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

Learning Facilitators

2
 Training on Higher-Order Thinking Skills Professional Learning
Package (HOTS-PLPs) for English, Science, & Math Teachers
Session 4:
HOTS in Practice

Session 3:
Supporting HOTS in the Classroom Session 5:
through Learning Approaches Workplace Application Plan

Session 6:
Session 2: Facing the Forces
SOLO and HOTS in the Classroom

Session 1: Session 7:
HOTS-PLP Walk-through Professional Learning Community
in Schools

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Session Objectives
At the end of the session, participants will be able to…

• 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
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Presentation Outline

Presentation of the HOTS learning package

Run through the parts of the learning package.

Examine how each item in the package is crafted.

Practice answering question based on SOLO-
based item framework.
Give rationalization for a SOLO-based item
Craft SOLO-based items and justify its level

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 Supporting HOTS in the
Classroom: Worksheet 4D

6
Session Objectives
At the end of the session, participants will be
able to…
• 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.
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 SOLO TAXONOMY RUBRIC IN UNDERSTANDING
LEARNER’S
SUCCESS CRITERIA

PRESTRUCTURAL UNISTRUCTURAL MULTISTRUCTURAL RELATIONAL EXTENDED

ABSTRACT
Needs Assistance • Definition Definition identifies Definition Definition
identifies one several relevant ideas identifies several identifies several
relevant idea relevant ideas relevant ideas
and links these to and links these
the whole to the whole.
Taken into
another context.

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 TOPIC TEACHER’S ASSESSMENT OF LEARNER SOLO LEVEL

Healthy Eating 1. The learner needs help identifying the 1. _____________

healthy
eating guidelines.
2. _____________
2. The learner can identify all the healthy
eating guidelines and explain the diseases
associated with each.
3. ______________
3. The learner can identify 1 healthy eating
guidelines.
4. _______________
4. The learner can identify all the healthy eating
guidelines.
5. _______________
5. The learner can identify all the healthy eating
guidelines and explain the diseases associated
with each, adapt a recipe to make it healthy
and evaluate it.

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QUESTION TEACHER’S ASSESSMENT OF LEARNER SOLO
LEVEL
How 6. The learner identified one idea on the importance of 6. _________
important implementing Inclusive Education.
is it for
schools to 7. The learner listed some interesting ideas about the 7. _________
implement importance of implementing Inclusive Education. References
Inclusive were also listed.
Education?
8. The learner did not write any answer. 8. _________

9. The learner revealed an understanding of the complexity 9. _________

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 10. ________
justifying inclusive education in schools, a thorough and
thoughtful discussion on the impact of existing literature
and policies on understanding the inclusive school.

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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.

[email protected]

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 Training on Higher-Order Thinking Skills - Professional Learning Package

Program Management Team Session Guide Writers and Presentation Deck Editors

1. Alson Rae Luna 13. Mae Laarni M. Saporna

Research Center for Teacher Quality (RCTQ) 2. Angelica B. Buaron 14. Marie Vic C. Velasco
3. Angelo D. Uy 15. Maripaz T. Mendoza
National Educators Academy of the Philippines (NEAP) 4. Analou O. Hermocilla 16. Mark Anthony A. Durana
Professional Development Division 5. Arnel Jr. M. Camba 17. Melvin Willy II B. Roque
Quality Assurance Division 6. Eldefonso Jr. B. Natividad 18. Milaner R. Oyo-a
7. Elsie Jane M. Mantilla 19. Rejulios M. Villenes
8. Fluellen L. Cos 20. Renante Juanillo
NEAP in the Regions 9. Hera Paz B. Yamson 21. Renato N. Pacpakin
10. Jelly L. Sore 22. Rosalyn C. Gadiano
11. Jojiemar M. Obligar 23. Sally A. Palomo
12. Josephine P. Balasan 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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