KIM Final Session 6_Constructing Test Items_HOTS_LOTS_SOLO.pptxmichellemijarez2
The document outlines an upcoming training on constructing test items that effectively assess higher-order thinking skills. The training will distinguish between lower-order and higher-order thinking, explore Bloom's Taxonomy and the SOLO Taxonomy framework, and teach skills for creating aligned test items and evaluating item effectiveness. Participants will learn how to develop test items that target specific cognitive levels and learning objectives.
This document outlines an agenda for a breakout session on developing higher-order thinking skills for mathematics teachers. The session will include walks through of the Higher-Order Thinking Skills Professional Learning Package, discussions on integrating the Structure of the Observed Learning Outcome (SOLO) framework and higher-order thinking skills into classroom lessons, and activities for teachers to practice designing lessons using different learning approaches aligned with SOLO levels. The goal is for teachers to learn how to support higher-order thinking among their students following the SOLO model.
Science_Session 3_SD_Supporting Classroom Teaching-Learning through Learning ...MarkLoveenAng
The document outlines a 5-day training on developing higher-order thinking skills for science teachers using a Professional Learning Package (HOTS-PLP). The training includes 7 sessions that cover topics like the SOLO model, supporting HOTS in the classroom through various learning approaches, and developing a professional learning community. Session 3 focuses on learning approaches like collaborative learning, inquiry-based learning, and metacognitive approaches. Examples and activities are provided to illustrate how these approaches can be implemented in the classroom to develop higher-order thinking aligned with the SOLO levels among students.
The document describes a professional learning package (PLP) for teachers to develop higher-order thinking skills (HOTS) in their students. The PLP consists of 7 sessions that cover an overview of HOTS, applying HOTS in the classroom, supporting HOTS through learning approaches, practicing HOTS, applying HOTS to the workplace, addressing challenges to implementing HOTS, and creating a professional learning community to support HOTS. It includes sample assessment items aligned to the Structure of the Observed Learning Outcome (SOLO) taxonomy to evaluate students' HOTS. Mentors can use the package to facilitate teacher training and development of HOTS in their schools.
The document outlines a three-day professional learning package on higher-order thinking skills for English, science, and mathematics teachers in Region 1 from November 20-22, 2023. The package includes seven sessions that will walk through resources, discuss applying higher-order thinking in the classroom, developing learning approaches, and establishing professional learning communities in schools. It provides sample activities and worksheets to help participants understand the training materials and assess their learning.
This document describes a training on a Higher-Order Thinking Skills Professional Learning Package (HOTS-PLP) for teachers of English, science, and mathematics. The training consists of 7 sessions that walk participants through the resources in the HOTS-PLP. The HOTS-PLP includes assessment items aligned to the Structure of the Observed Learning Outcome (SOLO) taxonomy to help teachers design lessons and assessments that develop students' higher-order thinking skills. Master teachers and school leaders can use the materials to mentor teachers on identifying strategies to support higher-order thinking in their classrooms.
This document outlines an agenda for a training on developing higher-order thinking skills. The training consists of 7 sessions that will walk teachers through understanding and applying higher-order thinking skills. Session 4 focuses on putting higher-order thinking skills into practice through various worksheets that have teachers analyze, write, and discuss questions at different levels of Bloom's taxonomy. The session aims to help teachers identify components of the training package, analyze how questions are crafted based on the Structure of the Observed Learning Outcome (SOLO) model, and practice writing and justifying questions.
KIM Final Session 6_Constructing Test Items_HOTS_LOTS_SOLO.pptxmichellemijarez2
The document outlines an upcoming training on constructing test items that effectively assess higher-order thinking skills. The training will distinguish between lower-order and higher-order thinking, explore Bloom's Taxonomy and the SOLO Taxonomy framework, and teach skills for creating aligned test items and evaluating item effectiveness. Participants will learn how to develop test items that target specific cognitive levels and learning objectives.
This document outlines an agenda for a breakout session on developing higher-order thinking skills for mathematics teachers. The session will include walks through of the Higher-Order Thinking Skills Professional Learning Package, discussions on integrating the Structure of the Observed Learning Outcome (SOLO) framework and higher-order thinking skills into classroom lessons, and activities for teachers to practice designing lessons using different learning approaches aligned with SOLO levels. The goal is for teachers to learn how to support higher-order thinking among their students following the SOLO model.
Science_Session 3_SD_Supporting Classroom Teaching-Learning through Learning ...MarkLoveenAng
The document outlines a 5-day training on developing higher-order thinking skills for science teachers using a Professional Learning Package (HOTS-PLP). The training includes 7 sessions that cover topics like the SOLO model, supporting HOTS in the classroom through various learning approaches, and developing a professional learning community. Session 3 focuses on learning approaches like collaborative learning, inquiry-based learning, and metacognitive approaches. Examples and activities are provided to illustrate how these approaches can be implemented in the classroom to develop higher-order thinking aligned with the SOLO levels among students.
The document describes a professional learning package (PLP) for teachers to develop higher-order thinking skills (HOTS) in their students. The PLP consists of 7 sessions that cover an overview of HOTS, applying HOTS in the classroom, supporting HOTS through learning approaches, practicing HOTS, applying HOTS to the workplace, addressing challenges to implementing HOTS, and creating a professional learning community to support HOTS. It includes sample assessment items aligned to the Structure of the Observed Learning Outcome (SOLO) taxonomy to evaluate students' HOTS. Mentors can use the package to facilitate teacher training and development of HOTS in their schools.
The document outlines a three-day professional learning package on higher-order thinking skills for English, science, and mathematics teachers in Region 1 from November 20-22, 2023. The package includes seven sessions that will walk through resources, discuss applying higher-order thinking in the classroom, developing learning approaches, and establishing professional learning communities in schools. It provides sample activities and worksheets to help participants understand the training materials and assess their learning.
This document describes a training on a Higher-Order Thinking Skills Professional Learning Package (HOTS-PLP) for teachers of English, science, and mathematics. The training consists of 7 sessions that walk participants through the resources in the HOTS-PLP. The HOTS-PLP includes assessment items aligned to the Structure of the Observed Learning Outcome (SOLO) taxonomy to help teachers design lessons and assessments that develop students' higher-order thinking skills. Master teachers and school leaders can use the materials to mentor teachers on identifying strategies to support higher-order thinking in their classrooms.
This document outlines an agenda for a training on developing higher-order thinking skills. The training consists of 7 sessions that will walk teachers through understanding and applying higher-order thinking skills. Session 4 focuses on putting higher-order thinking skills into practice through various worksheets that have teachers analyze, write, and discuss questions at different levels of Bloom's taxonomy. The session aims to help teachers identify components of the training package, analyze how questions are crafted based on the Structure of the Observed Learning Outcome (SOLO) model, and practice writing and justifying questions.
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This document provides an overview of a training on developing higher-order thinking skills using professional learning packages for teachers of English, science, and mathematics. The training will take place from August 22-24, 2023 at Siniloan Elementary School in Siniloan, Laguna. It will consist of 7 sessions that introduce the resources, demonstrate how to implement higher-order thinking in the classroom, and support creating professional learning communities. The packages are meant to help teachers design assessments and instruction that promote critical thinking skills aligned with national standards.
This document outlines a training package on developing higher-order thinking skills for English, science, and math teachers. The training consists of 7 sessions covering topics such as integrating the Structure of the Observed Learning Outcome (SOLO) framework in the classroom, supporting higher-order thinking through learning approaches, and applying lessons to the workplace. The final session involves analyzing forces that enable or hinder applying the skills developed in the training. Participants will identify actions to maximize enabling forces and minimize hindering forces to promote higher-order thinking in their teaching practice.
This document provides details of a training session on developing higher-order thinking skills for English teachers through Professional Learning Packages (PLPs). The 5-day training at the Cebu Business Hotel from September 25-29, 2023 will cover topics such as incorporating higher-order thinking skills in the classroom and developing a Workplace Application Plan (WAP) to apply the concepts from the training. Participants will learn about the WAP template and work in groups to develop a WAP to incorporate higher-order thinking skills in their teaching practice. The training aims to enhance teachers' competencies in supporting higher-order thinking skills among students.
Here are some sample strategies for the inquiry-based approach:
1. What sample strategies can we provide to further explain how is this learning approach being applied in the classroom?
- Limited/Confirmation Inquiry – Students confirm a principle through an activity when the results are known in advance. It strengthen already established ideas and practice research skill.
- Structured Inquiry – Students investigate a teacher-posed question through a prescribed procedure. It develops investigative skills and basic process of scientific inquiry.
- Guided Inquiry – Students investigate an open-ended teacher-posed question, plan the investigation, and draw conclusions with teacher guidance. It cultivates a greater degree of independence and learning responsibility.
2. How
This document provides an overview of project-based learning (PBL) through an agenda for a workshop on the topic. It discusses why schools implement PBL, what PBL is and isn't, how to design PBL units, and managing PBL projects. Key aspects covered include defining projects, their components, grading projects, and the realities of implementing projects. The document aims to give educators a taste of PBL through exercises and designing a sample unit to use the following year.
S5_SD_Workplace Application Plan in in HOTS.pptxLeandroBambe4
This document outlines a 7-session professional learning package on training teachers in higher-order thinking skills. Session 5 focuses on developing a Workplace Application Plan (WAP) template to apply concepts from the training in their professional practice. Participants will learn about the parts of the WAP template, including objectives, indicators, and implementation plans. They will work in pairs to develop their own WAP to incorporate higher-order thinking skills in their classrooms over 6 months, to be submitted to supervisors afterward for review. The training aims to strengthen teachers' skills and improve student performance in line with PISA assessment results.
This document discusses various aspects of planning, including the definition, purpose, steps, benefits, and challenges of planning. It defines planning as deciding in advance what to do, how to do it, when to do it and who will do it. The main steps in the planning process are to define the task, identify resources, consider alternatives, create the plan, work the plan, and evaluate. Effective planning focuses attention, reduces uncertainty, and guides decision-making. Challenges can include a lack of information, time, resistance to change, and inability to adapt to environmental constraints.
Coaching for Continuous Improvement presented at the ASQ World Conference on Quality and Improvement May 2016 Milwaukee - How to develop team members to be strong problem solvers
This document outlines a training package on developing higher-order thinking skills for English, science, and math teachers. The training consists of 7 sessions that introduce concepts like Bloom's Taxonomy and the SOLO model. Session 2B focuses on the SOLO model, explaining its levels and how they differ from Bloom's Taxonomy. Examples are given to illustrate applying the SOLO model in areas like driving, cooking, and classroom management. The training aims to help teachers develop students' critical and creative thinking abilities.
-S2B_SD_SOLO and HOTS in the Classroom.pptxxyzasultan
This document outlines a training package on developing higher-order thinking skills for English, science, and math teachers. The training consists of 7 sessions that introduce concepts like Bloom's Taxonomy and the SOLO model. Session 2B focuses on the SOLO model, explaining its levels and how they differ from Bloom's Taxonomy. Examples are given to illustrate applying the SOLO model in areas like driving, cooking, and classroom management. The training aims to help teachers develop students' critical and creative thinking abilities.
This document summarizes the agenda and content for a facilitator training session for a teaching programme. The session will include updates on programme news, discussing how the training supports participants' professional development, and exploring the content of upcoming sessions 15 and 17 on brain science and its implications for teaching. Participants will engage in individual and group activities to discuss how brain research relates to their practice, and will plan for delivering future sessions by forming presentation groups. The goal is to develop knowledge of programme content and collaboration skills to apply pedagogical strategies in facilitating collegiate learning.
This document outlines a training package on developing higher-order thinking skills for English, science, and math teachers. The training consists of 7 sessions that introduce concepts like Bloom's Taxonomy, the SOLO model, and applying higher-order thinking in the classroom. Session 2B focuses on introducing the SOLO model and how it can help teachers develop students' higher-order thinking skills. The SOLO model classifies the quality of responses based on their structural complexity, from pre-structural to extended abstract. This addresses limitations of Bloom's Taxonomy in assessing student understanding.
This document discusses the traits of adult learners and strategies for motivating learning. It outlines that adult learners are self-directed, practical, and use personal experiences. They have high expectations and multi-level responsibilities. The document recommends giving adult learners control over their learning, making information immediately applicable, and encouraging discussion of experiences. It also provides strategies like supporting autonomy, recognizing accomplishments, using appropriate groupings and feedback, managing time, and having positive teacher expectations to motivate learning.
This document discusses different types of assessment and strategies to promote effective assessment. It describes three main types of assessment: assessment for learning, which informs teaching; assessment as learning, which involves student self-assessment; and assessment of learning, which evaluates student learning. Several strategies are outlined, including setting clear learning intentions, establishing assessment criteria, using questions to check understanding, providing descriptive feedback, and involving students in peer and self-assessment. The goal is to use assessment to actively engage students in learning and help teachers improve their instruction.
As a result of some learning experience, the learner should be able to do/perform certain tasks. A learning outcome is what a student should be able to do at the end of a program, course, or instructional unit informal education.
The document outlines a professional learning package for teachers to develop higher-order thinking skills among students. It consists of 7 sessions that walk teachers through resources and approaches to support higher-order thinking in the classroom. The package includes sample assessment items at different levels of cognitive complexity based on the Structure of the Observed Learning Outcome (SOLO) taxonomy. Mentors can use the materials to coach teachers on designing lessons and assessments that develop critical thinking.
Training on higher- order thinking skills professional learning packagesINSET...ShawieTablada
This document outlines a training session on developing a Workplace Application Plan (WAP) for implementing concepts from a Professional Learning Package (PLP) on Higher-Order Thinking Skills. The session covers the rationale for WAPs, components of the WAP template, and an activity where participants work in pairs to develop their own draft WAPs. The goal is for teachers and mentors to incorporate strategies for developing higher-order thinking skills in their instructional practice.
This document provides an overview of a training on developing higher-order thinking skills using professional learning packages for teachers of English, science, and mathematics. The training will take place from August 22-24, 2023 at Siniloan Elementary School in Siniloan, Laguna. It will consist of 7 sessions that introduce the resources, demonstrate how to implement higher-order thinking in the classroom, and support creating professional learning communities. The packages are meant to help teachers design assessments and instruction that promote critical thinking skills aligned with national standards.
This document outlines a training package on developing higher-order thinking skills for English, science, and math teachers. The training consists of 7 sessions covering topics such as integrating the Structure of the Observed Learning Outcome (SOLO) framework in the classroom, supporting higher-order thinking through learning approaches, and applying lessons to the workplace. The final session involves analyzing forces that enable or hinder applying the skills developed in the training. Participants will identify actions to maximize enabling forces and minimize hindering forces to promote higher-order thinking in their teaching practice.
This document provides details of a training session on developing higher-order thinking skills for English teachers through Professional Learning Packages (PLPs). The 5-day training at the Cebu Business Hotel from September 25-29, 2023 will cover topics such as incorporating higher-order thinking skills in the classroom and developing a Workplace Application Plan (WAP) to apply the concepts from the training. Participants will learn about the WAP template and work in groups to develop a WAP to incorporate higher-order thinking skills in their teaching practice. The training aims to enhance teachers' competencies in supporting higher-order thinking skills among students.
Here are some sample strategies for the inquiry-based approach:
1. What sample strategies can we provide to further explain how is this learning approach being applied in the classroom?
- Limited/Confirmation Inquiry – Students confirm a principle through an activity when the results are known in advance. It strengthen already established ideas and practice research skill.
- Structured Inquiry – Students investigate a teacher-posed question through a prescribed procedure. It develops investigative skills and basic process of scientific inquiry.
- Guided Inquiry – Students investigate an open-ended teacher-posed question, plan the investigation, and draw conclusions with teacher guidance. It cultivates a greater degree of independence and learning responsibility.
2. How
This document provides an overview of project-based learning (PBL) through an agenda for a workshop on the topic. It discusses why schools implement PBL, what PBL is and isn't, how to design PBL units, and managing PBL projects. Key aspects covered include defining projects, their components, grading projects, and the realities of implementing projects. The document aims to give educators a taste of PBL through exercises and designing a sample unit to use the following year.
S5_SD_Workplace Application Plan in in HOTS.pptxLeandroBambe4
This document outlines a 7-session professional learning package on training teachers in higher-order thinking skills. Session 5 focuses on developing a Workplace Application Plan (WAP) template to apply concepts from the training in their professional practice. Participants will learn about the parts of the WAP template, including objectives, indicators, and implementation plans. They will work in pairs to develop their own WAP to incorporate higher-order thinking skills in their classrooms over 6 months, to be submitted to supervisors afterward for review. The training aims to strengthen teachers' skills and improve student performance in line with PISA assessment results.
This document discusses various aspects of planning, including the definition, purpose, steps, benefits, and challenges of planning. It defines planning as deciding in advance what to do, how to do it, when to do it and who will do it. The main steps in the planning process are to define the task, identify resources, consider alternatives, create the plan, work the plan, and evaluate. Effective planning focuses attention, reduces uncertainty, and guides decision-making. Challenges can include a lack of information, time, resistance to change, and inability to adapt to environmental constraints.
Coaching for Continuous Improvement presented at the ASQ World Conference on Quality and Improvement May 2016 Milwaukee - How to develop team members to be strong problem solvers
This document outlines a training package on developing higher-order thinking skills for English, science, and math teachers. The training consists of 7 sessions that introduce concepts like Bloom's Taxonomy and the SOLO model. Session 2B focuses on the SOLO model, explaining its levels and how they differ from Bloom's Taxonomy. Examples are given to illustrate applying the SOLO model in areas like driving, cooking, and classroom management. The training aims to help teachers develop students' critical and creative thinking abilities.
-S2B_SD_SOLO and HOTS in the Classroom.pptxxyzasultan
This document outlines a training package on developing higher-order thinking skills for English, science, and math teachers. The training consists of 7 sessions that introduce concepts like Bloom's Taxonomy and the SOLO model. Session 2B focuses on the SOLO model, explaining its levels and how they differ from Bloom's Taxonomy. Examples are given to illustrate applying the SOLO model in areas like driving, cooking, and classroom management. The training aims to help teachers develop students' critical and creative thinking abilities.
This document summarizes the agenda and content for a facilitator training session for a teaching programme. The session will include updates on programme news, discussing how the training supports participants' professional development, and exploring the content of upcoming sessions 15 and 17 on brain science and its implications for teaching. Participants will engage in individual and group activities to discuss how brain research relates to their practice, and will plan for delivering future sessions by forming presentation groups. The goal is to develop knowledge of programme content and collaboration skills to apply pedagogical strategies in facilitating collegiate learning.
This document outlines a training package on developing higher-order thinking skills for English, science, and math teachers. The training consists of 7 sessions that introduce concepts like Bloom's Taxonomy, the SOLO model, and applying higher-order thinking in the classroom. Session 2B focuses on introducing the SOLO model and how it can help teachers develop students' higher-order thinking skills. The SOLO model classifies the quality of responses based on their structural complexity, from pre-structural to extended abstract. This addresses limitations of Bloom's Taxonomy in assessing student understanding.
This document discusses the traits of adult learners and strategies for motivating learning. It outlines that adult learners are self-directed, practical, and use personal experiences. They have high expectations and multi-level responsibilities. The document recommends giving adult learners control over their learning, making information immediately applicable, and encouraging discussion of experiences. It also provides strategies like supporting autonomy, recognizing accomplishments, using appropriate groupings and feedback, managing time, and having positive teacher expectations to motivate learning.
This document discusses different types of assessment and strategies to promote effective assessment. It describes three main types of assessment: assessment for learning, which informs teaching; assessment as learning, which involves student self-assessment; and assessment of learning, which evaluates student learning. Several strategies are outlined, including setting clear learning intentions, establishing assessment criteria, using questions to check understanding, providing descriptive feedback, and involving students in peer and self-assessment. The goal is to use assessment to actively engage students in learning and help teachers improve their instruction.
As a result of some learning experience, the learner should be able to do/perform certain tasks. A learning outcome is what a student should be able to do at the end of a program, course, or instructional unit informal education.
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S2A_SD_SOLO-and-HOTS-in-the-Classroom 2.pptx
1. SIATON DISTRICT II ROLL OUT ON
TRAINING ON HIGHER-ORDER THINKING
SKILLS PROFESSIONAL LEARNING PACKAGE
(HOTS-PLP) FOR Learners Facilitators.
March 18-20, 2024
Siaton National High School
JICA Building
2. 2
🔥 Training on Higher-Order Thinking Skills PLP 2
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
PPST Strand 1.5. Strategies for developing critical and creative thinking, as well as other higher-order thinking skills
4. 🔥 Training on Higher-Order Thinking Skills PLP
Session 2A Objectives
At the end of the session, participants will be able to…
4
● discuss what multitasking is and its effect
● differentiate higher-order from lower-order thinking skills
● state the importance of HOTS to learners
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
5. 🔥 Training on Higher-Order Thinking Skills PLP
Presentation Outline
5
Meaning of HOTS
What multitasking is and its effect
Difference between LOTS and HOTS
Importance of HOTS to learners
6. 6
🔥 Training on Higher-Order Thinking Skills PLP
Activity: Kaya mo ba ‘yan?
1. The class will be grouped into three(3)
2. The group will give samples of the following:
1- Multitasking done at home
2- Multitasking done in the school
3- Multitasking done during a seminar/training
1. Each group should give at least 5 samples of the assigned
situation
6
7. 🔥 Training on Higher-Order Thinking Skills PLP
Analysis:
● Have you experienced the same on what has been
presented by your classmates?
● Given the situations below, is the effect of multitasking
good or not? Why?
➔ in accomplishing one’s work
➔ to the brain
● Do our learners practice multitasking ? Cite examples.
7
9. 🔥 Training on Higher-Order Thinking Skills PLP 9
Many people believe they can do two or more
tasks equally effectively at the same time.
Research shows that this is not the case!!!
Evidence is compelling that the brain can only
direct attention on one activity, issue/task at a
time. The long-term effect of trying to multi-task
changes the brain – but not in a positive way!
10. 🔥 Training on Higher-Order Thinking Skills PLP 10
This means that when faced with undertaking more than one
attention demanding activity at the same time, the brain has
to switch between tasks and cannot do them together well.
11. 🔥 Training on Higher-Order Thinking Skills PLP 11
When participants multi-task in class or
workshops – what is said is not heard, and
information on slides is not processed.
In workshops you need to decide where you
want your focus to be. If it is on the talk then
pay attention, do not interrupt you colleague’s
thinking, do not check emails, etc.
12. 12
🔥 Training on Higher-Order Thinking Skills PLP 12
Educators need to be on top of their game.
If you continually multi-task you will not be!
13. 🔥 Training on Higher-Order Thinking Skills PLP 13
Can we consider the effect of multitasking a
contributory factor in the development of one’s
thinking skills?
14. 🔥 Training on Higher-Order Thinking Skills PLP 14
What is the difference between higher-order thinking and
lower-order thinking?
What do you mean by higher-order thinking?
15. 🔥 Training on Higher-Order Thinking Skills PLP 15
Higher-order thinking involves doing more than simply
recalling facts and repeating back exactly what has been
learned.
Higher-order thinking requires the brain to ‘do something’ (to
think) – building on what the learner has already
acquired.
16. 🔥 Training on Higher-Order Thinking Skills PLP 16
Lower-order and higher-order thinking
What is LOTS?
It is about routine application of previously acquired/learnt
information, such as:
✔listing information previously memorized;
✔following a taught procedure or plan;
✔recalling ideas or experiences in a sequence;
✔answering familiar or practiced questions.
17. 🔥 Training on Higher-Order Thinking Skills PLP 17
Lower-order and higher-order thinking
What is HOTS?
It is when one is required to:
✔ relate separate bits of information;
✔ address problems or questions not encountered previously;
✔ think critically and carefully about issues;
✔ compare and contrast different views;
✔ consider different/alternative perspectives;
✔ organize their own thinking;
✔ make informed generalizations.
18. 🔥 Training on Higher-Order Thinking Skills PLP 18
Lower-order and higher-order thinking
What is LOTS? What is HOTS?
It is about routine application of
previously acquired/learnt information,
such as:
✔ listing information previously
memorized;
✔ following a taught procedure or
plan;
✔ recalling ideas or experiences in a
sequence;
✔ answering familiar or practiced
questions.
It is when one is required to:
✔ relate separate bits of information;
✔ address problems or questions not
encountered previously;
✔ think critically and carefully about issues;
✔ compare and contrast different views;
✔ consider different/alternative perspectives;
✔ organize their own thinking;
✔ make informed generalizations.
19. 🔥 Training on Higher-Order Thinking Skills PLP 19
Higher-order thinking activities are needed for all
learners; elementary, secondary and tertiary. The key
message is… HOTS is about learners doing their own
thinking.
Reminder to teachers…
20. 🔥 Training on Higher-Order Thinking Skills PLP 20
Reminder to teachers…
Be reminded, however, that differences in a learner’s
background can mean that higher-order thinking by one
person may be lower-order thinking by another person; hence,
higher-order expectations need to be directed at grade-
appropriate tasks and build on what the learner already knows
at a lower-order.
21. 🔥 Training on Higher-Order Thinking Skills PLP 21
Higher order thinking - YouTube
22. 🔥 Training on Higher-Order Thinking Skills PLP 22
Higher order thinking - YouTube
23. 🔥 Training on Higher-Order Thinking Skills PLP 23
What were your key takeaways so far?
• How are you at multitasking?
• How is HOTS important to our learners?
• How do you ensure that your brain is ready to
take on HOTS?
Application: D. I. Y.
(Do It Yourself)
24. 24
🔥 Training on Higher-Order Thinking Skills PLP 24
He who learns but does not
think, is lost! He who thinks
but does not learn is in great
danger.- Confucius
25. 25
🔥 Training on Higher-Order Thinking Skills PLP
Thank you.
neap.pddu@deped.gov.ph
25
26. 26
🔥 Training on Higher-Order Thinking Skills PLP 26
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. Dir. Leah B. Apao
3. Guillermo Nikus A. Telan
4. Jerson R. Capuyan
5. Richie Carla A. Vesagas
Editor's Notes
Purpose of the Slide: to give the title, venue, and date of the training/session
Say: Welcome back to the HOTS-PLP training session.
Other Notes: Faci may add more ad libs.
Purpose of the Slide: to give an overview of the sessions
Say: To refresh your memory, there are 7 sessions for this training--represented by these 7 matchsticks. What session are we now?
Other Notes:
Purpose of the Slide: to give the title of the session and name of the RP/LF
Say: I am _____________ and I will be facilitating the session 2A: SOLO and HOTS in the Classroom. This is a three-part session.
Other Notes: Faci may add more ad libs.
Purpose of the Slide: To give the objective/aim of the session
Say: In this session, we will discuss what multitasking is and its effect, differentiate higher-order from lower-order thinking skills, and state the importance of HOTS to learners
Other Notes:
Purpose of the Slide: to provide an overview of the topics covered in the session
Say: In an hour or less, we hope to cover the following topics and activities to achieve our objectives.
Other Notes: Faci may add more ad libs.
Purpose of the Slide:
To situate the participants in the prevalence of multitasking in everyday experience.
Say: Let’s begin with a group activity titled Kaya mo ba yan?.
Other Notes: Read the instructions. You may adjust the grouping.
Purpose of the Slide:
To situate the participants in the prevalence of multitasking in everyday experience.
Notes to the Presenter:
Allow the participants to respond to the questions.
Purpose of the Slide:
To situate the participants in the prevalence of multitasking in everyday experience.
Notes to the Presenter:
Allow the participants to respond to the questions.
Purpose of the Slide:
To provide research bases on the negative effects of multitasking.
Notes to the Presenter:
In the Research Literature, multi-tasking is referred to as task-switching. There are two aspects to this: (i) Goal Switching, or the decision to go one ‘way’ or another; and (ii) Role Activation, or changing from the ‘rules’ of the previous task to the rules of the new. Emphasize that significant amounts of time are lost when switching between tasks. Even more time is lost and more errors are made as the tasks become more complex.
Critically, multi-tasking teaches the brain bad habits. The brain learns to constantly jump (Switch) from one task to another, making it difficult to concentrate on only one job for an extended period of time. Emphasize that too much multi-tasking trains your brain to have a shorter and less efficient attention span.
Lastly, emphasize that practice does not help with multi-tasking as the brain is hard-wired to focus on one task at a time. It is not possible for a person to change this basic brain architecture.
Purpose of the Slide:
To provide research bases on the negative effects of multitasking.
Notes to the Presenter:
In the Research Literature, multi-tasking is referred to as task-switching. There are two aspects to this: (i) Goal Switching, or the decision to go one ‘way’ or another; and (ii) Role Activation, or changing from the ‘rules’ of the previous task to the rules of the new. Emphasize that significant amounts of time are lost when switching between tasks. Even more time is lost and more errors are made as the tasks become more complex.
Critically, multi-tasking teaches the brain bad habits. The brain learns to constantly jump (Switch) from one task to another, making it difficult to concentrate on only one job for an extended period of time. Emphasize that too much multi-tasking trains your brain to have a shorter and less efficient attention span.
Lastly, emphasize that practice does not help with multi-tasking as the brain is hard-wired to focus on one task at a time. It is not possible for a person to change this basic brain architecture.
Purpose of the Slide:
To emphasize that focus is important in understanding HOTS and in teaching it to their mentees.
Notes to the Presenter:
After failing to process an information due to multitasking, participants tend to re-focus on the presentation. However, they are now unable to go deeply into what was said. Emphasize that, as research does not support any positives with multi-tasking, cognitive growth is limited in those who continue to multi-task. Their ability to concentrate decreases and their brain will favor superficial/surface thinking.
Remind the participants the importance of working on one task without interruptions., as interruptions are multi-tasking in disguise. They may prevent brain interruptions by turning off phones, email notifications, and others.
Lastly, remind participants that with multitasking, one becomes less able to concentrate and undertake higher-order functioning since their brains will continually seek other stimulus. Emphasize that while it will take some effort to change the practice of multitasking, it is still possible to do otherwise.
Purpose of the Slide:
To emphasize that focus is important in understanding HOTS and in teaching it to their mentees.
Notes to the Presenter:
After failing to process an information due to multitasking, participants tend to re-focus on the presentation. However, they are now unable to go deeply into what was said. Emphasize that, as research does not support any positives with multi-tasking, cognitive growth is limited in those who continue to multi-task. Their ability to concentrate decreases and their brain will favor superficial/surface thinking.
Remind the participants the importance of working on one task without interruptions., as interruptions are multi-tasking in disguise. They may prevent brain interruptions by turning off phones, email notifications, and others.
Lastly, remind participants that with multitasking, one becomes less able to concentrate and undertake higher-order functioning since their brains will continually seek other stimulus. Emphasize that while it will take some effort to change the practice of multitasking, it is still possible to do otherwise.
Purpose of the Slide:
To proceed to the next topic in the session – arriving at a common understanding on higher-order and lower-order thinking skills.
Notes to the Presenter:
Present the questions first on the screen. Allow the participants to respond to the questions and share their thoughts to the plenary. After the sharing of insights, proceed to the presentation of the succeeding paragraphs.
Higher-order thinking is not on its own. Emphasize that one cannot have higher-order thinking without lower-order thinking; hence, this should not be a one-over-the-other case.
Purpose of the Slide:
To proceed to the next topic in the session – arriving at a common understanding on higher-order and lower-order thinking skills.
Notes to the Presenter:
Present the questions first on the screen. Allow the participants to respond to the questions and share their thoughts to the plenary. After the sharing of insights, proceed to the presentation of the succeeding paragraphs.
Higher-order thinking is not on its own. Emphasize that one cannot have higher-order thinking without lower-order thinking; hence, this should not be a one-over-the-other case.
Purpose of the Slide:
To proceed to the next topic in the session – arriving at a common understanding on higher-order and lower-order thinking skills.
Notes to the Presenter:
Present the questions first on the screen. Allow the participants to respond to the questions and share their thoughts to the plenary. After the sharing of insights, proceed to the presentation of the succeeding paragraphs.
Higher-order thinking is not on its own. Emphasize that one cannot have higher-order thinking without lower-order thinking; hence, this should not be a one-over-the-other case.
Purpose of the Slide:
To show the relationship between lower-order and higher-order thinking skills.
Notes to the Presenter:
Allow the participants to go back to their responses to the questions presented in the previous slide. Let them compare their responses to what is presented in this slide.
Connect the listed ideas in the two columns to emphasize the relationship between LOTS and HOTS. For instance, in relating separate bits of information, it is important to know first what those bits of information are. Another example, in thinking critically and carefully about issues, it is important to know enough first about the issues at hand.
Emphasize that lower-order thinking is a pre-requisite for higher-order thinking, which means that a student cannot apply or use higher-order thinking if they do not possess the lower-order thinking. For instance, one cannot go up in the stairs on in a ladder without going through the first steps. At this point, relate the earlier discussion on the brain structure and emphasize that the same principle exactly applies to how our brain works.
Purpose of the Slide:
To show the relationship between lower-order and higher-order thinking skills.
Notes to the Presenter:
Allow the participants to go back to their responses to the questions presented in the previous slide. Let them compare their responses to what is presented in this slide.
Connect the listed ideas in the two columns to emphasize the relationship between LOTS and HOTS. For instance, in relating separate bits of information, it is important to know first what those bits of information are. Another example, in thinking critically and carefully about issues, it is important to know enough first about the issues at hand.
Emphasize that lower-order thinking is a pre-requisite for higher-order thinking, which means that a student cannot apply or use higher-order thinking if they do not possess the lower-order thinking. For instance, one cannot go up in the stairs on in a ladder without going through the first steps. At this point, relate the earlier discussion on the brain structure and emphasize that the same principle exactly applies to how our brain works.
Purpose of the Slide:
To show the relationship between lower-order and higher-order thinking skills.
Notes to the Presenter:
Allow the participants to go back to their responses to the questions presented in the previous slide. Let them compare their responses to what is presented in this slide.
Connect the listed ideas in the two columns to emphasize the relationship between LOTS and HOTS. For instance, in relating separate bits of information, it is important to know first what those bits of information are. Another example, in thinking critically and carefully about issues, it is important to know enough first about the issues at hand.
Emphasize that lower-order thinking is a pre-requisite for higher-order thinking, which means that a student cannot apply or use higher-order thinking if they do not possess the lower-order thinking. For instance, one cannot go up in the stairs on in a ladder without going through the first steps. At this point, relate the earlier discussion on the brain structure and emphasize that the same principle exactly applies to how our brain works.
Purpose of the Slide:
To emphasize that higher-order thinking, although differs at grade levels, must be developed among all learners.
Notes to the Presenter:
There may be people who think that higher-order thinking can only be done in secondary schools or at the university level. Remind the participants that learners can still do higher-order thinking at their own level. When young learners undertake relevant higher-order thinking, the way they think about learning changes. Emphasize the teachers must allow their learners to think for themselves at their own level. For instance, rote learning higher-order skills (e.g., recalling complex responses) is simply teachers still doing the thinking and learners only remembering what to do.
As teachers in charge of developing higher-order thinking among learners, it is also important to display and integrate competencies found in PPST Domain 3 and Domain 4 – understanding the various contexts of learners and applying developmentally-appropriate principles in the teaching-and-learning process.
Remind the participants on the relationship between LOTS and HOTS – that higher-order thinking must be built upon what the learner already knows at a lower-order.
Purpose of the Slide:
To emphasize that higher-order thinking, although differs at grade levels, must be developed among all learners.
Notes to the Presenter:
There may be people who think that higher-order thinking can only be done in secondary schools or at the university level. Remind the participants that learners can still do higher-order thinking at their own level. When young learners undertake relevant higher-order thinking, the way they think about learning changes. Emphasize the teachers must allow their learners to think for themselves at their own level. For instance, rote learning higher-order skills (e.g., recalling complex responses) is simply teachers still doing the thinking and learners only remembering what to do.
As teachers in charge of developing higher-order thinking among learners, it is also important to display and integrate competencies found in PPST Domain 3 and Domain 4 – understanding the various contexts of learners and applying developmentally-appropriate principles in the teaching-and-learning process.
Remind the participants on the relationship between LOTS and HOTS – that higher-order thinking must be built upon what the learner already knows at a lower-order.
Purpose of the Slide:
To emphasize that higher-order thinking, although differs at grade levels, must be developed among all learners.
Notes to the Presenter:
There may be people who think that higher-order thinking can only be done in secondary schools or at the university level. Remind the participants that learners can still do higher-order thinking at their own level. When young learners undertake relevant higher-order thinking, the way they think about learning changes. Emphasize the teachers must allow their learners to think for themselves at their own level. For instance, rote learning higher-order skills (e.g., recalling complex responses) is simply teachers still doing the thinking and learners only remembering what to do.
As teachers in charge of developing higher-order thinking among learners, it is also important to display and integrate competencies found in PPST Domain 3 and Domain 4 – understanding the various contexts of learners and applying developmentally-appropriate principles in the teaching-and-learning process.
Remind the participants on the relationship between LOTS and HOTS – that higher-order thinking must be built upon what the learner already knows at a lower-order.
Purpose of the Slide:
To emphasize that higher-order thinking, although differs at grade levels, must be developed among all learners.
Notes to the Presenter:
There may be people who think that higher-order thinking can only be done in secondary schools or at the university level. Remind the participants that learners can still do higher-order thinking at their own level. When young learners undertake relevant higher-order thinking, the way they think about learning changes. Emphasize the teachers must allow their learners to think for themselves at their own level. For instance, rote learning higher-order skills (e.g., recalling complex responses) is simply teachers still doing the thinking and learners only remembering what to do.
As teachers in charge of developing higher-order thinking among learners, it is also important to display and integrate competencies found in PPST Domain 3 and Domain 4 – understanding the various contexts of learners and applying developmentally-appropriate principles in the teaching-and-learning process.
Remind the participants on the relationship between LOTS and HOTS – that higher-order thinking must be built upon what the learner already knows at a lower-order.
Purpose of the Slide:
To emphasize that higher-order thinking, although differs at grade levels, must be developed among all learners.
Notes to the Presenter:
There may be people who think that higher-order thinking can only be done in secondary schools or at the university level. Remind the participants that learners can still do higher-order thinking at their own level. When young learners undertake relevant higher-order thinking, the way they think about learning changes. Emphasize the teachers must allow their learners to think for themselves at their own level. For instance, rote learning higher-order skills (e.g., recalling complex responses) is simply teachers still doing the thinking and learners only remembering what to do.
As teachers in charge of developing higher-order thinking among learners, it is also important to display and integrate competencies found in PPST Domain 3 and Domain 4 – understanding the various contexts of learners and applying developmentally-appropriate principles in the teaching-and-learning process.
Remind the participants on the relationship between LOTS and HOTS – that higher-order thinking must be built upon what the learner already knows at a lower-order.
Purpose of the Slide:
To recap the discussions in the previous slides before proceeding to the introduction to the Basic SOLO model.
Notes to the Presenter:
Allow participants to respond to the questions and share their insights to the plenary. At this point, participants may already be mentioning about concepts related to the Bloom’s Taxonomy, especially in the discussion of LOTS and HOTS.
Purpose of the Slide: to express gratitude and share contact detail
Say: Thank you so much for learning with us today. See you in our next session. For any questions and clarifications about the design and learning resources, you may contact NEAP through neap.pddu@deped.gov.ph.
Other Notes:
