PD HOTS School Heads

Republic of the Philippines Effectivity Date: September 20, 2021
Department of Education Version No. 1

DepEd Complex, Meralco Avenue Revision No.: 00
Pasig City 1600 Page No.: 1 of 17
Professional Development Program/Course Recognition Application Form Reference No.: CO-NEAP-F018
INSTRUCTIONS: Input the necessary details. Indicate N/A if not applicable. DO NOT ABBREVIATE.
LEARNING SERVICE PROVIDER PROFILE

Learning Service Provider SDO ISABELA
Complete Office Address Alibagu, City of Ilagan, Isabela 3300
Contact Person Jay J. Gallegos Mobile No. 09363831591
Telephone No. none Email Address jay.gallegos001@deped.gov.ph
NEAP Authorization Number N/A
Address: 2/F Mabini Building, DepEd Complex, Meralco Avenue, Pasig City 1600
Telephone No.: (02) 8638-8638 / (02) 8633-7207 / (02) 8635-4796
Email Address: neap.od@deped.gov.ph / askneap@deped.gov.ph
PROGRAM PROFILE
DIVISION ORIENTATION OF SECONDARY SCHOOL HEADS AND SUPERVISORS ON CONTENT AND DELIVERY OF HIGHER-
1 ORDER THINKING SKILLS PROFESSIONAL LEARNING PACKAGES (HOTS-PLPs) IN ENGLISH/READING, SCIENCE AND
Title
MATHEMATICS
2
Rationale The Philippines, for the second time, took part in the Program for International Student Assessment (PISA). The
assessment measures 15-year-olds’ ability to use their higher-order thinking skills (HOTS) in Reading, Mathematics and
Science to meet real-life challenges. Of the 81 countries that participated in the PISA in 2022, the Philippines ranked 79th
in Reading, 76th in Mathematics and 80th in Science. These results suggest that most Filipino students are not 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). One of the salient results of the
TNDS was many teachers did not engage in higher order thinking irrespective of their particular
discipline. 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) collaborated to develop Higher
Order Thinking Skills (HOTS) - Professional Learning Packages (PLPs) in Mathematics, Science, and
English/Reading for teachers in grades 7 and 8, and grades 9 and 10.
The HOTS-PLPs are anchored on the Structure of the Observed Learning Outcome (SOLO) Framework
as it describes the increasing sophistication (the increasing quality) of responses in handling certain
tasks/questions relevant to a particular activity or domain. In particular, the SOLO levels provide
Telephone No.: (02) 8638-8638 / (02) 8633-7207 / (02) 8635-4796
concepts of teaching and learning that every teacher needs to acquire and use accurately and
consistently to improve the learner’s thinking and understanding from simple to complex. In addition,
the package includes a Mentor’s Guide that would assist mentors, school heads and supervisors in
providing technical assistance for improved teacher performance. Specifically, the HOTS-PLPs
appropriately address some 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).
3
Program Description This training is purposely to capacitate the 921 secondary school heads on their roles as leaders in the implementation of
the HOTS-PLPs. Its goals are to enhance teachers’ competencies in performing SOLO-based pedagogy and to improve
teaching strategies and pedagogical practices that promote the development of higher order thinking skills of the
learners.
It further aims to do the following:
● Orient participants on the use of guide materials intended for master teachers, school heads,
and supervisors to support them in their mentoring roles in schools with a focus on helping
teachers.
● Provide proactive support to teachers in understanding HOTS and reflecting these skills in
improving their respective classroom practices through the implementation/development of
HOTS activities/items/questions for Science, Mathematics, and English/Reading subjects.
● Help teachers perform SOLO-based pedagogy and assessment strategies that promote the
development of higher order thinking skills.
● Provide the participants with opportunities to apply their skills in using the SOLO taxonomy.
Telephone No.: (02) 8638-8638 / (02) 8633-7207 / (02) 8635-4796
Terminal Objectives:
By the end of this program, participants will be able to:

● Demonstrate an understanding of the SOLO Framework and the HOTS Professional Learning
Packages as evidenced by their meritorious formative and summative assessment results.
● Develop a Workplace Application Plan to:
a. conceptualize mentoring activities on SOLO-based teaching strategies/methodologies;
b. quality assure assessment tools/items on learner’s cognitive level consistent with the
SOLO Framework; and
c. ensure that teachers formulate assessment items/instructional questions promoting
HOTS.
Enabling Objectives:
Specifically, the participants will
● Describe the contents of the HOTS-PLPs
● Explain the SOLO Framework and relate it to Bloom’s Taxonomy
● Explain how the SOLO Framework is applied in teaching strategies/activities under the
identified learning approaches
● Apply the SOLO Framework in categorizing learner response and formulating assessment items
promoting higher-order thinking
● Identify facilitating and hindering factors in applying the SOLO Framework and using the
HOTS-PLP
● Draft a workplace application plan
4
Professional Development
Professional
Priorities PPST, PPSSH, PPSS
Standard
Telephone No.: (02) 8638-8638 / (02) 8633-7207 / (02) 8635-4796
Domain Strand Indicator

PPST Strand Strategies for developing critical 1.5.2 Apply a range of teaching strategies to
1.5 and creative thinking as well as develop critical and creative thinking, as well
other higher-order thinking skills as other higher-order thinking skills.
1.5.3 Develop and apply effective teaching
strategies to promote critical and creative
thinking, as well as other higher-order thinking
skills.
PPSSH Strand Teaching performance feedback 3.2.2 Provide technical assistance to teachers
3.2 on teaching standards and pedagogies within
and across learning areas to improve their
teaching practice.
PPSS Strand Support for Instructional 3.1.2 Apply appropriate instructional
3.1. Leadership leadership
support strategies to help divisions/ districts/
schools and/or learning centers with the
continuous improvement of the teaching-
learning
process
921 Secondary School Heads and Supervisors PRC 6

(For Non-DepEd LSPs)
5 Program
Target Participant
Accreditatio
n No.
7
Delivery Platform Face-to-face 8
Indicative Date of From 10 January 2024 to 12 January 2024
Telephone No.: (02) 8638-8638 / (02) 8633-7207 / (02) 8635-4796
Implementation
COURSE LIST
9
Cours 10 11 12 13
Title Professional Standards Covered Schedule Modality
e
1 Division Orientation of PPST Strand 1.5 Strategies for developing critical and From Seminar
10 January 2024
Secondary School heads creative thinking as well as other higher-order thinking to
12 January 2024
and Supervisors on skills
Content and Delivery of
Higher-Order Thinking PPSSH Strand 3.2 Teaching performance
Skills Professional Learning feedback
Packages (HOTS-PLPs)
ENGLISH PPSS Strand 3.1 Support for Instructional
Leadership
COURSE DESIGN
Telephone No.: (02) 8638-8638 / (02) 8633-7207 / (02) 8635-4796
14
DIVISION ORIENTATION OF SECONDARY SCHOOL HEADS AND SUPERVISORS ON CONTENT AND DELIVERY OF
Course Title
HIGHER-ORDER THINKING SKILLS PROFESSIONAL LEARNING PACKAGES (HOTS-PLPs) IN ENGLISH, SCIENCE AND
MATHEMATICS
This training is purposely to capacitate the 921 school heads and supervisors on their roles as leaders in the delivery of the
HOTS-PLPs. Its goals are to enhance teachers’ competencies in performing SOLO-based pedagogy and to improve teaching
strategies and pedagogical practices that promote the development of higher order thinking skills of the learners.
The orientation aims to do the following:
● Orient participants on the use of guide materials intended for master teachers, school heads, and
15
Course Description supervisors to support them in their mentoring roles in schools which is focused on helping
teachers.
● Provide proactive support to teachers in understanding HOTS and reflecting these skills in
improving their respective classroom practices through the implementation/development of HOTS
activities/items/questions for Science, Mathematics, and English/Reading subjects.
● Help teachers perform SOLO-based pedagogy and assessment strategies that promote the
development of higher order thinking skills.
● Provide the participants with opportunities to apply their skills in using the SOLO taxonomy.
16 17 18 19 20 21 22
Duration Topic Session Objectives Methodology Assessment Outputs Resource
Strategies Person/
Learning
Telephone No.: (02) 8638-8638 / (02) 8633-7207 / (02) 8635-4796
Facilitator
HOTS PLP ● describe the Lecture shall be the main Worksheets Accomplished Myline J.
Walkthrough general overview methodology. Small shall be given as mind Respicio
of the HOTS- group discussions and a form of mapping
PLPs presentations shall be assessment diagram Sonali Edra
● participate and integrated in the
Accomplished
collaborate in discussion.
worksheets
the activities on
the common Participants shall go
1 2 hours
understandings over/ walk through the
about HOTS resource packages
● familiarize guided by the facilitator.
oneself with the
HOTS-PLPs
● provide feedback
to the HOTS-
PLPs
2 1 hour SOLO AND  discuss how The facilitator shall guide A Question and Accomplished Ma. Rodelene
and 30 HOTS in the Bloom’s the participants in the Answer section Worksheet 2 J. Terte
mins Classroom: Taxonomy help review of Bloom’s in the latter part
Introduction teachers as to Taxonomy. of the session Romel L.
to the SOLO instructional serves as Ricardo
Model delivery and Lecture-discussion shall evaluation of
learning be employed with learning.
assessment as emphasis on how Bloom’s
Telephone No.: (02) 8638-8638 / (02) 8633-7207 / (02) 8635-4796
well as its and SOLO taxonomies

concerns complement each other
 demonstrate in
understanding of assessing and promoting
the basic SOLO different levels of
Model, cognitive
particularly on complexity.
how it can help a
teacher on
developing the
learners’ higher
order thinking
skills
 provide concrete
applications of
the
SOLO Model in
the classroom
3 1 hour HOTS in the  discuss what Small group activities Journal writing sample Glenda I. Pira
and 30 Classroom multitasking is and lecture-discussion with the situations of
minutes and how it using the 4As (Activity, following guide multitasking Rushel A.
affects one’s Analysis, Abstraction, questions: in different Lazaro
performance Application) shall be contexts
 differentiate employed. What were your
higher-order key takeaways Reflective
Telephone No.: (02) 8638-8638 / (02) 8633-7207 / (02) 8635-4796
from lower-order so far? Journal

thinking skills
How are you at
 state the
multitasking?
importance of
HOTS to learners How is HOTS
important to our
learners?
How do you
ensure that your
brain is ready?
4 1 hour Supporting  identify and 4 As (Activity, Analysis, Accomplishment Group Marilou P.
and 30 Classroom describe various Abstraction, Application) of worksheets presentations Macapallag
minutes Teaching- learning shall be employed.
learning approaches that A personal Anthony M.
RP delivers a lecture on
through apply the SOLO commitment Navor
different learning
Learning Model in to
approaches.
Approaches English, utilize
Mathematics RP Facilitates the group learning
and Science activity on designing approaches
 design an learning activities for which
instructional required competency are SOLO-
activity that using a specific strategy driven
integrates SOLO under a learning and to help in
levels with a approach with integration promoting
learning the same
Telephone No.: (02) 8638-8638 / (02) 8633-7207 / (02) 8635-4796
approach for a of HOTS-SOLO levels. in their

specific English, schools
RP gives sample SOLO-
Science and
based activities for each
Mathematics Worksheet 3
approach
competency
 foster
adaptability and
openness to
embracing
learning
approaches that
are SOLO Model
driven
5 1 hour HOTS in  explain the parts Presentation/Discussion Examining test Accomplished Maribel M.
and 30 Practice of the SOLO- items and the Worksheets Ancheta
minutes based Brainstorming/Group justifications 4A & 4B
assessment work given Marlou B.
items in the Yadao
Accomplishment of Group sharing
package
worksheets individually of outputs
 formulate SOLO-
based
items/answers
 explain how an
item an/or an
answer
Telephone No.: (02) 8638-8638 / (02) 8633-7207 / (02) 8635-4796
match/es a
SOLO level
1 hour Workplace  familiarize the Think-Pair-Share, Presentation of Accomplished Ulysses
and 30 Application Workplace individual writeshop, outputs by WAP template Daquioag
minutes Plan (WAP) Application Plan group discussion and volunteers for
(WAP) template feedbacking Sonali Z. Edra
presentation shall be
for HOTS-PLPs
utilized by the learning
 develop a WAP
6 facilitator.
employing
concepts of
SOLO framework
in one’s
professional
practice
7 1 hour PLC in the  discuss the 4As (Activity, Analysis, Sharing of Reviewed and OIC-ASDS
and 30 School features and Abstraction, Application) insights based Finalized Jaqueline S.
minutes Context framework of shall be used on the Gallery Accomplished Ramos
PLC at the WAP
Walk
school context Gallery Walk
responsive to
DepED’s
mandate and
MATATAG
agenda;
 compare and
Telephone No.: (02) 8638-8638 / (02) 8633-7207 / (02) 8635-4796
contrast INSET
and LAC as the
two major
components of
PLC at the
school context;
 share significant
teaching
practices as
impact from
attending INSET
and LAC
activities;
 prepare and
review personal
Workplace
Action Plan
(WAP)
 display
willingness to
support the
implementation
of PLC at the
school level.
8 3 hours Designing  discuss the Lecture – discussion shall Examining Supervisory SDS Rachel R.
Telephone No.: (02) 8638-8638 / (02) 8633-7207 / (02) 8635-4796
Effective principles of be the main methodology sample Plan Llana

Instructional effective to be used supervisory
Supervisory instructional plans and giving
Plan supervision
feedback
 describe an
effective
instructional
supervisory plan
 craft an effective
supervisory plan
1 hour Designing and  discuss the Lecture – discussion shall Simulation in Technical
and 30 Implementing principles of be the main methodology providing Assistance
minutes Targeted providing to be used technical PLan
Technical effective assistance
Assistance technical
9 assistance
 design an
effective
technical
assistance plan
PROGRAM/COURSE IMPLEMENTATION PLAN
Telephone No.: (02) 8638-8638 / (02) 8633-7207 / (02) 8635-4796
23 How the program will be 24

Budget Provide details on how the funds will be allocated. If registration, how much
Funding Source
funded? Requirements will be collected in each course?
Monitoring and Evaluation Plan

This is a sample M and E Plan following the Kirkpatrick Evaluation Model, if you have an existing M and E Plan you may use that
instead.
Level of M and Methods and Schedule of M Support User of M and E

Indicators Data Sources Person/s Responsible
E Tools and E Needed Data
25
Results What will be What Who and/or what When will M and Who will be accountable What resources Who will use the data
measured? methods/tools documents will E activities be for ensuring that M and E are needed to gathered?
will be used to provide data or undertaken? activities are done? implement M and
collect data? evidence on the E activities?
indicators?
26
Behavior Listening and Questionnaire QAME Days 1-3 Proponent, Facilitators, QAME Tool Proponent and
Feedbacking through Program Owner
Google Form for improvement
27
Learning Pre- and Post- QAME, LFs Days 1-3 Proponent, Facilitators, QAME Tool Proponent and
test results, Participants Program Owner for
assessment
Workshop outputs and
and interactions during sessions improvement
feedback of
outputs
Telephone No.: (02) 8638-8638 / (02) 8633-7207 / (02) 8635-4796
28
Reaction Response and Discussion and QAME Days 1-3 Proponent, QAME Tool Proponent and
performance workshops Facilitators, SMME Program Owner
of participants Section for improvement
in the
discussion and
also in the
assigned
activities
Telephone No.: (02) 8638-8638 / (02) 8633-7207 / (02) 8635-4796
Declaration:
I hereby declare the information provided in this application is true and correct and there have been no misleading statements,
omission of any relevant facts nor any misinterpretation made.
Sign off by the Program/Course Manager or its equivalent

Program Manager JAY J. GALLEGOS
Signature
Date Click here to enter a date.
This Form is not valid if not signed.
Required Attached Documents:

Detailed Course Design
Sample Learning Resources (Modules, Worksheets, etc.)
Sample Session Guides
Sample Assessment Tools
CVs of Primary, Secondary, or Alternate Resource Persons
Budget Estimate Form
Monitoring and Evaluation Plan
Telephone No.: (02) 8638-8638 / (02) 8633-7207 / (02) 8635-4796

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Republic of the Philippines Effectivity Date: September 20, 2021

Department of Education Version No. 1

Professional Development Program/Course Recognition Application Form Reference No.: CO-NEAP-F018

LEARNING SERVICE PROVIDER PROFILE

Professional Development Program/Course Recognition Application Form Reference No.: CO-NEAP-F017

Professional Development Program/Course Recognition Application Form Reference No.: CO-NEAP-F017

It further aims to do the following:

Professional Development Program/Course Recognition Application Form Reference No.: CO-NEAP-F017

By the end of this program, participants will be able to:

Professional Development Program/Course Recognition Application Form Reference No.: CO-NEAP-F017

Domain Strand Indicator

921 Secondary School Heads and Supervisors PRC 6

Professional Development Program/Course Recognition Application Form Reference No.: CO-NEAP-F017

Professional Development Program/Course Recognition Application Form Reference No.: CO-NEAP-F017

The orientation aims to do the following:

Professional Development Program/Course Recognition Application Form Reference No.: CO-NEAP-F017

Professional Development Program/Course Recognition Application Form Reference No.: CO-NEAP-F017

well as its and SOLO taxonomies

Professional Development Program/Course Recognition Application Form Reference No.: CO-NEAP-F017

from lower-order so far? Journal

Professional Development Program/Course Recognition Application Form Reference No.: CO-NEAP-F017

approach for a of HOTS-SOLO levels. in their

Professional Development Program/Course Recognition Application Form Reference No.: CO-NEAP-F017

Professional Development Program/Course Recognition Application Form Reference No.: CO-NEAP-F017

Professional Development Program/Course Recognition Application Form Reference No.: CO-NEAP-F017

Effective principles of be the main methodology sample Plan Llana

PROGRAM/COURSE IMPLEMENTATION PLAN

Professional Development Program/Course Recognition Application Form Reference No.: CO-NEAP-F017

23 How the program will be 24

Monitoring and Evaluation Plan

Level of M and Methods and Schedule of M Support User of M and E

Professional Development Program/Course Recognition Application Form Reference No.: CO-NEAP-F017

Professional Development Program/Course Recognition Application Form Reference No.: CO-NEAP-F017

Sign off by the Program/Course Manager or its equivalent

Required Attached Documents:

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