CLASS-B_S2B_SD_SOLO-and-HOTS-in-the-Classroom (1).pptx

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1. TRAINING ON HIGHER - ORDER THINKING SKILLS PROFESSIONAL LEARNING PACKAGE (HOTS-PLP) FOR ENGLISH, SCIENCE, AND MATH TEACHERS September 18-22, 2023 NEAP National Capital Region

2. Session 2B SOLO and HOTS in the Classroom: Introduction to the SOLO Model 2

3. 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 PPST Strand 1.5. Strategies for developing critical and creative thinking, as well as other higher-order thinking skills

4. Session 2B Objectives At the end of the session, participants will be able to: 4 discuss how Bloom’s Taxonomy helps teachers as to instructional delivery and learning assessment as well as its concerns and limitations demonstrate understanding of the Basic SOLO Model on how it can help a teacher on developing the learners’ higher-order thinking skills provide concrete applications of the SOLO Model in the classroom 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 5 Bloom’s Taxonomy The SOLO Taxonomy Solo Model in LOTS and HOTS

6. Let’s discuss quickly Bloom’s Taxonomy Bloom’s Taxonomy is named after the leader of a group of academics in 1956. There are six categories to Bloom’s Taxonomy: knowledge, comprehension, application (of the knowledge acquired), synthesis, analysis and evaluation. Benjamin Bloom Lorin Anderson David Krathwohl

7. The Bloom taxonomy levels were later revised in 2001 as remembering, understanding, applying, analyzing, evaluating and creating. Let’s discuss quickly Bloom’s Taxonomy

8. The lower-order thinking skills (LOTS) involve memorization, while higher-order thinking skills (HOTS) require applying and working on that acquired knowledge . Let’s discuss quickly Bloom’s Taxonomy

9. 9 Lower-order and higher-order thinking What is LOTS? It is about routine application of previously acquired/learnt information, such as: listing information previously memorized; following a taught procedure or plan; recalling ideas or experiences in a sequence; answering familiar or practiced questions.

10. Bloom’s Taxonomy (1956 and 2001)

11. https://granite.pressbooks.pub/teachingdiverselearners/chapter/blooms-taxonomy-2/

12. Some issues with Bloom’s Taxonomy The category of a particular question does not usually provide a link to the level of understanding in a student’s response . The suggested hierarchy, and choice of words for each level of Bloom’s Taxonomy makes it difficult to have an exact meaning (or use the idea) with young students . There are difficulties with the complexity associated with putting the ideas of Bloom into a normal classroom setting. Many words used are relevant to more than one leve l (e.g., knowledge, understand). The SOLO Taxonomy addresses these concerns!

13. The S tructure of the O bserved L earning O utcome (SOLO) Taxonomy / Model is a system to classify the QUALITY of a response based on structural complexity . SOLO was developed by John Biggs and Kevin Collis .

14. Basic SOLO Language Some new SOLO words you need to become familiar with Pre structural Uni structural Multi structural Relational Extended Abstract

15. https://educarepk.com/solo-taxonomy-versus-blooms-taxonomy.html

16. Prestructural: The learner does not focus on the relevant area / problem. There is no consistency. Closure (giving an answer) is quick. Unistructural: The learner focuses on the relevant area/ problem but uses only one piece of relevant data. Response may be inconsistent. Multistructural: Two or more pieces of data are used without any relationships perceived between them. No integration occurs. Some inconsistency may be apparent. Description of Levels in original SOLO Taxonomy/Model

17. Relational: All data are now available, with each piece woven into an overall system of relationships . The whole has become a coherent linked structure . No inconsistency within the known system. Extended Abstract: The response goes beyond what was expected at the relational level. The degree of abstraction increases. Conclusions can be held open or qualified to allow for logical alternatives . Description of Levels in original SOLO Taxonomy/Model

18. Prestructural: Yes, it always rains on Saturday. Unistructural: I think it will rain because there are many clouds in the sky. Multistructural: I think it will rain because there are clouds over there and they are dark looking and the wind is coming from that direction and … Let’s practice: “ Do you think it will rain soon?”

19. Relational: Yes, I think so. The clouds look very dark over there and the wind is getting stronger,and the air feels different. It rained yesterday and the weather seems very similar now. Extended Abstract: Yes, all the weather conditions seem to point to more rain. Dark clouds and winds from the south-west. However, it is really the dry season, and it might not happen as these same conditions happened last week and no rain occurred then. Let’s practice: “ Do you think it will rain soon?”

20. 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

21. 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 Basic Response Structure (1982)

22. 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 Basic Response Structure (1982)

23. 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 Basic Response Structure (1982)

24. 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 Basic Response Structure (1982)

25. 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 Basic Response Structure (1982)

26. https://www.educorponline.com/blog/which-taxonomy-deep-learning-blooms-or-solo

27. Describes thinking processes on a scale of increasing difficulty or complexity. It helps you think (as a teacher) where to move your student next based on their response. It even helps you think about your own thinking . How is SOLO relevant to you? To your teaching? To working with others? The SOLO Model: LOTS and HOTS

28. SOLO offers a framework you can use to: Describe a response to a learned activity or question, as well as help a teacher decide where students should proceed with their learning. Offer practical support in writing questions that can differentiate higher-order and lower-order ideas. Understand or help develop teaching programs (learning progressions) and lessons that mirror how the brain learns. The SOLO Model: Why is it so useful?

29. Getting to use Basic SOLO in different ways SOLO thinking is consistent with how the brain learns . SOLO has a strong logic moving from one level to the next. The brain cannot skip a level as each higher one depends on the one before it . SOLO offers clear learning pathways that help teachers focus on content knowledge, among other things. There are five levels in the basic SOLO model linked to how information is structured in the brain .

30. Getting to use Basic SOLO in driving . When we start learning to drive, what are some of the big ideas we need to worry about? Stepping on the accelerator? Changing gears? Using the rear-view mirror? Describe what a person driving a vehicle look like at: unistructural level? multistructural level? relational level? extended abstract level?

31. UNISTRUCTURAL: Focuses on one thing only such as the steering wheel or using the accelerator. Very dangerous time for a learner and passenger! MULTISTRUCTURAL: Follows a set procedure . Stopping only involves the brake. Not changing gears or taking one’s foot off the accelerator. This is why we need an extensive period of practice RELATIONAL: Can see connections between different aspects of driving. Actions become more routine. EXTENDED ABSTRACT: Goes beyond driving the car. The driver is competent with most aspects of driving as well as more aware outside the car at pedestrians and the drivers of other cars.

32. Getting to use Basic SOLO in cooking . The person is preparing a meal and has a recipe available. Describe what you might typically see for the following SOLO levels: unistructural level? multistructural level? relational level? extended abstract level?

33. UNISTRUCTURAL: Have trouble reading a recipe. Keep looking at individual aspects and know some individual ingredients but not many. MULTISTRUCTURAL: Can follow straightforward recipes and can make a good meal if they follow the recipe . RELATIONAL: Often does not need a recipe. Has done so much cooking, have recipes in their head, and can improvise . EXTENDED ABSTRACT: The cook would be a Chef (a professional cook) and come up with new ideas about cooking.

34. Getting to use Basic SOLO in classroom management . We are interested in the teachers’ class management. Let us think about a teacher we are watching in a class. What might be happening at different SOLO levels – from pre-structural to extended abstract? What would you say if you were a mentor for teachers if they were at different SOLO levels?

35. PRESTRUCTURAL: Students ignore the teacher. The teacher cannot control the class and pleads for quiet. Does not know what to do. UNISTRUCTURAL: The teacher focuses on one student or one incident and cannot deal with other issues. Poor behavior continues. Getting to use Basic SOLO in classroom management .

36. MULTISTRUCTURAL: Teacher is aware of a number of issues and tries to deal with them one at a time. Is usually not very successful. Spot-fire problems – puts one out and another starts up. RELATIONAL: A teacher notices a number of issues and links them together to help address the problems. The focus of solution is on the teaching decisions taken. Approach usually successful. Getting to use Basic SOLO in classroom management .

37. EXTENDED ABSTRACT: Teacher draws on other experiences such as knowledge of students, organizes lessons to minimize the chance of problems arising, using different techniques that are special with a class. Getting to use Basic SOLO in classroom management .

38. SOLO Lower- and Higher-Order Thinking and Responses Different thinking/responses can be classified as either lower- and higher-order: Lower-order Questions/Responses are at the unistructural and multistructural levels because information can be ‘taught’ in the traditional sense . Higher-order Questions/Responses are at the relational level and extended abstract, ‘teaching’ in a traditional sense is problematic. Students need to be placed in situations to develop their own connections – their own way .

39. Surface and Deep Approaches to Learning

40. Surface and Deep Learning Learning SOLO Levels Characteristics Surface Unistructural One idea Multistructural A number of independent ideas Deep Relational Ideas linked together and related Extended Abstract Extends ideas, and applies and transfers ideas to new situations

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42. 44 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 Field Personnel 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 Dir. Leah B. Apao Guillermo Nikus A. Telan Jerson R. Capuyan Richie Carla A. Vesagas