684891283-S4-SD-HOTS-in-Practice-Science.pptx

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

2. SESSION 4 HOTS in Practice Worksheets 4A, 4B, 4C and 4D in Science ‹#› Learning Facilitators

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

4. 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. PPST Strand 1.5. (P & HP) S trategies 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. 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. Give rationalization for a SOLO-based item Craft SOLO-based items and justify its level Practice answering question based on SOLO-based item framework.

6. ‹#› Let’s recall… Priming Activity

7. ‹#› 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

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

9. ‹#› 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

10. ‹#› 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

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

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

13. ‹#› 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

14. ‹#› 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

15. ‹#› 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

16. ‹#› 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

17. SOLO-based Assessment Items WORKSHOP 1: Worksheet 4A

18. 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.

19. WRITER’S REFLECTION

20. Health Break

21. Writing SOLO-based Assessment Items

22. Supporting HOTS in the Classroom: WORKSHOP 2: Worksheet 4B ‹#›

23. 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.

24. Anticipation-Reaction Guide Directions: Write check (√)in the Anticipation Column if the statement is correct and (x) if it is incorrect. ‹#› Anticipation Statement Reaction 1. In writing a superstem in a relational level, the students need to use two or more discrete closures directly related to separate pieces of relevant information contained in the stem. 2.   The students answer that sodium chloride, unlike carbon dioxide, is an ionic compound and as such is made from a metal and a non-metal, and has a high melting point, it is soluble in water and the solution will conduct electricity. However, since it is a compound and not a mixture it is, like carbon dioxide a pure substance made from more than one element with a constant composition. Carbon dioxide is a covalent compound and therefore is formed by two non-metals, it is not readily soluble in water and does not conduct electricity. This is an example of multistructural level of SOLO model. 3. Sodium chloride is an example of an ionic compound. This is an example of unistructural level of of SOLO model. 4. Sodium chloride is an ionic compound. It is made from a metal and a non-metal. It has a high melting point. It is soluble in water, and it conducts electricity. Carbon dioxide is a covalent compound. It may be a solid liquid or a gas. It is formed by two non-metals. This is an example of multistructural level. 5. Words used for unistructural level are: identify, name,follow a simple procedure and f forward single focus problem and recite.

25. REVIEW What do you mean by unistructural level of SOLO Model? Unistructural Level At this stage, the learner gets to know just a single relevant aspect of a task or subject; the student gets a basic understanding of a concept or task. Therefore, a student is able to make easy and apparent connections, but he or she does not have any idea how significant that information be or not. In addition, the students’ response indicates a concrete understanding of the task, but it focuses on only one relevant aspect. ‹#›

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27. REVIEW What about multistructural level of SOLO Model? Multistructural Level At this stage, students gain an understanding of numerous relevant independent aspects. Despite understanding the relationship between different aspects, its relationship to the whole remains unclear. Suppose the teacher is teaching about several topics and ideas, the students can make varied connections, but they fail to understand the significance of the whole. The students’ responses are based on relevant aspects, but their responses are handled independently. ‹#›

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29. REVIEW What about relational level of SOLO Model? Relational Level This stage relates to aspects of knowledge combining to form a structure. By this stage, the student is able to understand the importance of different parts in relation to the whole. They are able to connect concepts and ideas, so it provides a coherent knowledge of the whole thing. Moreover, the students' response indicates an understanding of the task by combining all the parts, and they can demonstrate how each part contributes to the whole. ‹#›

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31. Activity: Group Activity Directions: Below is a worksheet. Read item number 1 and give acceptable answers for unistructural, multistructural and relational levels of SOLO model. The worksheet is composed and provided with competency, stem, question and rationalization. The column in the acceptable answer will be your task. Do it honestly and religiously. Item 1.Note:You will be given a hardcopy for this worksheet. ‹#› Competency Stem Question Acceptable Answer Rationalization Explain how the respiratory and circulatory systems work together to transport nutrients, gases, and other molecules to and from the different parts of the body. (Grade 9) The circulatory system, which is made up of the heart and blood vessels, supports the respiratory system by bringing blood to and from the lungs. The circulatory system helps deliver nutrients and oxygen from the lungs to tissues and organs throughout the body. It also helps remove carbon dioxide and waste products. For example, when exercising, humans rely on the respiratory and circulatory systems working together to ensure an adequate supply of oxygen and essential nutrients to cells and removal of waste products from cells in the body. Unistructural   State the essential gas that this athlete will require to continue exercising. The response is unistructural requiring the learner to provide a single response, which simply requires rote learning or memorization.

32. Activity: Group Activity ‹#› Competency Stem Question Acceptable Answer Rationalization Explain how the respiratory and circulatory systems work together to transport nutrients, gases, and other molecules to and from the different parts of the body. (Grade 9) Multistructural   Give the main or major organ of circulatory and respiratory systems?   The response is multistructural requiring the learner to provide two or more answers which simply requires enumerating the major organ of circulatory and respiratory systems.

33. Activity: Group Activity ‹#› Competency Stem Question Acceptable Answer Rationalization Explain how the respiratory and circulatory systems work together to transport nutrients, gases, and other molecules to and from the different parts of the body. (Grade 9) The circulatory system, which is made up of the heart and blood vessels, supports the respiratory system by bringing blood to and from the lungs. The circulatory system helps deliver nutrients and oxygen from the lungs to tissues and organs throughout the body. It also helps remove carbon dioxide and waste products. For example, when exercising, humans rely on the respiratory and circulatory systems working together to ensure an adequate supply of oxygen and essential nutrients to cells and removal of waste products from cells in the body. How do circulatory and respiratory works together? The response is relational , requiring the learners to connect how respiratory and circulatory works together. The learner’s response demonstrates an understanding of the topic by being able to join all the parts together.

34. Analysis: Guide Questions 1. Based on your consolidated answers, when can we say that the acceptable answers are unistructural, multistructural and relational levels of SOLO model? ‹#›

35. 2. What do you mean by unistructural , multistructural and relational? ‹#›

36. Abstraction: Guide Questions 1. Why is it important to have a good stem? ‹#›

37. 2. Do you think you can make questions based on the stem the three (3) different levels of SOLO model namely the unistructural,multistructural and relational? ‹#›

38. 3. As classroom teachers, how are you going to help students from unistructural to become multistructural and relational? ‹#›

39. 4. What do you think is your impact or contribution in helping learners develop their higher order thinking skill? ‹#›

40. Application: Answer the items 2 and 3. Let the participants answer the items 2 and 3 in Worksheet 4B for 10 minutes. ‹#›

41. Anticipation-Reaction Guide Directions: Write check (√)in the Reaction Column if the statement is correct and (x) if it is incorrect. ‹#› Anticipation Statement Reaction 1. In writing a superstem in a relational level, the students need to use two or more discrete closures directly related to separate pieces of relevant information contained in the stem. 2.   The students answer that sodium chloride, unlike carbon dioxide, is an ionic compound and as such is made from a metal and a non-metal, and has a high melting point, it is soluble in water and the solution will conduct electricity. However, since it is a compound and not a mixture it is, like carbon dioxide a pure substance made from more than one element with a constant composition. Carbon dioxide is a covalent compound and therefore is formed by two non-metals, it is not readily soluble in water and does not conduct electricity. This is an example of multistructural level of SOLO model. 3. Sodium chloride is an ionic compound. It is made from a metal and a non-metal. It has a high melting point. It is soluble in water, and it conducts electricity. Carbon dioxide is a covalent compound. It may be a solid liquid or a gas. It is formed by two non-metals. This is an example of multistructural level. 4. Sodium chloride is an example of an ionic compound. This is an example of unistructural level of of SOLO model. 5. Words used for unistructural level are: identify, name,follow a simple procedure and forward single focus problem and recite.

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43. Supporting HOTS in the Classroom: WORKSHOP 3: Worksheet 4C ‹#›

44. 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.

45. Anticipation-Reaction Guide Directions: Write check (√)in the Anticipation Column if the statement is correct and (x) if it is incorrect. ‹#› Anticipation Statement Reaction 1. The circulatory system is defined as the system that contains the heart and the blood vessels and moves blood throughout the body. This is an example of relational level of SOLO model. 2.   Name three of the main naturally occurring greenhouse gases. This is an example of multistructural question of SOLO model. 3. Rewrite the student’s answer correctly. This is an example of unistructural level of SOLO model. 4. Progesterone is a hormone that is secreted by the ovarian corpus luteum during the first ten weeks of pregnancy . This is an example of unistructural level of SOLO model. 5. There are several factors affecting chemical reactions. In this case (food preservation), two factors may be applied. First is the temperature. Decreasing the temperature decreases the rate at which a chemical reaction occurs. Therefore, it is advisable to keep the food refrigerated. Second is the presence and concentration of the reactant. In this case, decreasing the amount of oxygen decreases the rate of food spoilage. Oxygen oxidizes enzymes that speeds up the chemical reaction in food. It also promotes growth of microorganisms. That’s why it is advisable to store food in an airtight container. This is an example of relational level of SOLO model.

46. Activity: Group Activity Directions: Below is a worksheet. Read item number 1 and give acceptable answers and rationalization for unistructural, multistructural and relational levels of SOLO model. The worksheet is composed and provided with competency, stem, and question. The columns in the acceptable answer and rationalization will be your task. Do it honestly and religiously. ‹#› Competency Stem Question Acceptable Answer Rationalization Describe the feedback mechanisms involved in regulating processes in the female reproductive system. Learning Code: S10LTIIIc-35 The menstrual cycle of humans is controlled by a number of hormones that are produced by different glands in the body. The diagram below shows the changes that occur in the uterine lining of a female during a menstrual cycle, which are controlled by hormones. On average the menstrual cycle lasts 28 days with menses (or bleeding) signifying the end of a cycle and onset of another. Unistructural What hormone which is identified by the black arrow on the diagram? .

47. Activity: Group Activity ‹#› Competency Stem Question Acceptable Answer Rationalization Describe the feedback mechanisms involved in regulating processes in the female reproductive system. Learning Code: S10LTIIIc-35 The menstrual cycle of humans is controlled by a number of hormones that are produced by different glands in the body. The diagram below shows the changes that occur in the uterine lining of a female during a menstrual cycle, which are controlled by hormones. On average the menstrual cycle lasts 28 days with menses (or bleeding) signifying the end of a cycle and onset of another. Multistructural Based on the diagram, name at least one (1) phase of menstrual cycle and determine what days that this phase started and ended.  

48. Activity: Group Activity ‹#› Competency Stem Question Acceptable Answer Rationalization Describe the feedback mechanisms involved in regulating processes in the female reproductive system. Learning Code: S10LTIIIc-35 The menstrual cycle of humans is controlled by a number of hormones that are produced by different glands in the body. The diagram below shows the changes that occur in the uterine lining of a female during a menstrual cycle, which are controlled by hormones. On average the menstrual cycle lasts 28 days with menses (or bleeding) signifying the end of a cycle and onset of another. Based on the diagram, can you describe the processes involved in menstrual cycle?

49. Analysis: Guide Questions 1. Based on your consolidated answers, when can we say that the acceptable answers are unistructural,multistructural and relational? ‹#›

50. 2. What are your bases in formulating your acceptable answers in unistructural, multistructural and relational? ‹#›

51. Abstraction: Guide Questions 1. How did you formulate the rationalization in unistructural, multistructural and relational levels of SOLO model? ‹#›

52. 2. Can you discuss to the group which levels of SOLO model namely the unistructural,multistructural and relational did you find it difficult to formulate acceptable answers and rationalization? Why? ‹#›

53. 3. What are your strategies in formulating acceptable answers and rationalization based on the given stem? How did you do it? ‹#›

54. Application: Answer the items 2 and 3. Let the participants answer the items 2 and 3 in Worksheet 4B for 15 minutes. ‹#›

55. Anticipation-Reaction Guide Directions: Write check (√)in the Anticipation Column if the statement is correct and (x) if it is incorrect. ‹#› Anticipation Statement Reaction 1. The circulatory system is defined as the system that contains the heart and the blood vessels and moves blood throughout the body. This is an example of relational level of SOLO model. 2.   Name three of the main naturally occurring greenhouse gases. This is an example of multistructural question of SOLO model. 3. Rewrite the student’s answer correctly. This is an example of unistructural level of SOLO model. 4. Progesterone is a hormone that is secreted by the ovarian corpus luteum during the first ten weeks of pregnancy . This is an example of unistructural level of SOLO model. 5. There are several factors affecting chemical reactions. In this case (food preservation), two factors may be applied. First is the temperature. Decreasing the temperature decreases the rate at which a chemical reaction occurs. Therefore, it is advisable to keep the food refrigerated. Second is the presence and concentration of the reactant. In this case, decreasing the amount of oxygen decreases the rate of food spoilage. Oxygen oxidizes enzymes that speeds up the chemical reaction in food. It also promotes growth of microorganisms. That’s why it is advisable to store food in an airtight container. This is an example of relational level of SOLO model.

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57. Health Break

58. Supporting HOTS in the Classroom: WORKSHOP 4: Worksheet 4D ‹#›

59. 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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61. ‹#› Capacity Building for Mentors on the Higher Order Thinking Skills Professional Learning Package (HOTS – PLPs) for Science, Mathematics and English/Reading Name: ________________________________ Division: _________________________ Worksheet No. 4C Position: __________________________ Region: __________________________ Plenary Session No. 7 Item 1 Competency Stem Unistructural Question Acceptable Answers Rationalization Predict the effect of changes in one population on other populations in the ecosystem. A food chain represents a series of events in which energy in the form of food is transferred from one organism to another in an ecosystem. The following food chain was drawn by a student during their science lesson.

62. ‹#› Capacity Building for Mentors on the Higher Order Thinking Skills Professional Learning Package (HOTS – PLPs) for Science, Mathematics and English/Reading Name: ________________________________ Division: _________________________ Worksheet No. 4C Position: __________________________ Region: __________________________ Plenary Session No. 7 Item 1 Competency Stem Unistructural Question Acceptable Answers Rationalization Predict the effect of changes in one population on other populations in the ecosystem. A food chain represents a series of events in which energy in the form of food is transferred from one organism to another in an ecosystem. The following food chain was drawn by a student during their science lesson. Place the grass, grasshopper and chicken under the appropriate biological label. Grass = producer, Consumers = grasshopper and chicken Requiring the students to provide place the three organisms under the label that fits. It is based upon rote learning or memorization .

63. ‹#› Capacity Building for Mentors on the Higher Order Thinking Skills Professional Learning Package (HOTS – PLPs) for Science, Mathematics and English/Reading Name: ________________________________ Division: _________________________ Worksheet No. 4C Position: __________________________ Region: __________________________ Plenary Session No. 7 Item 2 Competency Stem Multistructural Question Acceptable Answers Rationalization Predict the effect of changes in one population on other populations in the ecosystem. A food chain represents a series of events in which energy in the form of food is transferred from one organism to another in an ecosystem. The following food chain was drawn by a student during their science lesson.

64. ‹#› Capacity Building for Mentors on the Higher Order Thinking Skills Professional Learning Package (HOTS – PLPs) for Science, Mathematics and English/Reading Name: ________________________________ Division: _________________________ Worksheet No. 4C Position: __________________________ Region: __________________________ Plenary Session No. 7 Item 2 Competency Stem Multistructural Question Acceptable Answers Rationalization Predict the effect of changes in one population on other populations in the ecosystem. A food chain represents a series of events in which energy in the form of food is transferred from one organism to another in an ecosystem. The following food chain was drawn by a student during their science lesson. The student has missed another possible link in this food chain. Add it onto the diagram. Why did you add this particular link to the food chain? Require the students to think about at least two elements or ideas in order to answer the question.

65. ‹#› Name: ________________________________ Division: _________________________ Worksheet No. 4C Position: __________________________ Region: __________________________ Plenary Session No. 7 Item 3 Competency Stem Relational Question Acceptable Answers Rationalization Predict the effect of changes in one population on other populations in the ecosystem. A food chain represents a series of events in which energy in the form of food is transferred from one organism to another in an ecosystem. The following food chain was drawn by a student during their science lesson. Capacity Building for Mentors on the Higher Order Thinking Skills Professional Learning Package (HOTS – PLPs) for Science, Mathematics and English/Reading

66. ‹#› Name: ________________________________ Division: _________________________ Worksheet No. 4C Position: __________________________ Region: __________________________ Plenary Session No. 7 Item 3 Competency Stem Relational Question Acceptable Answers Rationalization Predict the effect of changes in one population on other populations in the ecosystem. A food chain represents a series of events in which energy in the form of food is transferred from one organism to another in an ecosystem. The following food chain was drawn by a student during their science lesson. Explain what is likely to happen initially to the organisms in this food chain if the population of grasshoppers tripled suddenly? What might happen after 4 months? T here are two major changes likely initially. The first is that the population of chickens is likely to increase with a highly nutritious food source (i.e., grasshoppers) available as long as roosters are also present. The second is that the amount of grass available will quickly be used. After 3 months, grasshoppers will either die off due to no grass, be eaten or fly to another area where grass is plentiful. The lack of grass and grasshoppers available in the area will result in a decrease in the number of chickens. They will die off unless they are fed by hand. Requires students to move beyond what they can interpret from the diagram of the food chain. To answer this question, they must understand the connections among the organisms realizing that increases in population numbers are temporary given limited food sources. Capacity Building for Mentors on the Higher Order Thinking Skills Professional Learning Package (HOTS – PLPs) for Science, Mathematics and English/Reading

67. ‹#› ABSTRACTION

68. Basic Response Structure (1982) X X X Cue Response R X = irrelevant or inappropriate Kinds of data used: = related and given in display = related and hypothetical, not given irrelevant relevant related & hypothetical

69. Basic Response Structure (1982) X X X Cue Response R X = irrelevant or inappropriate Kinds of data used: = related and given in display = related and hypothetical, not given PRESTRUCTURAL

70. Basic Response Structure (1982) X X X Cue Response R X = irrelevant or inappropriate Kinds of data used: = related and given in display = related and hypothetical, not given UNISTRUCTURAL

71. Basic Response Structure (1982) X X X Cue Response R X = irrelevant or inappropriate Kinds of data used: = related and given in display = related and hypothetical, not given MULTISTRUCTURAL

72. Basic Response Structure (1982) X X X Cue Response R X = irrelevant or inappropriate Kinds of data used: = related and given in display = related and hypothetical, not given RELATIONAL

73. Basic Response Structure (1982) X X X Cue Response R 1 X = irrelevant or inappropriate Kinds of data used: = related and given in display = related and hypothetical, not given EXTENDED ABSTRACT R 2 R 3

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75. ‹#› 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 Alson Rae Luna Angelica B. Buaron Angelo D. Uy Analou O. Hermocilla Arnel Jr. M. Camba Eldefonso Jr. B. Natividad Elsie Jane M. Mantilla Fluellen L. Cos Hera Paz B. Yamson Jelly L. Sore Jojiemar M. Obligar Josephine P. Balasan Mae Laarni M. Saporna Marie Vic C. Velasco Maripaz T. Mendoza Mark Anthony A. Durana Melvin Willy II B. Roque Milaner R. Oyo-a Rejulios M. Villenes Renante Juanillo Renato N. Pacpakin Rosalyn C. Gadiano Sally A. Palomo Wilma S. Carrera NEAP Central Office Abdul Haiy A. Sali Guillermo Nikus Telan Dir. Leah B. Apao Jerson R. Capuyan Richie Carla Vesagas