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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.
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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.
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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.
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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.
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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 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.
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.
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.
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.
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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 Session 2 of a teacher training program conducted by the British Council and Estado de Guanajuato in 2014. It discusses the importance of needs analysis in teacher training and outlines several key topics to be covered in the session, including understanding the roles and skills of effective teacher trainers, different models of teacher training, and how to complete a needs analysis form and analyze the results.
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2. The importance of differentiation is discussed in the context of brain research, which shows negative emotions inhibit learning while positive environments support memory and learning. Differentiating content by readiness is important so tasks are in students' zone of proximal development.
3. Differentiating in a world language classroom can be done using proficiency levels to meet students where they are and provide the right level of challenge. The document provides steps to plan a differentiated unit including assessing students, choosing products and processes.
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1. What sample strategies can we provide to further explain how is this learning approach being applied in the classroom?
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- 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.
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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 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 district professional development meeting focused on collaborative work to identify essential learning outcomes. Participants learned about documenting their collaborative work, identifying the essential knowledge, skills, and vocabulary needed to achieve learning outcomes, and using standards to guide instructional planning. The key messages were about using limited instructional time strategically and collaboratively determining what students must know and be able to do through their work.
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 professional learning communities (PLCs) and their role in promoting collaborative learning and sustained school improvement. It provides an agenda for a training on PLCs that will give an overview of their structure and function, how they promote improved teaching and learning, protocols that facilitate learning, and their role in a culture of teacher-directed professional development focused on student learning. The training will review essential elements of PLCs, protocols for examining professional practice, discussions, and student work, as well as how to address issues and problems. It emphasizes the importance of collaboration, continuous improvement, and results orientation for effective PLCs.
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This document outlines an agenda for a professional development session that covers several topics:
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2. Teachers review the components of providing quality feedback and share examples from their own classes.
3. Presentations are given on balancing one's personal and professional responsibilities over the school year and on the stages teachers go through in their first year.
4. The remainder of the session focuses on assessment and intervention strategies, including an overview of the tiered approach to helping struggling students. Case studies are used to demonstrate how to develop profiles and intervention plans for individual students.
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3. Presentations are given on balancing one's personal and professional responsibilities over the school year and on the stages teachers go through in their first year.
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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 SCHOOL HEAD and
LEARNING 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 2:
SOLO and HOTS in the Classroom
Training on Higher-Order Thinking Skills Professional Learning Package
(HOTS-PLPs) for SCHOOL HEAD and LEARNING FACILITATORS
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…
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● 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
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Meaning of HOTS
What multitasking is and its effect
Difference between LOTS and HOTS
Importance of HOTS to learners
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Ice Breaker: “Watch and Count” (Visual)
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Ice Breaker: “Prepare what You Hear” (Audio)
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Ice Breaker: RESULTS
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🔥 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
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Analysis:
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● Have you experienced the same on what has been presented by your
classmates / groupmates?
● 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.
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Many people believe they can do two or more
tasks equally effective at the same time. Research
shows that this is not the case!!!
Study provides more compelling evidence 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!
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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.
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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 your colleague’s
thinking, do not check emails, etc.
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Educators need to be on top of their game.
If you continually multi-task you will not be!
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Can we consider the effect of multitasking
a contributory factor in the development of
one’s higher thinking skills?
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What is the difference between higher-order thinking and
lower-order thinking?
What do you mean by higher-order thinking?
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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.
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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.
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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.
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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.
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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…
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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.
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Higher order thinking - YouTube
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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)
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He who learns but does not
think, is lost!
He who thinks but does not
learn is in great danger.
- Confucius
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🔥 Training on Higher-Order Thinking Skills PLP
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. 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 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 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 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: