S4_SD_HOTS in Practice_English.pptx

TRAINING ON HIGHER-ORDER THINKING
SKILLS PROFESSIONAL LEARNING PACKAGE
(HOTS-PLP) FOR ENGLISH TEACHERS
Date and Venue

SESSION 4
HOTS in Practice
Worksheets 4A, 4B, 4C and 4D in English
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Learning Facilitators

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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
Session Objectives
At the end of the session, participants will be able to…
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• identify the components of the HOTS learning package;
• analyze how SOLO-based item is crafted; and
• practice writing sample items and rationalization based on
the SOLO framework.
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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Presentation of the HOTS learning package
Run through the parts of the learning package.
Examine how each item in the package is crafted.
Give rationalization for a SOLO-based item
Craft SOLO-based items and justify its level
Practice answering question based on SOLO-
based item framework.

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Let’s recall…
Priming Activity

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1. What does SOLO stand for?
A. Structure of the Observed Learning Outcome
B. System of the Observed Learning Outcome
C. Structure of the Observed Learning Output
D. System of the Observed Learning Output
Ans: A

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2. How many levels are there in SOLO Taxonomy?
A. 3 C. 5
B. 4 D. 6
Ans: C

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Ans: A
3. What level of understanding does a learner demonstrate
when he can give two or more pieces of data or information?
A. Multistructural C. Relational
B. Prestructural D. Unistructural

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Ans: D
4. If a question asks for a specific answer or only one piece
of relevant data?
A. Multistructural C. Relational
B. Prestructural D. Unistructural

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Ans: True
5. SOLO Model is anchored with Bloom’s Taxonomy.
True or False

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Ans: True
6. SOLO thinking is consistent with how the brain learns.
True or False

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Ans: D
7. Which are learning approaches in Science?
I. Text Structure Strategy
II. Inquiry-based Approach
III. Question-Answer Relationship Strategy
IV. Collaborative and Cooperative Learning
A. I and II C. I and III
B. III and IV D. II and IV

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Ans: C
8. Which approach drives each learner to be responsible not
only for their own learning but also their peers?
A. Metacognitive Approach
B. Inquiry-Based Approach
C. Cooperative Learning Approach
D. Problem-solving Based Approach

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Ans: B
9. Which are the features of inquiry-based approach?
I. Learners use think-out-loud tasks.
II. Learners discover new information.
III. Learners create questions on their own.
IV. Learners make individual progress in line with the
progress of others.
A. I and II C. III and IV
B. II and III D. I and IV

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Ans: A
10. Which approach encourages not only reflection but also
promotes critical thinking and further develop HOTS?
A. Metacognitive Approach
B. Inquiry-Based Approach
C. Cooperative Learning Approach
D. Problem-solving Based Approach

SOLO-based Assessment Items
WORKSHOP 1: Worksheet 4A

Session Objectives
At the end of the session, participants will be able to…
18
• identify the components of the HOTS learning
package;
• analyze how SOLO-based item is crafted; and
• practice writing sample items and rationalization based on
the SOLO framework.
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

❑ Worksheet 4A (Individual Work – 15 minutes; Group Discussion – 15
minutes; Reporting – 15 minutes)
✔ There are three items in this worksheet.
✔ Examine each item and state your agreement and reasons for agreeing,
on the way questions, answers and justifications were formulated.
✔ Give additional input on how the item can be improved.

Worksheet 4A, Item No. 1 (Grade 10)
Question: Unistructural Acceptable Answer
Why is the Cambodian flag
important to its people?
It is important because it represents
their identity.
Discussion Point:
In the past, we were made to understand that questions that begin with
why fall under HOTS.

Question: Multistructural Acceptable Answer
List pieces of evidence that show a
decreasing number of live births to
adolescent mothers from 2016-2020
The decrease is evident because of
the following ideas stated in the text:
-decline from 2016 to 2020 with
203,085 and 157,060 births
- the record continually dropped to
183,967 in 2018 and 180,116 in
2019
Discussion Point : Listing, enumerating fall under LOTS

Question: Relational Acceptable Answer
Interview your parents… Answers may vary…
But learner has to understand the
ideas and relate these to the actual
belief of his grandparents/people

Health Break
30 minutes

Writing SOLO-based
Assessment Items

Supporting HOTS in the Classroom:
WORKSHOP 2: Worksheet 4B
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Session Objectives
At the end of the session, participants will be
able to…
26
• identify the components of the HOTS
learning package;
• analyze how SOLO-based item is crafted;
and
• practice writing sample items and
rationalization based on the SOLO framework.

❑ Worksheet 4B (Individual Work – 15 mins)
✔ There are three items in this worksheet.
✔ Give an acceptable answer and explain why the question and the
answer fall on a certain SOLO level.

Worksheet 4B Item No. 1 (Grade 8)
Question: Unistructural Acceptable Answer
What do you think make
Singaporeans diverse?
All English – speaking communities
are diverse, and Singapore is no
exception.

Worksheet 4B, Item No. 2 (Grade 10)
Question: Multistructural Acceptable Answer
Based on the poem, in what aspects is the
speaker different from the person she talked
about?
The speaker and the subject differ in the
following aspects:
Religion – how they pray
Culture – the food and how they dress
Language – how they speak
Race – the color of their hands/skin

Worksheet 4B, Item No. 3 (Grade 10)
Question: Relational Acceptable Answer
Your task is to report the results of
the survey to the class. How will
you explain the information
provided?

Supporting HOTS in the
Classroom: Worksheet 4C
32

Session Objectives
able to…
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learning package;
and
rationalization based on the SOLO framework.

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Let’s FOCUS!
• Let’s do the double this, double that activity

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Looking Back!
• How did you find the activities 4A and 4B?
• Share your insights to the group!

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Objective of the Session
Participants are expected to critically
provide rationalization on the given SOLO-
based items.

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WORKSHEET 4C
Read the items in Worksheet 4C.
Then give the rationalization.
Do this for 30 minutes.
Let’s move on!

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WORKSHEET 4C
Do this for 40 minutes.
Let’s do it!

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Find your partner and exchange your outputs.
Analyze your partner’s responses and be able to give
comments and suggestions when needed.
Think -Pair!

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Group Work!
Discuss your answers with your group mates/ table.
Share your responses. Give comments or
suggestions . 10 minutes

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Group Sharing!
Each group is given 3 minutes to share their output to
the class/group.

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Let’s sum it up!

Supporting HOTS in the
Classroom: Worksheet 4D
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Session Objectives
able to…
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learning package;
and
rationalization based on the SOLO
framework.

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PRESTRUCTURAL UNISTRUCTURAL MULTISTRUCTURAL RELATIONAL EXTENDED
ABSTRACT
Needs Assistance • Definition
identifies one
relevant idea
Definition identifies
several relevant ideas
Definition
identifies several
relevant ideas
and links these to
the whole
Definition
identifies several
relevant ideas
and links these
to the whole.
Taken into
another context.
SOLO TAXONOMY RUBRIC IN UNDERSTANDING
LEARNER’S
SUCCESS CRITERIA

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TOPIC TEACHER’S ASSESSMENT OF LEARNER SOLO LEVEL
Healthy Eating 1. The learner needs help identifying the
healthy
eating guidelines.
2. The learner can identify all the healthy
eating guidelines and explain the diseases
associated with each.
2. The learner can identify 1 or 2 healthy
eating guidelines.
eating guidelines.
eating guidelines and explain the diseases
associated with each, adapt a recipe to
make it healthy and evaluate it.
1. _____________
1. _____________
1. ______________
1. _______________
1. _______________

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QUESTION TEACHER’S ASSESSMENT OF LEARNER SOLO
LEVEL
How
important
is it for
schools to
implement
Inclusive
Education?
6. The learner identified one idea on the importance of
implementing Inclusive Education.
7. The learner listed some interesting ideas about the
importance of implementing Inclusive Education. References
were also listed.
8. The learner did not write any answer.
9. The learner revealed an understanding of the complexity
of the issues in inclusive education and presented a strong
line of reasoning throughout. The conclusion was so
convincing and forceful.
10. The learner provided a comprehensive set of reasons for
justifying inclusive education in schools, a thorough and
thoughtful discussion on the impact of existing literature
and policies on understanding the inclusive school.
6. _________
7. _________
8. _________
9. _________
10. ________

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WORKSHEET 4D
Given the stem, complete the table by indicating
questions under the three levels, the acceptable
answer for each level and the rationalization. Do
this for 1 hour and submit your output.

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GROUP WORK
• Discuss the assigned worksheet with your
group mates and come up with your group
output. Choose a leader to report your output
to the class.
• Then, come up with your group insights and
realizations based on the items in the
Worksheet.

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GROUP DISCUSSION

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SHARING OF OUTPUT
AND GROUP INSIGHTS

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When formulating questions,
teachers can scaffold the
progression from LOTS to HOTS.

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As teachers, we must know the
learning style of our learners in
order to apply appropriate teaching
strategy and assessment using
SOLO-based questions.

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HOTS defines the quality of questions
prepared by the teacher in order to
develop the critical, analytical, and
higher order thinking skills of learners.
SOLO determines the responses of the
learners to the questions developed by
the teachers and how the learners
respond to the situation.

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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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