S2A_SD_SOLO-and-HOTS-in-the-Classroom 2.pptx

Hottss

1. SIATON DISTRICT II ROLL OUT ON TRAINING ON HIGHER - ORDER THINKING SKILLS PROFESSIONAL LEARNING PACKAGE (HOTS-PLP) FOR Learners Facilitators. March 18-20, 2024 S iaton National High School JICA Building

2. 2 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

3. Session 2A SOLO and HOTS in the Classroom 3 JESON R. GAITERA Facilitator

4. Session 2A Objectives At the end of the session, participants will be able to… 4 discuss what multitasking is and its effect differentiate higher-order from lower-order thinking skills state the importance of HOTS to learners 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 Meaning of HOTS What multitasking is and its effect Difference between LOTS and HOTS Importance of HOTS to learners

6. Activity: Kaya mo ba ‘yan? The class will be grouped into three(3) The group will give samples of the following: 1- Multitasking done at home 2- Multitasking done in the school 3- Multitasking done during a seminar/training Each group should give at least 5 samples of the assigned situation 6

7. Analysis: Have you experienced the same on what has been presented by your classmates? Given the situations below, is the effect of multitasking good or not? Why? in accomplishing one’s work to the brain Do our learners practice multitasking ? Cite examples. 7

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9. 9 Many people believe they can do two or more tasks equally effectively at the same time. Research shows that this is not the case!!! Evidence is compelling that the brain can only direct attention on one activity, issue/task at a time. The long-term effect of trying to multi-task changes the brain – but not in a positive way!

10. 10 This means that when faced with undertaking more than one attention demanding activity at the same time, the brain has to switch between tasks and cannot do them together well.

11. 11 When participants multi-task in class or workshops – what is said is not heard , and information on slides is not processed. In workshops you need to decide where you want your focus to be . If it is on the talk then pay attention, do not interrupt you colleague’s thinking, do not check emails, etc.

12. 12 Educators need to be on top of their game. If you continually multi-task you will not be!

13. 13 Can we consider the effect of multitasking a contributory factor in the development of one’s thinking skills?

14. 14 What is the difference between higher-order thinking and lower-order thinking? What do you mean by higher-order thinking?

15. 15 Higher-order thinking involves doing more than simply recalling facts and repeating back exactly what has been learned. Higher-order thinking requires the brain to ‘do something’ (to think) – building on what the learner has already acquired .

16. 16 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.

17. 17 Lower-order and higher-order thinking What is HOTS? It is when one is required to: relate separate bits of information; address problems or questions not encountered previously ; think critically and carefully about issues; compare and contrast different views; consider different/alternative perspectives; organize their own thinking; make informed generalizations .

18. 18 Lower-order and higher-order thinking What is LOTS? What is HOTS? 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. It is when one is required to: relate separate bits of information; address problems or questions not encountered previously ; think critically and carefully about issues; compare and contrast different views; consider different/alternative perspectives; organize their own thinking; make informed generalizations .

19. 19 Higher-order thinking activities are needed for all learners; elementary, secondary and tertiary. The key message is… HOTS is about learners doing their own thinking. Reminder to teachers…

20. 20 Reminder to teachers… Be reminded, however, that differences in a learner’s background can mean that higher-order thinking by one person may be lower-order thinking by another person; hence, higher-order expectations need to be directed at grade-appropriate tasks and build on what the learner already knows at a lower-order .

21. 21 Higher order thinking - YouTube

22. 22 Higher order thinking - YouTube

23. 23 What were your key takeaways so far? How are you at multitasking? How is HOTS important to our learners? How do you ensure that your brain is ready to take on HOTS? Application: D. I. Y. ( Do It Yourself )

24. 24 He who learns but does not think, is lost! He who thinks but does not learn is in great danger.-  Confucius

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26. 26 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 Dir. Leah B. Apao Guillermo Nikus A. Telan Jerson R. Capuyan Richie Carla A. Vesagas