Learning Approaches.pptx

BREAKOUT SESSION ON HIGHER-ORDER
THINKING SKILLS PROFESSIONAL
LEARNING PACKAGE (HOTS-PLP) FOR
MATHEMATICS TEACHERS
Date and Venue

Supporting Classroom Teaching-and-
Learning through Learning Approaches
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🔥 Training on Higher-Order Thinking Skills PLP 3
Session 1:
HOTS-PLP Walk-through
Session 6:
Facing the Forces
Session 5:
Workplace Application Plan
Session 2:
SOLO and HOTS in the Classroom
Session 7:
Professional Learning Community
in Schools
Session 3:
Supporting HOTS in the Classroom
through Learning Approaches
Session 4:
HOTS in Practice
Training on Higher-Order Thinking Skills Professional Learning
Package (HOTS-PLPs) for English, Science, & Math Teachers

🔥 Training on Higher-Order Thinking Skills PLP
Kumustahan!
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a. How are you in learning the SOLO Models?
b. In what aspects of life are the SOLO Model and levels
applicable?
c. With this, how would you ensure that you develop HOTS
among your learners following the SOLO Model?

Session Objectives
At the end of the session, participants will be able to:
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• identify and describe various learning approaches that support the
SOLO Model in Mathematics
• design an instructional activity that integrates SOLO levels with a
specific learning approach for Mathematics competency
• foster adaptability and openness to embracing learning approaches
that are SOLO Model driven
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

Activity 1: Straight from the Field
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Learning Approach Description
(bullet points)
Remarks
(How often is the learning approach
utilized?)
c. Summarize your discussion in your group’s manila paper. Choose
only three approaches to include in the chart. Follow the template
below.

Activity 1: Straight from the Field
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B. Group Presentation
● Share the three learning approaches like how field reporting is done on
radio and television. Your group will be given a maximum of three
minutes only for the presentation.
C. Time Allotment
● Your group is given 15 minutes to discuss, make the summary chart,
and plan for your presentation.

Learning Approaches
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What is a learning approach?
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• an element used by teachers to help students understand the
information in depth
Aflalo, E., & Gabay, E. (2013)
• primary focus is not on the amount of how much is learned,
but on the way people learn
Urhahne, D. (2020)
Aflalo, E., & Gabay, E. (2013). Learning approach and learning: Exploring a new technological learning system. International Journal for the Scholarship of Teaching and
Learning, 7(1). doi.org/10.20429/ijsotl.2013.070114
Urhahne, D. (2020). Learning approaches. Educational Psychology, 40(5), 533-534. https://doi.org/10.1080/01443410.2020.1755503

The HOTS PLPs deal with varied
stems, questions, or activities that
you may integrate into your lesson
using different approaches.

Learning Approaches in Teaching
Mathematics
❑ Mathematical Modelling Approach
❑ Critical Thinking and Problem-Solving
based Approaches
❑ Assessing Mathematical Literacy
through Mathematical Reasoning &
Computational Thinking

1. Mathematical Modelling Approach
✔ attempts to study and understand real-life problems using mathematics
✔ the process of creating mathematical representation of a real-world
scenario
✔ the process of choosing and using appropriate mathematical ideas and
concepts to analyze and solve problems (NCTM, 2016)
✔ the practice of making sense of the world through amathematical
perspective
✔ shows the importance to present learners with situations in which they
use the knowledge and have application opportunities
Learning Approaches in Teaching Mathematics

1. What sample strategies can we provide to further explain
how is this learning approach being applied in the
classroom?
2. How is SOLO Framework aligned to the learning approach
and/or strategy?
3. Give examples to increase clarity.
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2. Critical Thinking and Problem-Solving based Approaches
✔ intellectually disciplined process of actively and skillfully
conceptualizing, applying, analyzing, synthesizing, and/or evaluating
information gathered from, or generated by, observation, experience,
reflection, reasoning, or communication, as a guide to belief and action
✔ finding a way around a difficulty, around an obstacle, and finding a
solution to a problem that is unknown.

classroom?
and/or strategy?
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3. Assessing Mathematical Literacy through Mathematical Reasoning
& Computational Thinking
✔ includes mathematical reasoning and some aspects of computational
thinking similar with PISA
✔ problems will be solved using mathematical reasoning and computational
thinking with the aid of SOLO
✔ aimed at presenting problems assessing Mathematics Literacy using
mathematical reasoning and computational thinking

classroom?
and/or strategy?
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Activity 2: Select and Dissect!
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1. The class will be divided into groups.
1. Each group will pick one competency from the MELCs to work on and a
learning approach to apply in their development of activities suited for
learners to achieve their set objectives.
1. Use the soft copy of the template for uniform presentation. You may
download and make a copy of the template at bit.ly/HOTSS3Activity
1. Present your group output. Your group is given 5 minutes maximum. You
will be rated accordingly to the given rubric.

Rubric
Criterion 5 3 1
Alignment to SOLO
Framework/Capacity to
Develop HOTS
The designed activities give
room for development of HOTS
until relational and extended
abstract level
The designed activities give
room for development of HOTS
until uni and multistructural
levels.
The designed activities do not
give room for development of
HOTS
Utilization of Learning
Approach
All selected strategies and
activities are aligned with the
given learning approach.
One to two selected strategies
and activities are not aligned
with the given learning
approach.
Three or more selected
strategies and activities are not
aligned with the given learning
approach.
Creativity and
Organization
The selected activities are
creative and organized.
The selected activities are
creative but is not organization.
The selected activities are not
creative and unorganized.

1.How do you find the activity?
2. Was it easy to craft a SOLO Model sensitive activity? Why or
why not?
3. Do you think the designed activity will ensure development of the
higher order thinking skills of the learner? In what way?
4. Can you cite specific examples based on the crafted activity that
shows development of HOTS for our learners?

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Wrap up: Committed to Connect!
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Wrap up: Committed to Connect!
1. As members of the SOLO Model
Advocates, participants are to
write a commitment statement
on the first half of the
commitment form (5 minutes).
2. Altogether, the group will recite
the second half of the commitment
(SOLO) with right hands raised.
COMMITTED TO CONNECT…
As SOLO MODEL Advocate, I/We commit to practice:
1.________________________________________
2.________________________________________
3.________________________________________
And I am connected, and committed to create a
learning environment that is SOLO (SENSITIVE to the
OVERALL LEARNING needs of OUR beloved
learners)

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“The hardest part of any task is staying committed to its
completion. One can think of several compelling reasons to
give up commitment. But living up to a commitment and being
committed reflects a person’s integrity and character.”
Simran Khurana

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Thank you.
neap.pddu@deped.gov.ph
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