes to the Presenter:

● This is the closing slide on the
walkthrough on the HOTS PLPs.
● Remind the participants that the
succeeding sessions/workshops on
SOLO and the assessment items
aim to assist them in further
understanding the materials. While
knowing the structure of the
materials is important,
understanding how to go through a
high-quality assessment is more
crucial.
● Participants may be given a reading
assignment after this walkthrough
session: to read through the
Mentor’s Guide.
Slide 31 Purpose of the Slides:
● To direct participants to the
Mentor’s Guide.

Notes to the Presenter:

● This is the closing slide on the
walkthrough on the HOTS PLPs.
● Remind the participants that the
succeeding sessions/workshops on
SOLO and the assessment items
aim to assist them in further
understanding the materials. While
knowing the structure of the
materials is important,
understanding how to go through a
high-quality assessment is more
crucial.
● Participants may be given a reading
assignment after this walkthrough
session: to read through the
Mentor’s Guide.

Slide 32 Purpose of the Slides:

● To direct participants to the
Mentor’s Guide.

Notes to the Presenter:

● This is the closing slide on the
walkthrough on the HOTS PLPs.
● Remind the participants that the
succeeding sessions/workshops on
SOLO and the assessment items
aim to assist them in further
understanding the materials. While
knowing the structure of the
materials is important,
understanding how to go through a
high-quality assessment is more
crucial.
● Participants may be given a reading
assignment after this walkthrough
session: to read through the
Mentor’s Guide.
Slide 33 Purpose of the Slides:
● To direct participants to the
Mentor’s Guide.

Notes to the Presenter:

● This is the closing slide on the
walkthrough on the HOTS PLPs.
● Remind the participants that the
succeeding sessions/workshops on
SOLO and the assessment items
aim to assist them in further
understanding the materials. While
knowing the structure of the
materials is important,
understanding how to go through a
high-quality assessment is more
crucial.
● Participants may be given a reading
assignment after this walkthrough
session: to read through the
Mentor’s Guide.

Slide 34 Purpose of the Slides:

WRITER’S REFLECTION
● To direct participants to the
Mentor’s Guide.

Notes to the Presenter:

● This is the closing slide on the
walkthrough on the HOTS PLPs.
● Remind the participants that the
succeeding sessions/workshops on
SOLO and the assessment items
aim to assist them in further
understanding the materials. While
knowing the structure of the
materials is important,
understanding how to go through a
high-quality assessment is more
crucial.
● Participants may be given a reading
assignment after this walkthrough
session: to read through the
Mentor’s Guide.
Slide 35

Health Break

Training on Higher-Order Thinking Skills PLP

Slide 36 Purpose of the Slide:

● To walkthrough on the general
structure of the SOLO-based
Writing SOLO-based assessment items.
Assessment Items

Notes to the Presenter:

● This is the title slide.

Slide 37

Supporting HOTS in the Classroom:

WORKSHOP 2: Worksheet 4B

37
Slide 38 Session Objectives Purpose of the Slide:
Allow the participants to determine the
At the end of the session, participants will session objectives in order to guide
be able to…
• identify the components of the HOTS
them what the session is all about.
learning package;
• analyze how SOLO-based item is crafted;
and Say: Particularly, write, share, and
• practice writing sample items and present the acceptable answer
rationalization based on the SOLO framework.
Training on Higher-Order Thinking Skills PLP 38
corresponding column of Worksheet 4B.

Other Notes:

● Formulate acceptable answers

based on the three levels of SOLO
model namely unistructural,
multistructural and relational
(UMR).
● Discuss each item/answer that
matches the three levels of SOLO
model.
● Write unistructural, multistructural
and relational acceptable answers
in a given competency.

Slide 39 Anticipation-Reaction Guide

Directions: Write check (√)in the Anticipation Column if the statement is correct and (x) if it is incorrect.
● Checking Prior Knowledge.
Anticipation Statement Reaction The facilitator will give 5
1. In writing a superstem in a relational level, the students need to use two or more discrete
closures directly related to separate pieces of relevant information contained in the stem.
minutes in answering the five
2. The students answer that sodium chloride, unlike carbon dioxide, is an ionic compound
and as such is made from a metal and a non-metal, and has a high melting point, it is
soluble in water and the solution will conduct electricity. However, since it is a compound and
(5) items. The facilitator will
not a mixture it is, like carbon dioxide a pure substance made from more than one element
with a constant composition. Carbon dioxide is a covalent compound and therefore is formed
by two non-metals, it is not readily soluble in water and does not conduct electricity. This is
ask why the participants’
an example of multistructural level of SOLO model.
3. Sodium chloride is an example of an ionic compound. This is an example of unistructural
level of of SOLO model.
answers are (√) or (x).
4. Sodium chloride is an ionic compound. It is made from a metal and a non-metal. It has a
high melting point. It is soluble in water, and it conducts electricity. Carbon dioxide is a
covalent compound. It may be a solid liquid or a gas. It is formed by two non-metals. This is
an example of multistructural level.
5. Words used for unistructural level are: identify, name,follow a simple procedure and f
forward single focus problem and recite.
Training on Higher-Order Thinking Skills PLP 39 39
Slide 40 REVIEW ● The facilitator will ask question
What do you mean by unistructural level of SOLO Model? about the meaning of
Unistructural Level unistructural level of SOLO
At this stage, the learner gets to know just a single relevant aspect
of a task or subject; the student gets a basic understanding of a model.
concept or task. Therefore, a student is able to make easy and
apparent connections, but he or she does not have any idea how
significant that information be or not. In addition, the students’ response
indicates a concrete understanding of the task, but it focuses on only
one relevant aspect.

Training on Higher-Order Thinking Skills PLP 40 40

Slide 41 ● The facilitator will give

emphasis on the words used in
unistructural level of SOLO
model.

Training on Higher-Order Thinking Skills PLP 41 41

Slide 42 REVIEW ● The facilitator will ask question

What about multistructural level of SOLO Model? on a simple recall about the
Multistructural Level main features of multistructural
At this stage, students gain an understanding of numerous
relevant independent aspects. Despite understanding the relationship
level of SOLO model.
between different aspects, its relationship to the whole remains unclear.
Suppose the teacher is teaching about several topics and ideas, the
students can make varied connections, but they fail to understand the
significance of the whole. The students’ responses are based on relevant
aspects, but their responses are handled independently.

Training on Higher-Order Thinking Skills PLP 42 42

Slide 43 ● The facilitator will highlighted
the words used in
multistructural level of SOLO
model.

Training on Higher-Order Thinking Skills PLP 43 43

Slide 44 REVIEW ● The facilitator will ask about

What about relational level of SOLO Model? the main definition of
Relational Level Relational level of SOLO
This stage relates to aspects of knowledge combining to
form a structure. By this stage, the student is able to understand the
importance of different parts in relation to the whole. They are able to
model.
connect concepts and ideas, so it provides a coherent knowledge of the
whole thing. Moreover, the students' response indicates an
understanding of the task by combining all the parts, and they can
demonstrate how each part contributes to the whole.

Training on Higher-Order Thinking Skills PLP 44 44

Slide 45 ● The facilitator accentuated the

words to be used in relational
level of SOLO model.

Training on Higher-Order Thinking Skills PLP 45 45

Slide 46 Activity: Group Activity Purpose of the Slide:
Directions: Below is a worksheet. Read item number 1 and give acceptable answers for
unistructural, multistructural and relational levels of SOLO model. The worksheet is composed and
The facilitator will group the
provided with competency, stem, question and rationalization. The column in the acceptable answer
will be your task. Do it honestly and religiously. Item 1.Note:You will be given a hardcopy for this
worksheet.
participants into five (5) and will be
Competency Stem Question Acceptable
Answer
Rationalization
given a worksheet individually. He/She
Explain how the The circulatory system, which is made up of Unistructural The response is
respiratory and
circulatory
the heart and blood vessels, supports the
respiratory system by bringing blood to and State the essential
unistructural
requiring the learner
allows the participants to give
systems work from the lungs. The circulatory system helps gas that this to provide a single
together
transport
to

nutrients, gases,
deliver nutrients and oxygen from the lungs to
tissues and organs throughout the body. It
also helps remove carbon dioxide and waste
athlete will require
to continue
exercising.
response, which
simply requires rote
learning or
feedback on the possible acceptable
and other
molecules to and
from the different
products. For example, when exercising,
humans rely on the respiratory and circulatory
systems working together to ensure an
memorization.
answers’ column. The
parts of
body. (Grade 9)
the adequate supply of oxygen and essential
nutrients to cells and removal of waste
products from cells in the body.
competency,stem,question and
Training on Higher-Order Thinking Skills PLP 46 46

rationalization are already given.

Say:

Other Notes:

Slide 47 Activity: Group Activity Purpose of the Slide:

Competency Stem Question Acceptable
Answer
Rationalization The participants will give answer in the
Explain how the
respiratory and
Multistructural The response is
multistructural
acceptable column in multistructural
circulatory systems
work together to
transport nutrients,
Give the main or
major organ of
circulatory and
requiring the
learner to provide
two or more
level of SOLO model.
gases, and other
molecules to and respiratory systems? answers which
from the different simply requires
parts of the body. enumerating the
(Grade 9) major organ of
circulatory
respiratory
and Say:
systems.

Other Notes:
Training on Higher-Order Thinking Skills PLP 47 47

Slide 48 Activity: Group Activity Purpose of the Slide:

Competency
Explain how the
respiratory and
circulatory systems
work together to
transport nutrients,
gases, and other
molecules to and
from the different
parts of the body.
(Grade 9)
Training on Higher-Order Thinking Skills PLP
Stem Question Acceptable
Answer
Rationalization The participants will give answer in the
The circulatory system, which is made up
of the heart and blood vessels, supports
How do
circulatory
The response is
relational, requiring the
acceptable column in relational level of
the respiratory system by bringing blood
to and from the lungs. The circulatory
system helps deliver nutrients and oxygen
and
respiratory
works
learners to connect
how respiratory and
circulatory works
SOLO model.
from the lungs to tissues and organs together? together. The learner’s
throughout the body. It also helps remove response
carbon dioxide and waste products. For demonstrates an
example, when exercising, humans rely understanding of the
on the respiratory and circulatory systems topic by being able to
working together to ensure an adequate join all the parts
supply of oxygen and essential nutrients together.
to cells and removal of waste products
from cells in the body. Say:
48 48

Other Notes:
Slide 49
Analysis: Guide Questions
1. Based on your consolidated
answers, when can we say that the
acceptable answers are unistructural,
multistructural and relational levels of
SOLO model?
Training on Higher-Order Thinking Skills PLP
Slide 50
2. What do you mean by
unistructural, multistructural
and relational?
Training on Higher-Order Thinking Skills PLP
● The facilitator will ask the
questions to facilitate the
participants’ answer.
● Possible answers are: We can
say that it is unistructural level
of SOLO model because the
question allows the learner to
answer only one relevant data
49 49
and it simply requires simple
recall.
While the question in multistructural
level focuses on requiring the learner to
provide two or more answers which
simply requires enumerating the major
organ of circulatory and respiratory
systems.
● While in the relational level, it
requires the learners to connect
how respiratory and circulatory
works together. The learner’s
response demonstrates an
understanding of the topic by
being able to join all the parts
together.
● Possible answers:
● Unistructural Level
● At this stage, the learner gets to
know just a single relevant
aspect of a task or subject; the
student gets a basic
understanding of a concept or
50 50
task. Therefore, a student is
able to make easy and
apparent connections, but he or
she does not have any idea
how significant that information
be or not. In addition, the
students’ response indicates a
concrete understanding of the
task, but it focuses on only one
relevant aspect.
Multistructural Level
● At this stage, students gain an
understanding of numerous

Slide 51
Abstraction: Guide Questions
1. Why is it important to have
a good stem?
Training on Higher-Order Thinking Skills PLP
relevant independent aspects.
Despite understanding the
relationship between different
aspects, its relationship to the
whole remains unclear.
Suppose the teacher is
teaching about several topics
and ideas, the students can
make varied connections, but
they fail to understand the
significance of the whole. The
students’ responses are based
on relevant aspects, but their
responses are handled
independently.
● Relational Level
● This stage relates to aspects of
knowledge combining to form a
structure. By this stage, the
student is able to understand
the importance of different parts
in relation to the whole. They
are able to connect concepts
and ideas, so it provides a
coherent knowledge of the
whole thing. Moreover, the
students' response indicates an
understanding of the task by
combining all the parts, and
they can demonstrate how each
part contributes to the whole.
● Possible Answer:
● It is important to have a good
stem because it allows
students to do deep thinking
A stem that presents a definite
problem allows a focus on the
learning outcome. A stem that
does not present a clear
51 51
problem, however, may test
students’ ability to draw
inferences from vague
descriptions rather serving as a
more direct test of students’
achievement of the learning
outcome.
Slide 52
2. Do you think you can make questions
based on the stem the three (3) different
levels of SOLO model namely the
unistructural,multistructural and
relational?
Training on Higher-Order Thinking Skills PLP
Slide 53
3. As classroom teachers, how are
you going to help students from
unistructural to become
multistructural and relational?
Training on Higher-Order Thinking Skills PLP
● Possible Answer:
● Yes, this is the beauty of
SOLO framework where in if
you have the stem, you can
create different questions with
different asnwers that can be
categorized as unistructural,
multistructural and relational
52 52
levels of SOLO model.
● Possible Answer:
● As classroom teacher, I
believe that if I do not master
the levels of SOLO model thenI
can’t give my learners the
knowledge they needed in the
teaching-learning process. One
of the ways I can help my
53 53
students from unistructural to
multistructural and even in the
relational level of SOLO model
is that I should equip first
myself with these necessary
things . I should master on how
to teach them understand and
master the levels of SOLO
model. I should take this
workshop religiously then in
that case I can help them

Slide 54
4. What do you think is your
impact or contribution in helping
learners develop their higher order
thinking skill?
Training on Higher-Order Thinking Skills PLP
better unsderstand this model.
Lastly, the findings indicated
that the strategies by the
teachers to develop HOTS
were as follows: (1) asking
divergent questions to the
students, (2) using group
discussions, (3) informing
learning objectives to the
students, (3) giving feedback to
invite the students to review,
refine, and improve
understanding.
● Possible Answer:
● Teachers have a very
significant, lifelong impact on
all of their students. This
impact involves not only the
teaching of particular academic
skills, but as importantly, the
fostering of student self-
54 54
esteem. Reinforcing self-
esteem in the classroom is
associated with increased
motivation and learning.
Further, rather than teaching
students to memorize content
for the sake of a test, higher-
order thinking prepares
students as original thinkers
and learners for life—self-
directed, curious, and able to
seek out and apply information
to solve complex problems.
Slide 55 ● Let the participants answer the
Application: Answer the items 2 and 3. Items 2 and 3 in order to
master the three levels of
Let the participants answer the
items 2 and 3 in Worksheet 4B for SOLO model namely
10 minutes. unistructural,multistructural and
relational.
● The answers of the worksheet
can be seen in the worksheet
Training on Higher-Order Thinking Skills PLP 55 55

4B for facilitator.

Slide 56 Anticipation-Reaction Guide ● Answers:

Directions: Write check (√)in the Reaction Column if the statement is correct and (x) if it is incorrect.

Anticipation Statement Reaction

● 1.x, multistructural level
1. In writing a superstem in a relational level, the students need to use two or more discrete
closures directly related to separate pieces of relevant information contained in the stem.
● 2.x, relational level
2. The students answer that sodium chloride, unlike carbon dioxide, is an ionic compound and as
such is made from a metal and a non-metal, and has a high melting point, it is soluble in water and
the solution will conduct electricity. However, since it is a compound and not a mixture it is, like
● 3-5. √
carbon dioxide a pure substance made from more than one element with a constant composition.
Carbon dioxide is a covalent compound and therefore is formed by two non-metals, it is not readily
soluble in water and does not conduct electricity. This is an example of multistructural level of
SOLO model.
3. Sodium chloride is an ionic compound. It is made from a metal and a non-metal. It has a high
melting point. It is soluble in water, and it conducts electricity. Carbon dioxide is a covalent
compound. It may be a solid liquid or a gas. It is formed by two non-metals. This is an example of
multistructural level.
4. Sodium chloride is an example of an ionic compound. This is an example of unistructural level
of of SOLO model.
5. Words used for unistructural level are: identify, name,follow a simple procedure and forward
single focus problem and recite.
Training on Higher-Order Thinking Skills PLP 56 56

Slide 57 ● Lastly, the facilitator will end up

his/her discussion with the
powerful sayings of Alvin
Toffler that says “the illiterate
of the 21st century will not be
those who cannot readand
write but those who can’t learn,
unlearn and relearn. Thank you
Training on Higher-Order Thinking Skills PLP 57 57

for listening and Mabuhay po

tayong lahat!God bless
everyone!
Slide 58

Training on Higher-Order Thinking Skills PLP

Slide 59

Supporting HOTS in the Classroom:

WORKSHOP 3: Worksheet 4C

59

Slide 60 Session Objectives Purpose of the Slide:

At the end of the session, participants will
be able to…
• identify the components of the HOTS
learning package;
• analyze how SOLO-based item is crafted;
and
• practice writing sample items and
rationalization based on the SOLO framework.
Training on Higher-Order Thinking Skills PLP
Allow the participants to determine the
session objectives in order to guide
them what the session is all about.
Say: Particularly, write, share, and
present the appropriate rationalization
60
in the corresponding column of
Worksheet 4C.

Other Notes:
● Give rationalization of items
based on the three levels of SOLO
model namely unistructural,
multistructural and relational
(UMR).
● Justify an item for each of the
three levels of SOLO model.
Slide 61 Anticipation-Reaction Guide ● Checking Prior Knowledge.
Directions: Write check (√)in the Anticipation Column if the statement
is correct and (x) if it is incorrect. The facilitator will give 5
Anticipation Statement

1. The circulatory system is defined as the system that contains the heart and the blood vessels and moves
blood throughout the body. This is an example of relational level of SOLO model.
Reaction
minutes in answering the five
2. Name three of the main naturally occurring greenhouse gases. This is an example of multistructural
question of SOLO model.
(5) items. The facilitator will
3. Rewrite the student’s answer correctly. This is an example of unistructural level of SOLO model.

4. Progesterone is a hormone that is secreted by the ovarian corpus luteum during the first ten weeks of
ask why the participants’
pregnancy. This is an example of unistructural level of SOLO model.

5. There are several factors affecting chemical reactions. In this case (food preservation), two factors may be
answers are (√) or (x).
● The facilitator will say “okey let
applied. First is the temperature. Decreasing the temperature decreases the rate at which a chemical reaction
occurs. Therefore, it is advisable to keep the food refrigerated. Second is the presence and concentration of
the reactant. In this case, decreasing the amount of oxygen decreases the rate of food spoilage. Oxygen
oxidizes enzymes that speeds up the chemical reaction in food. It also promotes growth of microorganisms.
That’s why it is advisable to store food in an airtight container. This is an example of relational level of SOLO
model.
us take together the journey of
Training on Higher-Order Thinking Skills PLP 61 61

levels of SOLO model”.Let us

find out whether you got the
correct answers as we unfold
the SOLO levels in the
classroom.

Slide 62 Activity: Group Activity Purpose of the Slide:

Directions: Below is a worksheet. Read item number 1 and give acceptable answers and
rationalization for unistructural, multistructural and relational levels of SOLO model. The worksheet is
composed and provided with competency, stem, and question. The columns in the acceptable
The facilitator will group the
answer and rationalization will be your task. Do it honestly and religiously.
Competency Stem Question Acceptable Rationalization
participants into five (5) and will be
Describe the
feedback
The menstrual cycle of humans is controlled by
a number of hormones that are produced by
Unistructural
Answer
. given a worksheet individually. He/She
mechanisms
involved
regulating
in
different glands in the body. The diagram below
shows the changes that occur in the uterine
lining of a female during a menstrual cycle,
What hormone
which is
identified by the
allows the partcipants to give feedback
processes in
the female
reproductive
which are controlled by hormones. On average
the menstrual cycle lasts 28 days with menses
(or bleeding) signifying the end of a cycle and
black arrow on
the diagram? on the possible acceptable answers
system.
Learning
onset of another.
and rationalization columns. The
Code:
S10LTIIIc-35
competency,stem,and question are
Training on Higher-Order Thinking Skills PLP 62 62

already given.
The answers can be seen in the
worksheet C for facilitator.

Say:

Other Notes:
Slide 63 Activity: Group Activity Purpose of the Slide:
Competency Stem Question Acceptable Rationalization
Answer The participants will give answer in the
Describe the
feedback
mechanisms
The menstrual cycle of humans is
controlled by a number of hormones that
are produced by different glands in the
Multistructural
Based on the
diagram, name at
acceptable answers and
involved in
regulating
processes in the
body. The diagram below shows the
changes that occur in the uterine lining of
a female during a menstrual cycle, which
least one (1)
phase of
menstrual cycle
rationalization columns in
female reproductive
system.
Learning Code:
are controlled by hormones. On average
the menstrual cycle lasts 28 days with
menses (or bleeding) signifying the end
and determine
what days that
this phase started
multistructural level of SOLO model.
S10LTIIIc-35 of a cycle and onset of another. and ended.
The answers can be seen in
worksheet 4C for facilitator.
Say:
Training on Higher-Order Thinking Skills PLP 63 63

Other Notes:

Slide 64 Activity: Group Activity Purpose of the Slide:

Competency Stem Question Acceptable
Answer
Rationalization
The participants will give answer in the
Describe the The menstrual cycle of humans is Based on
feedback
mechanisms
controlled by a number of hormones that
are produced by different glands in the
the diagram,
can you acceptable answer and rationalization
involved in body. The diagram below shows the describe the
regulating
processes in the
changes that occur in the uterine lining
of a female during a menstrual cycle,
processes
involved in
columns in relational level of SOLO
female reproductive which are controlled by hormones. On menstrual
system.
Learning Code:
average the menstrual cycle lasts 28
days with menses (or bleeding)
cycle?
model.
S10LTIIIc-35 signifying the end of a cycle and onset of
another. The answer can be seen in 4C
worksheet for facilitator.
Training on Higher-Order Thinking Skills PLP 64 64

Say:

Other Notes:

Slide 65 ● The facilitator will ask the

Analysis: Guide Questions questions to facilitate the
1. Based on your consolidated answers, participants’ answer.
when can we say that the acceptable ● Possible answers are: We can
answers are unistructural,multistructural and
relational? say that it is unistructural level
of SOLO model because the
question allows the learner to
answer only one relevant data
Training on Higher-Order Thinking Skills PLP 65 65

and it simply requires simple

recall.

While the question in multistructural

level focuses on requiring the learner to
provide two or more answers which
simply requires enumerating the major
organ of circulatory and respiratory
systems.
● While in the relational level, it
requires the learners to connect
 how respiratory and circulatory
works together. The learner’s
response demonstrates an
understanding of the topic by
being able to join all the parts
together.

Slide 66 ● Possible Answer:

● The bases in formulating
2. What are your bases in formulating acceptable answers in
your acceptable answers in unitructural, multistructural
unistructural, multistructural and
and relational are the
relational?
following:First, in
unistructural the given
question focuses only the
Training on Higher-Order Thinking Skills PLP 66 66

learner to provide a single

response, which simply
requires simple identification
of the hormones that is
represented by a black
arrow.
At this stage, the learner gets to
know just a single relevant aspect of
a task or subject; the student gets a
basic understanding of a concept or
task. Therefore, a student is able to
make easy and apparent
connections, but he or she does not
have any idea how significant that
information be or not. In addition, the
students’ response indicates a
concrete understanding of the task,
but it focuses on only one relevant
aspect.

Multistructural Level - the question

requires the learner to provide two
or more answers which simply
requires enumerating the phase of
menstrual cycle and what days
that it occurs.
● At this stage, students gain an
understanding of numerous
relevant independent aspects.
Despite understanding the
relationship between different
aspects, its relationship to the
whole remains unclear.
Suppose the teacher is
teaching about several topics
and ideas, the students can
make varied connections, but
they fail to understand the
significance of the whole. The
students’ responses are based
on relevant aspects, but their
responses are handled
independently.
● Relational Level - the
learners describe the
menstrual cycle.The
learner’s response
demonstrates an
understanding of the topic
by being able to join all the
parts together.
● This stage relates to aspects of
knowledge combining to form a
structure. By this stage, the
student is able to understand
the importance of different parts
in relation to the whole. They
are able to connect concepts
and ideas, so it provides a
coherent knowledge of the
whole thing. Moreover, the
students' response indicates an
understanding of the task by
combining all the parts, and
they can demonstrate how each
part contributes to the whole.
Slide 67
Abstraction: Guide Questions
1. How did you formulate the
rationalization in unistructural,
multistructural and relational levels of
SOLO model?
Training on Higher-Order Thinking Skills PLP
Slide 68
2. Can you discuss to the group which
levels of SOLO model namely the
unistructural,multistructural and relational
did you find it difficult to formulate
acceptable answers and rationalization?
Why?
Training on Higher-Order Thinking Skills PLP
● Possible Answer:
● I formulated the rationalization
column in
unistructural,multistructural
and relational levels of SOLO
model
by understanding first the meaning
of the three especially the words
67 67
that each level is using. For
example, in unistructural level it
requires only simple recalling,
identifying and simple following
basic procedure, while
multistructural highlighted two or
more answers that can stand
independently. For relational, it is
more on analyzing the given
question or statement.
● Possible Answer:
● Definitely, in answering the
relational level since it requires
analysis of the given question.
It requires crItical thinking or it
requires higher order thinking
and therefore it is the most
difficult among the three levels
68 68
of SOLO model.
● Further, higher-order questions
put advanced cognitive
demand on students. They
encourage students to think
beyond literal questions.
Higher-order questions
promote critical thinking skills
because these types of
questions expect students to
apply, analyze, synthesize, and
evaluate information instead of
simply recalling facts.
Slide 69 ● Possible Answer:
● The best strategy in
3. What are your strategies in formulating acceptable
formulating acceptable answers answers and rationalization is
and rationalization based on the
given stem? How did you do it? first you need to understand
the stem/question then you can
have the best answer.
Training on Higher-Order Thinking Skills PLP 69 69

Slide 70 ● Let the participants answer the

Application: Answer the items 2 and 3. Items 2 and 3 in order to
Let the participants answer the items master the three levels of
2 and 3 in Worksheet 4B for 15 SOLO model namely
minutes. unistructural,multistructural and
relational.
● The answers of the worksheet
can be seen in the worksheet
Training on Higher-Order Thinking Skills PLP 70 70

4C for facilitator.

Slide 71 Anticipation-Reaction Guide ● Answers:

Directions: Write check (√)in the Anticipation Column if the statement is correct and (x) if it is incorrect.
Anticipation Statement Reaction ● 1.x, unistructural level
1. The circulatory system is defined as the system that contains the heart and the blood
vessels and moves blood throughout the body. This is an example of relational level of
SOLO model.
● 2.√
2. Name three of the main naturally occurring greenhouse gases. This is an example of
multistructural question of SOLO model.
3. Rewrite the student’s answer correctly. This is an example of unistructural level of SOLO
● 3. x, relational level
model.

4. Progesterone is a hormone that is secreted by the ovarian corpus luteum during the first
● 4-5. √
ten weeks of pregnancy. This is an example of unistructural level of SOLO model.
5. There are several factors affecting chemical reactions. In this case (food preservation),
two factors may be applied. First is the temperature. Decreasing the temperature
decreases the rate at which a chemical reaction occurs. Therefore, it is advisable to keep
the food refrigerated. Second is the presence and concentration of the reactant. In this
case, decreasing the amount of oxygen decreases the rate of food spoilage. Oxygen
oxidizes enzymes that speeds up the chemical reaction in food. It also promotes growth of
microorganisms. That’s why it is advisable to store food in an airtight container. This is an
example of relational level of SOLO model.
Training on Higher-Order Thinking Skills PLP 71 71
Slide 72 ● Lastly, the facilitator will end up
his/her discussion with the
powerful sayings of Albert
Einstein that says “education is
not the learning of facts, but
training the mind to think”.
Thank you for listening and
Mabuhay po tayong lahat!God
Training on Higher-Order Thinking Skills PLP 72 72

bless everyone!

Slide 73

Health Break

Training on Higher-Order Thinking Skills PLP

Slide 74

Supporting HOTS in the Classroom:

WORKSHOP 4: Worksheet 4D

74
Slide 75 Session Objectives Purpose of the Slide:
Allow the participants to determine the
At the end of the session, participants will session objectives in order to guide
be able to…
• identify the components of the HOTS
them what the session is all about.
learning package;
• analyze how SOLO-based item is crafted;
and Say: Particularly, formulate SOLO item
• practice writing sample items and questions with the corresponding
rationalization based on the SOLO
framework.
Training on Higher-Order Thinking Skills PLP 75
acceptable answers and the
rationalization

Other Notes:

● To formulate SOLO-based
items/answers
● To explain how an item an/or an
answer match/es a SOLO level

Slide 76 Purpose of the Slide:

Say:

Other Notes:

Training on Higher-Order Thinking Skills PLP 76

Slide 77 Capacity Building for Mentors on the Higher Order Thinking Skills
Professional Learning Package (HOTS – PLPs) for Science, Mathematics and English/Reading
Purpose of the Slide:
Name: ________________________________ Division: _________________________ Worksheet No. 4C
Position: __________________________ Region: __________________________ Plenary Session 7

Item 1
No.
Say:
Competency Stem Unistructural Acceptable Rationalization
Question Answers
Predict the A food chain represents a series of
effect of
changes in
events in which energy in the form
of food is transferred from one Other Notes:
one population organism to another in an
on other ecosystem. The following food chain
populations in was drawn by a student during their
the ecosystem. science lesson.

Training on Higher-Order Thinking Skills PLP 77 77

Slide 78 Capacity Building for Mentors on the Higher Order Thinking Skills
Professional Learning Package (HOTS – PLPs) for Science, Mathematics and English/Reading
Purpose of the Slide:
Name: ________________________________ Division: _________________________ Worksheet No. 4C
Position: __________________________ Region: __________________________ Plenary Session 7

Item 1
No.
Say:
Competency Stem Unistructural Acceptable Rationalization
Question Answers
Predict the
effect of
changes in
A food chain represents a series of
events in which energy in the form
of food is transferred from one
Place the grass,
grasshopper
and chicken
Grass =
producer,
Requiring the
students to
provide place the
Other Notes:
one population organism to another in an under the Consumers = three organisms
on other ecosystem. The following food appropriate grasshopper and under the label
populations in chain was drawn by a student biological label. chicken that fits. It is based
the during their science lesson. upon rote learning
ecosystem. or memorization.

Training on Higher-Order Thinking Skills PLP 78 78

Slide 79 Capacity Building for Mentors on the Higher Order Thinking Skills
Professional Learning Package (HOTS – PLPs) for Science, Mathematics and English/Reading
Name: ________________________________ Division: _________________________ Worksheet No. 4C
Position: __________________________ Region: __________________________ Plenary Session 7
No.

Item 2
Competency Stem Multistructural Acceptable Rationalization
Question Answers
Predict the A food chain represents a series
effect of of events in which energy in the
changes in form of food is transferred from
one one organism to another in an
population ecosystem. The following food
on other chain was drawn by a student
populations during their science lesson.
in the
ecosystem.

Training on Higher-Order Thinking Skills PLP 79 79

Slide 80 Capacity Building for Mentors on the Higher Order Thinking Skills
Professional Learning Package (HOTS – PLPs) for Science, Mathematics and English/Reading
Name: ________________________________ Division: _________________________ Worksheet No. 4C
Position: __________________________ Region: __________________________ Plenary Session 7
No.

Item 2
Competency Stem Multistructural Acceptable Rationalization
Question Answers
Predict the A food chain represents a series The student Require the
effect of of events in which energy in the has missed students to think
changes in form of food is transferred from another about at least
one one organism to another in an possible link in two elements or
population ecosystem. The following food this food chain. ideas in order to
on other chain was drawn by a student Add it onto the answer the
populations during their science lesson. diagram. Why question.
in the did you add this
ecosystem. particular link to
the food chain?

Training on Higher-Order Thinking Skills PLP 80 80

Slide 81 Capacity Building for Mentors on the Higher Order Thinking Skills
Professional Learning Package (HOTS – PLPs) for Science, Mathematics and English/Reading

Name: ________________________________ Division: _________________________ Worksheet No. 4C

Position: __________________________ Region: __________________________ Plenary Session 7
No.

Item 3
Competency Stem Relational Acceptable Rationalization
Question Answers
Predict the A food chain represents a series of
effect of events in which energy in the form
changes in of food is transferred from one
one organism to another in an
population on ecosystem. The following food
other chain was drawn by a student
populations in during their science lesson.
the
ecosystem.

Training on Higher-Order Thinking Skills PLP 81 81

Slide 82 Capacity Building for Mentors on the Higher Order Thinking Skills
Professional Learning Package (HOTS – PLPs) for Science, Mathematics and English/Reading
Name: ________________________________ Division: _________________________ Worksheet No. 4C
Position: __________________________ Region: __________________________ Plenary Session 7
No.

Item 3
Competency Stem Relational Acceptable Answers Rationalization
Question
There are two major changes Requires students to
Predict the A food chain represents a Explain what is likely likely initially. The first is that the
effect of series of events in which to happen initially to population of chickens is likely to move beyond what
changes in energy in the form of food is the organisms in this increase with a highly nutritious they can interpret
food source (i.e., grasshoppers) from the diagram of
one transferred from one food chain if the available as long as roosters are
also present. The second is that the food chain. To
population on organism to another in an population of the amount of grass available will answer this question,
other ecosystem. The following grasshoppers tripled quickly be used. they must understand
populations in food chain was drawn by a suddenly? What After 3 months, grasshoppers will
either die off due to no grass, be the connections
the student during their science might happen after 4 eaten or fly to another area where among the organisms
ecosystem. lesson. months? grass is plentiful. The lack of realizing that
grass and grasshoppers available
in the area will result in a increases in
decrease in the number of population numbers
chickens. They will die off unless are temporary given
they are fed by hand.
limited food sources.

Training on Higher-Order Thinking Skills PLP 82 82

Slide 83 Purpose of the Slide:

Say:

Other Notes:

Training on Higher-Order Thinking Skills PLP 83 83

Slide 84 Purpose of the Slide:
Basic Response Structure (1982) ● To introduce the Basic SOLO
Cue Response model.
X
X irrelevant

X
relevant Notes to the Presenter:
R ● The diagram in the slide will help
Kinds of data used:
X = irrelevant or inappropriate
related & hypothetical the participants visualize each
= related and given in display
= related and hypothetical, not given
SOLO level. Walk them through first
on the labels/legends used.
● On the left (triangle) is a cue, while
on the right (R) is a response.
● In the middle are kinds of data
used: x for irrelevant, shaded circle
for relevant, and blank circle for
related and hypothetical.
● Note that there is nothing new
about the diagram but the next few
slides merely provide visualization
of what had already been
discussed in the previous slides.

Slide 85 Purpose of the Slide:

Basic Response Structure (1982) ● To introduce the Basic SOLO
Cue Response model.
X
X PRESTRUCTURAL
X
Notes to the Presenter:
R ● In prestructural, the learner does
Kinds of data used:

X = irrelevant or inappropriate
not focus on the relevant area /
= related and given in display
= related and hypothetical, not given
problem.
Slide 86 Purpose of the Slide:
Basic Response Structure (1982) ● To introduce the Basic SOLO
Cue Response model.
X
X UNISTRUCTURAL
X
Notes to the Presenter:
R ● In unistructural, the learner was
Kinds of data used:

X = irrelevant or inappropriate
able to pick up one bit of
= related and given in display
= related and hypothetical, not given
information in providing a response.

Slide 87 Purpose of the Slide:

Basic Response Structure (1982) ● To introduce the Basic SOLO
Cue Response model.
X
X MULTISTRUCTURAL
X
Notes to the Presenter:
R ● In multistructural, the learner was
Kinds of data used:

X = irrelevant or inappropriate
able to pick up more than one bit of
= related and given in display
= related and hypothetical, not given
information in providing a response.

Slide 88 Purpose of the Slide:

Basic Response Structure (1982) ● To introduce the Basic SOLO
Cue Response model.
X
X RELATIONAL
X
Notes to the Presenter:
R ● In multistructural, the learner was
Kinds of data used:

X = irrelevant or inappropriate
able to pick up more than one bit of
= related and given in display
= related and hypothetical, not given
information and was able to
relate/link/connect them; then
providing a response.
Slide 89 Purpose of the Slide:
Basic Response Structure (1982) ● To introduce the Basic SOLO
Cue Response model.
X
X EXTENDED
X ABSTRACT
Notes to the Presenter:
R1 ● In extended abstract, learners also
Kinds of data used:

X = irrelevant or inappropriate
R2 pickup data that is hypothetical or
= related and given in display
= related and hypothetical, not given
R3 not given; then provides a response
or two.

Slide 90

Training on Higher-Order Thinking Skills PLP

Slide 91 Purpose of the Slide:

● To walkthrough on the general
structure of the SOLO-based
assessment items.

Notes to the Presenter:

● This is the title slide.
Slide 92 Purpose of the Slide:
● To walkthrough on the general
structure of the SOLO-based
assessment items.

Notes to the Presenter:

● This is the title slide.

Slide 93 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 93 93

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

Slide 94