Student

1 Teaching
Learning Tasks
2
Utilizing Various Teaching Strategies to Promote
Higher Order Thinking Skills

Name of Student Teacher: ______________________ Date Submitted: _________

Year and Section: _____________________________ Course: ________________

Desired Learning Objectives

 Apply teaching strategies that develop critical and creative thinking and/or other higher
order thinking skills
 Demonstrate content knowledge and its application within and/or across curriculum
teaching areas
 Demonstrate an understanding of the range of verbal and non-verbal classroom
communication strategies that support learner understanding participation,
engagement and achievement

Essential Questions

 What are teaching strategies?

 What is integrative learning?
 What are higher-order thinking skills
 What are the verbal and non-verbal communication strategies?

Understandings
Teaching Strategies are ways and means by which you implement a method. These are
used to help students to achieve the desired learning outcomes by learning the desired course
content.
Integrative Learning helps the student make connections and relevance between and
among subjects. It allows the learners to engage in purposeful, relevant learning. It encourages
the learners to see the interconnectedness and interrelationships between the curriculum areas
rather than focusing in isolated curriculum areas.
According to Pigdon and Woalley (1992) in an integrated curriculum, all activities
contain opportunities for learners to learn more about content through purposeful activities.

Higher-Order Thinking Skills

Higher order thinking skills also known as HOTS imply that some types of learning
require higher cognitive processes that other. Skills in analysing evaluating and creating are
thoughts of higher order than learning facts or concepts.

Verbal and Non-Verbal Communication

 Verbal communication is the use of words in expressing one’s feelings and ideas.
Non-verbal communication includes the use of body language, gesture, facial
expressions, eye contact and posture.
The use of verbal and non-verbal communication strategies is the first step in enhancing
communication and nurturing relationships which are vital in the teaching-learning process.
Strong communication skills are very important in the instructional process.

My Performance Task
Performance Task 1: Get the topic you are assigned to teach. Write down how you can apply
the content knowledge within or across curriculum teaching areas. Use the curriculum web to
indicate your proposed integration. Indicate the subjects in the circles and how will you do it.

TOPIC
Performance Task 2: Write higher-order thinking questions that you used in the discussion of
the content.

Content/Topic Questions
Performance Task 3: A) Enumerate the non-verbal cues you used to support learners’
participation and engagement.

Non-Verbal Cues Purpose(s)

1.

2.

3.
Performance 4: B) Cite the verbal communication strategies that you used in class to support
learner understanding participation and engagement.

Verbal Communication Strategies Cite how it supported the learners in

instruction

My Assessment Task
Encircle the letter of the correct answer.
1. Which includes a wink, a simple nodding of heads or a wave?
A. Gesture
B. Facial expression
C. Verbal communication
D. Non-verbal communication
2. Which refers to the use of words to convey one’s ideas/
A. Gesture
B. Facial Expression
C. Verbal communications
D. Non-verbal communication
3. Which questions call for facts and concepts?
 A. Analysing
B. Creating
C. Researching
D. Understanding
4. “Which events could have happened?” and “how was this similar to …?” are examples of
_____________ questions.
A. creating
B. analysing
C. researching
D. understanding
5. “Can you see a possible solution and how many ways can you …?” are examples of
_______________ questions.
A. researching
B. understanding
C. analysing
D. creating

My Learning Artifacts
Paste student work samples/projects accomplished in the discussion of your content.
 Let’s Write a Journal
Journal Entry # 12: Utilizing Various Teaching Strategies to Promote Higher Order
Thinking Skills. Your entry should contain your understanding and reflection on the given
concept.

My Scoring Rubrics

INDICATORS Meets Approaching Meet Does Not Meet

Standards of Standard of Acceptable Acceptable
Excellence Excellence Standard Standard

4 3 2 1
CRITERIA

Performance  Has all the  Has some  Has minimal  No aspects of

Tasks aspects of aspects of work aspects of work meets
work that that exceed work that level of
exceed level level of meet level of expectations
of expectation expectation  Has errors,
expectation.  Demonstrates  With some omissions and
 Shows solid errors and misconceptions
exemplary performance MASTERY is
performance and not
understanding thorough

Assessment With 5 correct With 4 correct With 3 correct With less than 3
Tasks answers answers answers correct answers
Learning The pieces/s of The piece/s of The piece/s of The piece/s of
Artifacts evidence of evidence of learning evidence of evidence of learning
learning is/are is/are aligned with learning is/are is/are NOT aligned
aligned with SOME of the learning aligned with with the learning
learning outcome ONE of the outcomes.
outcomes. learning
outcomes
Creativity and The learning The learning tasks The learning The learning tasks
Resourcefulness tasks are done are done creatively tasks are done are poorly done and
very creatively and resourcefully. quite creatively need improvement
and and
resourcefully resourcefully

Submission of The assigned The assigned The assigned The assigned

Requirements learning tasks learning tasks are learning tasks learning tasks are
are submitted on submitted a day after are submitted 2 submitted 3 days or
or before the the deadline days after the more after the
deadline. deadline deadline.

MY TOTAL SCORE

_________________________________________
Signature of Practicum Supervisor