Edited.S3_SD_Supporting Classroom Teaching-Learning through Learning Approaches - edited.pptx

HOTS

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

2. Supporting Classroom Teaching-and-Learning through Learning Approaches ‹#› Name of Resource Person / Learning Facilitator

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. Kumustahan! ‹#› a. How are you in learning the SOLO Models? 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?

5. Session Objectives At the end of the session, participants will be able to: ‹#› identify and describe various learning approaches that support the SOLO Model in English, Mathematics and Science design an instructional activity that integrates SOLO levels with a specific learning approach for English, Science, or Mathematics competency 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

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

7. Activity 1: Straight from the Field ‹#›

8. Activity 1: Straight from the Field ‹#› The participants will be grouped according to their division or subject area. 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.

9. Activity 1: Straight from the Field ‹#› 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. Activity 1: Straight from the Field ‹#› 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. C. Time Allotment Your group is given 15 minutes to discuss, make the summary chart, and plan for your presentation.

11. Activity 1: Straight from the Field ‹#› <Insert> 15 minute timer

12. Activity 1: Straight from the Field ‹#› Group Presentations

13. Activity 1: Straight from the Field ‹#› Processing Questions

14. Activity 1: Straight from the Field ‹#› Looking at the tables of each group titled “straight from the field”, how did your group 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? Based on the given description of the learning approaches, which do you think would be most applicable in teaching English?Science? Mathematics? .

15. Activity 1: Straight from the Field ‹#› 3. From the given description of the identified learning approaches, how could these learning approaches help in developing the higher order thinking skills of the learners?

16. Learning Approaches ‹#›

17. What is a learning approach? ‹#› 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

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

19. ‹#› Learning Approaches in Teaching Science Collaborative and Cooperative Learning Approaches Inquiry-based Approaches Metacognitive Approach

20. ‹#› 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 peers Learning Approaches in Teaching Science

21. What sample strategies can we provide to further explain how is this learning approach being applied in the classroom? How is SOLO Framework aligned to the learning approach and/or strategy? Give examples to increase clarity. ‹#›

22. ‹#› Learning Approaches in Teaching Science 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

23. 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. ‹#› 2. Inquiry-based Approaches

24. 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. ‹#› 2. Inquiry-based Approaches

25. ‹#› 2. Inquiry-based Approaches 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  

26. ‹#› 2. Inquiry-based Approaches How will this contribute in the development of SOLO Levels among the learners?

27. ‹#› Learning Approaches in Teaching Science 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

28. ‹#› A popular framework for defining the levels of metacognitive learners comes from David Perkins (1992). There are four levels of learner: Tacit Learners Aware Learners Strategic Learners Reflective Learners 3. Metacognitive Approach

29. ‹#› 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? 3. Metacognitive Approach

30. ‹#› 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? 3. Metacognitive Approach

31. ‹#› 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

32. ‹#› 3. Metacognitive Approach How is metacognitive approach applied in the sample?

33. ‹#› What sample strategies can we provide to further explain how is this learning approach being applied in the classroom? How is SOLO Framework aligned to the learning approach and/or strategy? Give examples to increase clarity.

34. Activity 2: Select and Dissect! ‹#›

35. ‹#› Activity 2: Select and Dissect! The class will be divided into groups. Each group 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. Use the soft copy of the template for uniform presentation. You may download and make a copy of the template at bit.ly/HOTSS3Activity Present your group output. Your group is given 5 minutes maximum. You will be rated accordingly to the given rubric.

36. ‹#› Activity 2: Select and Dissect!

37. ‹#› Activity 2: Select and Dissect!

38. ‹#› 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 The designed activities give room for development of HOTS until uni and multistructural levels. The designed activities 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. The selected activities are creative but is not organization. The selected activities are not creative and unorganized.

39. ‹#› Activity 2: Select and Dissect! <Insert> 20-minute timer

40. ‹#› Activity 2: Select and Dissect! Group Presentations

41. ‹#› Activity 2: Select and Dissect! Processing Questions

42. ‹#› Activity 2: Select and Dissect! 1.How do you find the activity? 2. Was it easy to craft a SOLO Model sensitive activity? Why or why not? 3. Do you think the designed activity will ensure development of the higher order thinking skills of the learner? In what way? 4. Can you cite specific examples based on the crafted activity that shows development of HOTS for our learners?

43. Activity 3: Worksheet #3 ‹#›

44. ‹#› Activity 3: Worksheet # 3 1. List 3 details you understand about each of the learning approaches of your subject area. 2. List 3 questions or details for clarifications you might have on any of the learning approaches.

45. ‹#›

46. ‹#›

47. ‹#› Activity 3: Worksheet # 3 <Insert> 15-minute timer

48. Wrap up: Committed to Connect! ‹#›

49. ‹#› Wrap up: Committed to Connect! As members of the SOLO Model Advocates, participants are to write a commitment statement on the fi rst half of the commitment form (5 minutes). 2. Altogether, the group will recite the second half of the commitment (SOLO) with right hands raised. COMMITTED TO CONNECT … As SOLO MODEL Advocate, I/We commit to practic e: 1.________________________________________ 2. ________________________________________ 3. ________________________________________   And I am connected, and committed to create a learning environment that is SOLO (SENSITIVE to the OVERALL LEARNING needs of OUR beloved learners)  

50. ‹#› Wrap up: Committed to Connect! <Insert> 5-minute timer

51. ‹#› “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

52. ‹#›

53. ‹#› 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