LEARNING APPROACHES to learnning [Autosaved].pptx

TRAINING ON HIGHER-ORDER THINKING
SKILLS PROFESSIONAL LEARNING PACKAGE
(HOTS-PLP) FOR ENGLISH TEACHERS
JANUARY 29- FEBRUARY 1, 2024
SAMOIKI VALLEY INN
BONTOC, MT. PROVINCE
FELOMINA L. DASKEO
Presenter

Supporting Classroom Teaching-and-
Learning through Learning Approaches
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FELOMINA L. DASKEO

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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 English;
• design an instructional activity that integrates SOLO levels with a
specific learning approach for English 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

Presentation Outline
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Priming Activity
Activity 1: Straight from the Field
Learning Approaches in EMS
Activity 2: Group Output: Select and Dissect
Activity 3: Answering Worksheet # 3
Wrap Up: Connected to Commit

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1. The participants will be grouped according to their division or subject area.
This activity has two parts: group discussion and group presentation.
A. Group Discussion
● Discuss and describe common learning approaches you utilized in
the field. Descriptions may be written in bullet points only.
● Give remarks on the utilization of learning approaches by citing
percentage or how often you use these learning approaches.

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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.

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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.

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<Insert>
15 minute timer

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Group
Presentations

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Processing
Questions

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1. Looking at the tables of each group titled “straight from the field”,
● how did your group choose or narrow down the three
approaches that you included in the chart?
● are the identified learning approaches SOLO Model driven? If
yes, why? And if No, why not?
1. Based on the given description of the learning approaches, which
do you think would be most applicable in teaching English?
.

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3. From the given description of the identified learning
approaches, how could these learning approaches help in
developing the higher order thinking skills of the learners?

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
English/Reading
❑ Question–Answer Relationship (QAR)
Strategy
❑ Text Structure Strategy
❑ Metacognitive Approach

Learning Approaches in Teaching English/Reading
1. Question–Answer Relationship (QAR) Strategy
✔ allows learners to determine the relationship between the question
and the answer
✔ shows learners how to recognize and then answer questions that
may either be located in the book or in their heads

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. Text Structure Strategy
✔ originated from studies that revealed that the content of most texts is
organized using a hierarchical structure
✔ hierarchical structure of texts fits into one or a combination of two or
more of five specific text structures: comparison and contrast, cause and
effect, problem and solution, sequence, and description

classroom?
and/or strategy?
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3. Metacognitive Approach
✔ the process of considering and regulating one’s own learning
✔ readers can think critically about their own understanding as they read
✔ metacognitive strategies may be categorized into planning, monitoring,
and evaluating

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.

<Insert>
20-minute timer

Group
Presentations

Processing
Questions

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?

Activity 3: Worksheet #3
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Activity 3: Worksheet # 3
1. List 3 details you understand about each of the learning approaches
of your subject area.
2. List 3 questions or details for clarifications you might have on any of
the learning approaches.

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Activity 3: Worksheet # 3
<Insert>
15-minute timer

Wrap up: Committed to Connect!
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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)

<Insert>
5-minute timer

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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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Training on Higher-Order Thinking Skills - Professional Learning Package
Program Management Team
Research Center for Teacher Quality (RCTQ)
National Educators Academy of the Philippines (NEAP)
Professional Development Division
Quality Assurance Division
NEAP in the Regions
Session Guide Writers and Presentation Deck Editors
1. Alson Rae Luna
2. Angelica B. Buaron
3. Angelo D. Uy
4. Analou O. Hermocilla
5. Arnel Jr. M. Camba
6. Eldefonso Jr. B. Natividad
7. Elsie Jane M. Mantilla
8. Fluellen L. Cos
9. Hera Paz B. Yamson
10. Jelly L. Sore
11. Jojiemar M. Obligar
12. Josephine P. Balasan
13. Mae Laarni M. Saporna
14. Marie Vic C. Velasco
15. Maripaz T. Mendoza
16. Mark Anthony A. Durana
17. Melvin Willy II B. Roque
18. Milaner R. Oyo-a
19. Rejulios M. Villenes
20. Renante Juanillo
21. Renato N. Pacpakin
22. Rosalyn C. Gadiano
23. Sally A. Palomo
24. Wilma S. Carrera
NEAP Central Office
1. Abdul Haiy A. Sali
2. Guillermo Nikus Telan
3. Dir. Leah B. Apao
4. Jerson R. Capuyan
5. Richie Carla Vesagas

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