Science_Session 3_SD_Supporting Classroom Teaching-Learning through Learning Approaches - QA_Version_2.pptx

TRAINING ON HIGHER-ORDER THINKING
SKILLS PROFESSIONAL LEARNING PACKAGE
(HOTS-PLP) FOR SCIENCE TEACHERS
August 21 – 25, 2023

Supporting Classroom Teaching-and-
Learning through Learning Approaches
2
Lester C. Pabalinas
Christian Rhee A. Bongo
Alice C. Raganas
Charmaine Vera A. Ramos
Lornell V. Ramos

3
🔥 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
Session 3:
Supporting HOTS in the
Classroom through Learning
Approaches

🔥 Training on Higher-Order Thinking Skills PLP
Kumustahan!
4
a. How well do you understand the SOLO Model? Rate the level
of your understanding.
b. In what aspects of life are the SOLO Model and levels
applicable?
c. With this, how would you ensure that you develop HOTS
among your learners following the SOLO Model?

Session Objectives
At the end of the session, participants will be able to:
5
• identify and describe various learning approaches that
support the SOLO Model in Science;
• design an instructional activity that integrates SOLO
levels with a specific learning approach for Science
competency; and
• foster adaptability and openness to embracing learning
approaches that are SOLO Model driven.
PPST Strand 1.5. (P & HP) Strategies for developing critical and creative thinking, as well as other higher-order thinking skills
PPSSH Strand 3.2 – (P)Teaching performance feedback
PPSS Strand 3.1. (P) Support for Instructional Leadership

Presentation Outline
6
Priming Activity
Activity 1: Straight from the Field
Learning Approaches in Science
Activity 2: Group Output: Select and Dissect
Activity 3: Answering Worksheet # 3
Wrap Up: Connected to Commit

7

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1. The participants will be divided into five groups. This activity has two parts:
Group discussion and Group presentation.
A. Group Discussion
● Discuss and describe common learning approaches you utilized in
the field. Descriptions may be written in bullet points only.
● Give remarks on the utilization of learning approaches by citing
percentage or how often you use these learning approaches.
● Your group is given 15 minutes to discuss, make the summary chart,
and plan for your presentation.

9
Learning Approach
Description
(bullet points)
Remarks
(How often is the learning
approach utilized?)
c. Summarize your discussion in your group’s manila paper. Choose only three
approaches to include in the chart. Follow the template below.

10
B. Group Presentation
● Share the three learning approaches like how field reporting is done on
radio and television. Your group will be given a maximum of three
minutes only for the presentation.

11

12
Group
Presentations

13
Processing
Questions

14
1. Looking at the tables of your group titled “straight from the field”,
● how did you choose or narrow down the three approaches that
you included in the chart?
● are the identified learning approaches SOLO Model driven? If
yes, why? And if No, why not?
2. Based on the given description of the learning approaches, which
do you think would be most applicable in teaching Science?

15
3. From the given description of the identified learning
approaches, how could these help in developing the higher order
thinking skills of the learners?

Learning Approaches
16

What is a learning approach?
17
• an element used by teachers to help students understand the
information in depth
Aflalo, E., & Gabay, E. (2013)
• primary focus is not on the amount of how much is learned,
but on the way people learn
Urhahne, D. (2020)
Aflalo, E., & Gabay, E. (2013). Learning approach and learning: Exploring a new technological learning system. International Journal for the Scholarship of Teaching and
Learning, 7(1). doi.org/10.20429/ijsotl.2013.070114
Urhahne, D. (2020). Learning approaches. Educational Psychology, 40(5), 533-534. https://doi.org/10.1080/01443410.2020.1755503

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

Learning Approaches in Teaching Science
❑ Collaborative and Cooperative Learning Approaches
❑ Inquiry-based Approaches
❑ Metacognitive Approach

1. Collaborative and Cooperative Learning Approaches
✔ a set of processes that helps learners interact
with one another to accomplish a common goal
or create output as evidence of learning
✔ learners are responsible for their individual
work and the work of the team and make
individual progress in line with the progress of
others
✔ drives each learner to be responsible not only
for their own learning but also for their peer

1. What sample practices/activities in your classroom
that can provide further explanation how this
learning approach can be applied in the classroom?
1. How is SOLO Framework aligned to the learning
approach and/or strategy?
21

2. Inquiry-based Approaches
✔ learners create questions on their own,
design methods to answer their
questions, gather and interpret relevant
data, and draw appropriate conclusions
related to their question
✔ learners discover new information with the guidance of the teacher
✔ allows the learners to develop higher-order thinking skills rather than just
rote learning and memorization

1. 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.
2. Structured Inquiry – Students investigate a teacher-
presented question through a prescribed procedure. The goal is
to provide explanation based on evidence collected during the
research process.
23

3. Guided Inquiry – Students investigate a teacher-
presented question using student designed/selected
procedures.
4. Open Inquiry – Students investigate questions that
are student formulated through student
designed/selected procedure.
24

Let’s Try! How will you do inquiry-based teaching given the competency
below?
Competency: Investigate properties of acidic and basic mixtures using
natural indicators (S7MT-Ii-6)
Limited/Confirmation Inquiry Structured Inquiry
Guided Inquiry Open Inquiry

How will this approach contribute in the
development of SOLO Levels among
the learners?

3. Metacognitive Approach
✔ learners are encouraged to assess their learning strengths and weaknesses
and utilize them to their advantage
✔ sample activities are journaling, think-out-loud tasks
✔ the teacher incorporates metacognitive activities in instruction that not only
encourage reflection but also promotes critical thinking and further develop
HOTS

A popular framework for defining the levels of metacognitive learners comes
from David Perkins (1992). There are four levels of learner:
Tacit Aware Strategic Reflective

STAGES
You Plan Do

The ‘You’ stage…
• involves giving students a lesson starter
• What is my prior knowledge about the topic?
• What strategy did I use previously to learn about this topic?
Yo
u
Pl
an
Do

The ‘Plan’ stage…
• consists of setting pupils a task (a learning goal). The learning goal needs
to be clear and explicit. Predicting how well they will perform a task can
also aid metacognition.
• What approach will I employ to learn the topic?
• What specific strategies will I take?
• How long will I do this? What efforts must I give?
• What could potentially go wrong?
Yo
u
Pl
an
Do

In the ‘Do’ stage…
• the pupils will carry out the task, monitoring their progress as they go.
• ‘I am doing the task successfully because…’,
• ‘this strategy is working because…’,
• ‘I am confused by…’,
• ‘I might have to change my strategy because…’, and
• ‘my next steps are…’
3. Metacognitive Approach Yo
u
Pl
an
Do

How is metacognitive
approach
applied in the sample?
KNOW
• Photosynthesis is
a process used by
plants and other
organisms
• It converts light
energy into
chemical energy
WANT
• What is the basic
process of
photosynthesis?
• What are the
advantages of
photosynthesis?
LEARN
• During
photosynthesis,
light energy is
captures and used
to convert water,
carbon dioxide,
and minerals into
oxygen and
energy-rich
organic
compounds.
• Photosynthesis
helps in providing
oxygen in the
atmosphere and
decreases the
concentration of

1. What sample strategies can we provide to further
explain how is this learning approach being applied
in the classroom?
2. How is SOLO Framework aligned to the learning
approach and/or strategy?
3. Among the three approaches, which has the
strongest alignment in the SOLO Framework?
Why?
34

Activity 2: Select and Dissect!
35

1. The class will be divided into groups.
1. Each member will pick one competency from the MELCs
to work on and a learning approach to apply in their
development of activities suited for learners to achieve
their set objectives.
1. Use the soft copy of the template for uniform presentation.
1. Submit your output in the google drive. Using the same
link.

4. Choose one member of the group to present an output for
a maximum of 5 minutes. The output will be rated based on
the given rubric.

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

Group
Presentations

Processing
Questions

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

Activity 3: Worksheet #3
45

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

47

48

Activity 3: Worksheet # 3

Wrap up: Committed to Connect!
50

1. As members of the SOLO Model Advocates,
participants are to write a commitment
statement on the first half of the commitment
form (5 minutes).
1. Altogether, the group will recite the second
half of the commitment (SOLO) with right
hands raised.

53
“The hardest part of any task is staying committed to its
completion. One can think of several compelling reasons to
give up commitment. But living up to a commitment and being
committed reflects a person’s integrity and character.”
Simran Khurana

54
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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Thank you.
neap.pddu@deped.gov.ph
55

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