The document outlines the Workplace Application Plan (WAP) template for enhancing teachers' competencies in higher order thinking skills (HOTS) through professional learning packages in mathematics, science, and English for grades 7-10. It emphasizes the need for reform based on PISA results highlighting Filipino students' performance gaps and aligns with Philippine professional standards. The plan includes specific tasks, activities, and expected outcomes to be implemented within six months post-training.

1. (Enclosure No. 6 to DepEd Memorandum No. ______ s. 2023)
Republic of the Philippines
Department of Education
National Educators Academy of the Philippines
Workplace Application Plan (WAP) Template for HOTS-PLPs
For Teacher
I. Profile
Name Office and Position
Title of PD Programs HOTS - Professional Learning Packages
(PLPs) in Mathematics, Science, and
English/Reading
Date of Delivery
PD Program
Provider
National Educators Academy of the Philippines
in collaboration with RCTQ
Name of Immediate
Supervisor
Office and Position
II. Background and Rationale of WAP:
In 2018, the Programme for International Student Assessment (PISA) results suggested that most Filipino students need more time to be
ready for life after school. These areas of learners’ poor performance were interestingly identified in an analysis of teachers’ performance in
the Teacher Development Needs Study (TDNS, 2014). The poor assessment results for Filipino learners, therefore, necessitate a reform

2. initiative directed at supporting the strengthening of teachers’ subject knowledge and pedagogy to improve learner performance.
To assist in this reform initiative, the National Educators Academy of the Philippines (NEAP) and the Research Center for Teacher Quality
(RCTQ) collaborate to develop Professional Learning Packages (PLPs) in Mathematics, Science, and English/Reading for teachers in grades 7
and 8, and grades 9 and 10.
The PD Program [HOTS-PLPs] goals are to:
● enhance teachers’ competencies in performing SOLO-based pedagogy; and
● improve teachers’ teaching strategies and practices that promote the development of higher order thinking skills of the learners.
The following professional standards/competencies are being addressed in the HOTS-PLPs:
● address the appropriate indicators in the Philippine Professional Standards for Teachers (PPST indicators 1.5.2 and 1.5.3), the Philippine
Professional Standards for School Heads (PPSSH indicator 3.2.2), and the Philippine Professional Standards for Supervisors (PPSS
indicator 3.1.2).
III. Expected Indicators [anchored on the PD Program Goals]
Professional Standards PD Program Goals Indicators (Subtask) Application Objective
● Philippine
Professional
Standards for
● enhance teachers’
competencies in performing
SOLO-based pedagogy
● Integrate Basic SOLO
Framework in the teaching
and learning process.
Incorporate the Basic SOLO
framework in enhancing the
learners’ cognitive level and in
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3. Teachers (PPST
indicators 1.5.2
and 1.5.3), the
Philippine
Professional
Standards for School
Heads (PPSSH
indicator 3.2.2), and
the Philippine
Professional
Standards for
Supervisors (PPSS
indicator 3.1.2).
providing learning opportunities
for them to develop higher order
thinking skills (HOTS)
● improve teaching strategies
and practices that promote
the development of higher
order thinking skills of the
learners.
● Apply effective SOLO-based
pedagogy on the following:
a. instructional/lesson
plan,
b. strategies,
c. methods,
d. techniques, and
e. tactics.
● Apply the Basic SOLO
Framework in categorizing
learner responses through
the art of questioning.
IV. Implementation Plan [the WAP must be implemented within 6 months after the training]
Application Objective [it must be aligned with the PD Program Goals]
Incorporate the SOLO framework in enhancing the learners’ cognitive level and in providing learning opportunities for them to
develop higher order thinking skills (HOTS)
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4. Specific Task
[minimum of two (2)]
(Aligned with the application
objective, what are the specific
tasks of a teacher to enhance the
learners’ cognitive level and to
provide learning opportunities to
develop HOTS)
Activities
(Specify activities on the
identified task)
Timeline
(Start-end of each
activity)
Expected Outcomes/
MOVs
(It represents what is predicted
or intended to happen as a
result of implementing a specific
task or initiative)
Learning Facilitator
(Immediate Supervisor or
peer assigned to guide the
teacher)
1. [e.g. lesson
planning]
[e.g. incorporate SOLO
framework on the
instructional plan,
especially on the learning
activities]
[e.g. during the 40-
minute required
classroom observation]
[e.g. increased learners’
engagement through various
learning activities anchored
to SOLO framework]
MOVs: approved lesson
plan, formative assessment,
reflection paper, and COT
results]
[e.g. identify the names]
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5. Prepared by (name and position): Signature Date
*Reviewed by (name and position): Signature Date
**Approved by (name and position): Signature Date
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6. *for proficient teacher: reviewed by the master teacher or immediate supervisor and **approved by the school head/head teacher/OIC for schools without school
head
*for master teacher: reviewed and **approved by the school head or immediate supervisor
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