S4SD in Education HOTS in Practice_English.pptx

to enhance the students skills

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

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

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

4. Session Objectives At the end of the session, participants will be able to… 4 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 5 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. Supporting HOTS in the Classroom: Worksheet 4C 6

7. Objective of the Session Participants are expected to critically provide rationalization on the given SOLO-based items.

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10. BAKIT -LIST What’s in your In 45 seconds, list down one question that you have in your mind right now regarding HOTS-PLP Training.

11. The previous activity, Bakit-List refers to a list of questions or reasons why certain decisions or actions were taken . Hence, refers to… RATIONALIZATION

12. Based on the given text, what is the purpose of the announcement?

13. RATIONALIZATION Is the STEM aligned to the competency? Is the question aligned to the SOLO Level? Is the response appropriate to the question?

14. The question " What is the purpose of the announcement? " falls within the unistructural level of the SOLO taxonomy. The question prompts students to recall information from the announcement and identify its purpose, which involves understanding the main message conveyed. Given the provided answer, it identifies the purpose of the announcement which is " to warn the public about spraying or misting disinfectants to kill the virus "—it aligns well with the unistructural level of the taxonomy. It offers a single, clear point in response to the question without further elaboration. Based on the given text, what is the purpose of the announcement?

15. WORKSHEET 4C Read the items in Worksheet 4C. Then give the rationalization. Let’s move on!

16. Let’s do it! Using the given, Competency, STEM, and Acceptable Answer come up with a rationalization. GRADE 7 GRADE 8 GRADE 9 GRADE 10 Scan for specific information. (English 8) Determine the purpose of the author (Grade 10)

17. WORKSHEET 4C Let’s do it!

18. Group Sharing! Let’s compare the rationalization. GRADE 7 GRADE 8 GRADE 9 GRADE 10 Why do you agree with the other groups’ rationalization?

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20. RATIONALIZATION Is the STEM aligned to the competency? Is the question aligned to the SOLO Level? Is the response appropriate to the question?

21. Let’s sum it up!

22. We need to rationalize because… Check : Rationalization ensures that our actions and decisions are aligned with our goals. . Reflect : Rationalization encourages introspection and reflection on our actions and thought processes. Improve : Rationalization drives continuous improvement by identifying opportunities to enhance efficiency, effectiveness, and quality.

23. Supporting HOTS in the Classroom: Worksheet 4D 27

24. Session Objectives At the end of the session, participants will be able to… 28 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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26. 30 PRESTRUCTURAL UNISTRUCTURAL MULTISTRUCTURAL RELATIONAL EXTENDED ABSTRACT Needs Assistance Definition identifies one relevant idea Definition identifies several relevant ideas Definition identifies several relevant ideas and links these to the whole Definition identifies several relevant ideas and links these to the whole. Taken into another context which is behind. SOLO TAXONOMY RUBRIC IN UNDERSTANDING LEARNER’S SUCCESS CRITERIA

27. 31 BUZZ UP! Each grade level needs to answer 5 questions regarding the SOLO Level. 45 seconds will be given to answer, once you are done, tap the buzzer.

28. 32 TOPIC TEACHER’S ASSESSMENT OF LEARNER SOLO LEVEL Healthy Eating The learner needs help identifying the healthy eating guidelines. 2. The learner can identify all the healthy eating guidelines and explain the diseases associated with each. 3. The learner can identify 1 or 2 healthy eating guidelines. 4. The learner can identify all the healthy eating guidelines. 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.

29. 33 TOPIC TEACHER’S ASSESSMENT OF LEARNER SOLO LEVEL Healthy Eating The learner needs help identifying the healthy eating guidelines. 2.The learner can identify all the healthy eating guidelines and explain the diseases associated with each. 3.The learner can identify 1 or 2 healthy eating guidelines. 4.The learner can identify all the healthy eating guidelines. 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. _____________ _____________ ______________ _______________ _______________ Prestructural Relational Unistructural Multistructural Extended Abstract

30. 34 QUESTION TEACHER’S ASSESSMENT OF LEARNER SOLO LEVEL How important is it for schools to implement Inclusive Education? 1.The learner identified one idea on the importance of implementing Inclusive Education. 2. The learner listed some interesting ideas about the importance of implementing Inclusive Education. References were also listed. 3. The learner did not write any answer. 4. The learner revealed an understanding of the complexity of the issues in inclusive education and presented a strong line of reasoning throughout. The conclusion was so convincing and forceful. 5. The learner provided a comprehensive set of reasons for justifying inclusive education in schools, a thorough and thoughtful discussion on the impact of existing literature and policies on understanding the inclusive school.

31. 35 QUESTION TEACHER’S ASSESSMENT OF LEARNER SOLO LEVEL How important is it for schools to implement Inclusive Education? 1.. The learner identified one idea on the importance of implementing Inclusive Education. 2. The learner listed some interesting ideas about the importance of implementing Inclusive Education. References were also listed. 3. The learner did not write any answer. 4. The learner revealed an understanding of the complexity of the issues in inclusive education and presented a strong line of reasoning throughout. The conclusion was so convincing and forceful. 5. The learner provided a comprehensive set of reasons for justifying inclusive education in schools, a thorough and thoughtful discussion on the impact of existing literature and policies on understanding the inclusive school. Unistructural Multistructural Prestructural Extended-Abstract Relational

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33. 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 the output for 5 minutes.

34. 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.

35. WORKSHEET 4C Let’s do it!

36. SHARING OF OUTPUT AND GROUP INSIGHTS

37. “… p lanting a seed and teaching are both acts of nurturing potential and fostering growth. Just as a gardener carefully prepares the soil, provides water and sunlight, and patiently waits for a seed to sprout and grow into a thriving plant, a teacher cultivates the minds of their students with knowledge, guidance, and support, patiently fostering their development .”

38. 43 When formulating questions, teachers can scaffold the progression from LOTS to HOTS.

39. 44 As teachers, we must know the learning style of our learners in order to apply appropriate teaching strategy and assessment using SOLO-based questions.

40. 45 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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43. 48 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