Slide 1 Purpose of the Slide: Show the title

slide portraying the title of the training.

TRAINING ON HIGHER-ORDER THINKING
SKILLS PROFESSIONAL LEARNING PACKAGE
(HOTS-PLP) FOR ENGLISH, SCIENCE, Say: N/A
AND MATHEMATICS TEACHERS

Date and Venue Other Notes: Greet the participants

and welcome them to the session.

Slide 2 Purpose of the Slide: Introduce the

session briefly. Share the session title.
Session 2C:
SOLO and HOTS in the Say: N/A
Classroom
Name of Resource Person / Learning Facilitator
Other Notes: Welcome the
participants to Session 2C. Show the
title slide. Briefly preview the session
2

title.

Slide 3 Training on Higher-Order Thinking Skills Professional Learning Package

(HOTS-PLPs) for English, Science, & Math Teachers
Purpose of the Slide: Give an
PPST Strand 1.5. Strategies for developing critical and creative thinking, as well as other higher-order thinking skills

Session 4:
overview of the training sessions.
HOTS in Practice

Session 3:
Supporting HOTS in the Classroom Session 5:
through Learning Approaches Workplace Application Plan

Session 6:
Say: To refresh your memory, there
Session 2: Facing the Forces
SOLO and HOTS in the Classroom
are 7 sessions for this training ---
Session 1:
HOTS-PLP Walk-through
Session 7:
Professional Learning Community
in Schools
represented by these 7 matchsticks.
What session are we now?
Training on Higher-Order Thinking Skills PLP 3 3

Other Notes:
Slide 4 Session Objectives Purpose of the Slide: Share the
session objectives.
At the end of the 90-minute learning session, the
participants shall be able to:
● understand how SOLO framework is applied in Say: For this session, we shall study
the teaching and learning processes, particularly
in the classroom instruction and learning how SOLO works in the teaching and
assessment learning process. We shall dwell on
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
understanding how we can use SOLO
PPSS Strand 3.1. (P) Support for Instructional Leadership

in classroom instruction and learning

Training on Higher-Order Thinking Skills PLP 4

assessment.

Other Notes: Read the session

objectives.

Slide 5 Session Objectives Purpose of the Slide: Share the

session objectives.
Specifically, they shall be able:
▪ To explain how SOLO framework is applied Say: N/A
in the teaching and learning process;
▪ To explain how SOLO is used in assessment
by familiarizing oneself with open-ended, Other Notes: Read the session
closed, and super items; and, objectives.
Training on Higher-Order Thinking Skills PLP 5

Slide 6 Session Objectives Purpose of the Slide: Share the

session objectives.
Specifically, they shall be able (cont’d):
▪ To write learning tasks aligned with the SOLO Say: N/A
levels reflecting how to measure learners’
understanding and knowledge acquisition of a
particular learning competency. Other Notes: Read the session
objectives.
Training on Higher-Order Thinking Skills PLP 6
Slide 7 Presentation Outline Purpose of the Slide: Share briefly
the main topics of the session.
Higher Order Thinking Skills
[1] (HOTS) in the Classroom Say: N/A
Words Used for Lower and Higher
[2] Levels in the Original SOLO Model
Other Notes: Read the presentation
[3]
SOLO in Assessment (Qualitative, Closed-Items,
Open-Ended Items, Writing a Super Item)
outline.
Training on Higher-Order Thinking Skills PLP 7

Slide 8 Learning Session Norms Purpose of the Slide: Discuss the

learning session norms to gauge the
expected learning behaviors.
Listen Attentively. Take Notes. Empty Your Cup and
Focus and pay attention. Carefully Review your intakes Be Open-Minded.
listen to all content discussions as you need them. Stay objective during the learning session.
and instructions. Learn and relearn.
Say: N/A
Observe Professional
Ethics.
Stay focused. Keep the appropriate
Take Part!
Answer all learning activities
in this session.
Share Your Thoughts!
Collaborate with your
co-learning leaders/teachers .
Other Notes: Highlight the importance
Let’s create a learning community.
learning behavior for this L&D session.
of these norms.
Training on Higher-Order Thinking Skills PLP 8

Slide 9 Purpose of the Slide: Discuss the

ACTIVITY: WHERE DO I BELONG?
learning task with the participants. The
Directions
1. Group the participants into three (3).
participants will be grouped into three
2. Each group will have to categorize and sort the
given learning tasks and statements as to
(3) and shall perform the task in
Prestructural, Unistructional, Multistructural,
Relational, and Extended Abstract using Activity
Activity Sheet 1. The activity focuses
Sheet 1.
3. After categorizing, paste the color of the level of on identifying the given statements
SOLO taxonomy on the corresponding level on
the stair/level presented in the same activity and responses on their respective
sheet.

Training on Higher-Order Thinking Skills PLP

SOLO Taxonomy Levels. Processing
9 9

will follow using the guide questions.

Say: In our previous learning session,

we studied the different SOLO levels
in achieving higher-order thinking
skills. We have gained direct
experience from our analysis and
transformed them into meaningful
learning intakes. To better understand
how to use SOLO in the teaching and
learning process, we shall engage in a
learning task entitled ‘Where Do I
Belong?’. You will analyze the
contents of the learning tasks and
classify them what SOLO levels they
belong.

Other Notes: The learning facilitator

shall discuss the learning tasks for the
activity. Likewise, provide the
participants with the copy of Activity
Sheet 1.
● Show the slide decks to the
participants containing the title
of the activity and the tasks.
● Discuss the instructions and
distribute the activity learning
kits.
● Give the participants 10
minutes to complete the
activity.

Slide 10 Purpose of the Slide: Share the

ACTIVITY: WHERE DO I BELONG?
legends of the color codes for sticking
Note: Use this color code in
categorizing the levels of the learning
tasks and learners’ response
them in the Activity Sheet 1 of the
provided in Activity Sheet 1.
Prestructural
participants.
Unistructural

Multistructural
Say: Place the yellow colored sticker
Relational

Extended Abstract
to prestructural tasks and responses,
Training on Higher-Order Thinking Skills PLP
green for relational, blue for
10 10

multistructural, orange for relational,

and maroon for extended abstract.

Other Notes:
● Each group must categorize
and sort the given statements
as Prestructural, Unistructional,
Multistructural, Relational, and
Extended Abstract using
Activity Sheet 1. After
categorizing, paste the
statement strips to the
corresponding SOLO
taxonomy levels.
● After the allotted time, let them
present their outputs in the
class. Give 3-minutes each
group; and,
● Process and provide feedback
on the outputs shared by the
participants.

Slide 11 Purpose of the Slide: Guide the

ANALYSIS
participants to transform their learning
1. What can you say about the activity? experiences in the given learning task.
2. How can you determine the
complexity level of a learning task or
learners’ response using the SOLO
taxonomy?
Say: N/A
3. How do you ensure consistency and
accuracy when sorting learning
tasks/responses into the appropriate
SOLO taxonomy levels?
Other Notes: The learning facilitator
Training on Higher-Order Thinking Skills PLP
needs to guide the participants to
11 11

analyze their experiences. Let them

transform these into meaningful
points. Recap the activity. Guide the
participants in exploring the context of
the cited learning tasks. Read the
analysis questions.
● Call volunteers from the
participants’ group to share
their thoughts about the guide
questions.
● Recap the responses of the
participants after they share
their answers.
● Note down their responses on
the board or in a summary
slide to analyze and present
the critical points generated
from this guided inquiry.
● Ensure that the guide
questions will scaffold their
learning experiences leading to
the contents to be discussed in
this session.
Slide 12 Purpose of the Slide: Guide the
ANALYSIS
participants to transform their learning
4. How does the SOLO taxonomy help experiences in the given learning task.
design appropriate learning
experiences in English/ Science/
Mathematics?
5. How does the SOLO taxonomy help
Say: N/A
design appropriate learning
assessments in English/ Science/
Mathematics? Other Notes: The learning facilitator
Training on Higher-Order Thinking Skills PLP
needs to guide the participants to
12 12

analyze their experiences. Let them

transform these into meaningful
points. Recap the activity. Guide the
participants in exploring the context of
the cited learning tasks. Read the
analysis questions.
● Call volunteers from the
participants’ group to share
their thoughts about the guide
questions.
● Recap the responses of the
participants after they share
their answers.
● Note down their responses on
the board or in a summary
slide to analyze and present
the critical points generated
from this guided inquiry.
● Ensure that the guide
questions will scaffold their
learning experiences leading to
the contents to be discussed in
this session.

Slide 13 Purpose of the Slide: Guide the

ANALYSIS
participants to transform their learning
6. How can the SOLO taxonomy experiences in the given learning task.
scaffold students’ English/ Science/
Mathematics learning and
progression?
Say: N/A

Other Notes: Read the analysis

question.
●
Training on Higher-Order Thinking Skills PLP 13 13

Call volunteers from the

participants’ group to share
their thoughts about the guide
questions.
● Recap the responses of the
participants after they share
their answers.
● Note down their responses on
the board or in a summary
slide to analyze and present
the critical points generated
from this guided inquiry.
● Ensure that the guide
questions will scaffold their
learning experiences leading to
the contents to be discussed in
this session.
● Connect the responses to the
intended content discussion of
the session.
● Use these analyzed responses
to connect and relate them to
the abstraction points.

Slide 14 Purpose of the Slide: Share the title

ABSTRACTION
of the first content discussion of the
session.

Say: N/A
Higher Order Thinking Skills
Other Notes: N/A
(HOTS) in the Classroom
Training on Higher-Order Thinking Skills PLP 14 14
Slide 15 Higher Order Thinking Skills (HOTS)
Purpose of the Slide: Link the actual
in the Classroom experiences to the analyzed inputs of
the participants. Present the content
Higher-order thinking develops and discussions on how SOLO Framework
improves through practice and effort.
is applied in the teaching and learning
Teachers should plan to create
opportunities for practice to improve
process.
student’s higher-order thinking skills in
the classroom.
Training on Higher-Order Thinking Skills PLP
Say: SOLO is not only used in crafting
15 15

learning assessments, particularly in

summative tests. Higher-order thinking
skills are not learned after one or two
sessions. It should be integrated into
the classroom instruction. It should be
practiced.

Other Notes: Discuss the following

topics embedded in these slides.

Slide 16 Higher Order Thinking Skills (HOTS)

Purpose of the Slide: Link the actual
in the Classroom experiences to the analyzed inputs of
the participants. Present the content
Teachers need to encourage higher- discussions on how SOLO Framework
order thinking where appropriate –
create a classroom culture where is applied in the teaching and learning
seeking to learn more is seen as a process.
habit – a needed part of learning.

Training on Higher-Order Thinking Skills PLP

Say: SOLO is applied in the delivery
16 16

of instruction in the classroom.

Other Notes: Discuss the following

topics embedded in these slides.
Slide 17 Higher Order Thinking Skills (HOTS)
Purpose of the Slide: Link the actual
in the Classroom experiences to the analyzed inputs of
the participants. Present the content
In the classroom, it is best if there is a discussions on how SOLO Framework
deliberate focus on higher-order skills
at different times when students are is applied in the teaching and learning
ready for it – have the needed lower- process.
level skills.

Training on Higher-Order Thinking Skills PLP

Say: Start with the lower-order skills
17 17

as the foundation to help learners

move upward through higher learning
using the SOLO Model.

Other Notes: Discuss the following

topics embedded in these slides.

Slide 18 Higher Order Thinking Skills (HOTS)

Purpose of the Slide: Link the actual
in the Classroom experiences to the analyzed inputs of
For the teacher, involving the
the participants. Present the content
class/students in higher-order thinking discussions on how SOLO Framework
requires a different teaching style.
is applied in the teaching and learning
Once student have lower-order skills,
explicit instruction is not seen to be the
process.
best way to help higher-order thinking
grow.
Training on Higher-Order Thinking Skills PLP
Say: Learners need to be familiarized
18 18

with the context of higher order

thinking and applying what they have
learned.

Other Notes: Discuss the following

topics embedded in these slides.
● Ensure to ask questions to the
participants, particularly in
highlighting the importance of
the SOLO Model in classroom
instruction and learning
assessment.
Slide 19 Purpose of the Slide: Share the title
of the first content discussion of the
session.

Say: N/A
Words Used for Lower and Higher Levels Other Notes: N/A
in the Original SOLO Model
Training on Higher-Order Thinking Skills PLP 19 19

Slide 20 Words Used for Lower and Higher Levels

Purpose of the Slide: Present the
in the Original SOLO Model content discussions on how SOLO
Framework is applied in the teaching
Pre-Structural Level
▪ No words (misses the point,
and learning process.
irrelevant)
Say: N/A

Training on Higher-Order Thinking Skills PLP

Other Notes: Read the words used in
20 20

each level. Discuss the following

topics embedded in these slides.

Slide 21 Words Used for Lower and Higher Levels

Purpose of the Slide: Present the
in the Original SOLO Model content discussions on how SOLO
Framework is applied in the teaching
Unistructural Level
▪ Identify, name,
and learning process.
follow a simple procedure,
solve a straightforward single
focus problem, Say: N/A
paraphrase, count,
name, recite
Training on Higher-Order Thinking Skills PLP
Other Notes: Read the words used in
21 21

each level. Discuss the following

topics embedded in these slides.
Slide 22 Words Used for Lower and Higher Levels
Purpose of the Slide: Present the
in the Original SOLO Model content discussions on how SOLO
Framework is applied in the teaching
Multistructural Level
▪ Describe, list, enumerate,
and learning process.
perform serial skills, solve
straight forward multi-step
problems, combine, Say: N/A
classify, structure,
apply a method
Training on Higher-Order Thinking Skills PLP
Other Notes: Read the words used in
22 22

each level. Discuss the following

topics embedded in these slides.

Slide 23 Words Used for Lower and Higher Levels

Purpose of the Slide: Present the
in the Original SOLO Model content discussions on how SOLO
Framework is applied in the teaching
Relational Level
▪ Analyze, apply, argue,
and learning process.
compare – contrast,
explain causes, relate,
justify, integrate, Say: N/A
generalize as a pattern

Training on Higher-Order Thinking Skills PLP

Other Notes: Read the words used in
23 23

each level. Discuss the following

topics embedded in these slides.

Slide 24 Words Used for Lower and Higher Levels

Purpose of the Slide: Present the
in the Original SOLO Model content discussions on how SOLO
Framework is applied in the teaching
Extended Abstract Level
▪ Create, formulate, generate,
and learning process.
hypothesize, reflect, theorize,
generalize+, judge, transfer
ideas to a new domain Say: N/A

Training on Higher-Order Thinking Skills PLP

Other Notes: Discuss the following
24 24

topics embedded in these slides.

● Ensure to ask questions to the
participants, particularly in
highlighting the importance of
the SOLO Model in classroom
instruction and learning
assessment.
Slide 25 Purpose of the Slide: Share the title
of the first content discussion of the
session.

Say: N/A

SOLO in Assessment Other Notes: N/A

Training on Higher-Order Thinking Skills PLP 25 25

Slide 26 Purpose of the Slide: Challenge the

SOLO in Assessment
participants to define quality in
SOLO IN QUALITATIVE ASSESSMENT
learning. Connect higher order
thinking to achieving learning quality.
KEY ISSUE:
What do we mean by Say: What do we mean by “quality in
Quality in learning? learning”?
Training on Higher-Order Thinking Skills PLP 26 26

Other Notes: Ask the question to the

participants. Call 1-3 volunteers to
share their response.

Slide 27 Purpose of the Slide: Introduce the

SOLO in Assessment
importance of structural organization
SOLO IN QUALITATIVE ASSESSMENT
of knowledge as essential element in
▪ Biggs and Collis believe the high quality learning.
‘structural organization’ of
knowledge in the brain is the
difference between well-learned
from poorly-learned material.
Say: N/A

Training on Higher-Order Thinking Skills PLP

Other Notes: Read the content written
27 27

in the slide.
Slide 28 Purpose of the Slide: Introduce the
SOLO in Assessment
importance of structure and its
SOLO IN QUALITATIVE ASSESSMENT
connection as a link in processing
▪ The idea of ‘structure’ is information. as essential element in
linked to how our brain processes
information. The levels! high quality learning.
Unistructural, one thing,
multistructural, many things, Say: These structures and its links in
and so on.
processing information are the levels
— unistructural, multistructural,
Training on Higher-Order Thinking Skills PLP 28 28

relational, and extended abstract.

Other Notes: Read the content written

in the slide.

Slide 29 Purpose of the Slide: Introduce

SOLO in Assessment
SOLO in learning assessment.
SOLO IN ASSESSMENT: CLOSED ITEMS

WHAT IT IS? Say: N/A

▪ These limit the student to a pattern of response that
is constrained by the nature of the question. Other Notes: Discuss the content
The assessment will only be as valid as the item
▪
produced.
written in the slide.
Training on Higher-Order Thinking Skills PLP 29 29

Slide 30 Purpose of the Slide: Introduce

SOLO in Assessment
SOLO in learning assessment.
SOLO IN ASSESSMENT: CLOSED ITEMS

WHAT IT IS… WITH SOLO Say: N/A

▪ Convert idea into a SOLO format. Questions must
target one SOLO level. Other Notes: Discuss the content
Most effort by teacher is in the preparation and
▪
construction of the item.
written in the slide. Highlight the
Training on Higher-Order Thinking Skills PLP
texts/phrases in bold format.
30 30
Slide 31 Purpose of the Slide: Introduce
SOLO in Assessment
SOLO in learning assessment.
SOLO IN ASSESSMENT: OPEN-ENDED ITEMS

WHAT IT IS? Say: N/A

▪ These items allow a free response to a ‘open’
question. Other Notes: Discuss the content
Items do not inhibit the level of students’ ability to
▪
respond at a desirable level.
written in the slide. Highlight the
Training on Higher-Order Thinking Skills PLP
texts/phrases in bold format.
31 31

Slide 32 Purpose of the Slide: Introduce

SOLO in Assessment
SOLO in learning assessment.
SOLO IN ASSESSMENT: OPEN-ENDED ITEMS

WHAT IT IS… WITH SOLO Say: N/A

▪ Asked to list/set out/describe/identify factors,
properties, place a ceiling on student responses – Other Notes: Discuss the content
usually resulting in multistructural or lower levels.
▪ Compare and contrast can raise the base to relational written in the slide.
and encourage formal responses.
Training on Higher-Order Thinking Skills PLP 32 32

Slide 33 Purpose of the Slide: Introduce

SOLO in Assessment
SOLO in learning assessment.
SOLO IN ASSESSMENT: OPEN-ENDED ITEMS

WHAT IT IS… WITH SOLO Say: N/A

▪ Major effort for the marker (teacher) is to analyze the
responses in terms of SOLO. Other Notes: Discuss the content
written in the slide. Highlight the
Training on Higher-Order Thinking Skills PLP
texts/phrases in bold format.
33 33
Slide 34 Purpose of the Slide: Introduce
SOLO in Assessment
SOLO in learning assessment.
SOLO IN ASSESSMENT: WRITING AN ITEM
What is it asking? Is there a level limit implied in the question, e.g.,
Highlight in this slide how to structure
give a reason ]
SOLO-based items.
state a cause ] Unistructural
provide an example ]

list the reasons for

describe (depends on context) ]
]
Multistructural Say: N/A
provide reasons for ]

why questions ] Relational, or may be

reversibility questions

Training on Higher-Order Thinking Skills PLP

] Extended Abstract
Other Notes: Discuss the content
34 34

written in the slide. Highlight the

significance of the complexity level of
a learning tasks (e.g., give a reason
for unistructural; list the reasons for
multistructural).

Slide 35 Purpose of the Slide: Introduce how

SOLO in Assessment
to write a SOLO super item in learning
SOLO IN ASSESSMENT: WRITING AN ITEM
assessment.

A SOLO Say: Let’s study how to write a SOLO

SUPER ITEM super item!

Training on Higher-Order Thinking Skills PLP

Other Notes: Discuss the content
35 35

written in the slide.

Slide 36 Purpose of the Slide: Introduce how

SOLO in Assessment
to write a SOLO super item in learning
SOLO IN ASSESSMENT: WRITING AN ITEM
assessment.

A SOLO SUPER ITEM Say: A SOLO Super Item has four

Four Questions at each SOLO
questions at each SOLO level.
Stem + Level based on the Stem

Training on Higher-Order Thinking Skills PLP

Other Notes: Discuss the content
36 36

written in the slide. Read the important

elements.
Slide 37 Purpose of the Slide: Introduce how
SOLO in Assessment
to write a SOLO super item in learning
SOLO IN ASSESSMENT: WRITING AN ITEM
assessment.
Four Questions at each SOLO
Stem + Level based on the Stem
Say: N/A
A Stem and usually, four questions at each
SOLO level based on the Stem
[Unistructural, Multistructural,
Relational, Extended Abstract]
Other Notes: Discuss the content
Training on Higher-Order Thinking Skills PLP
written in the slide. Read the contents,
37 37

particularly the SOLO level elements.

Slide 38 ENGLISH Purpose of the Slide: Share samples

SOLO in Assessment
of a SOLO super item for each
SOLO IN ASSESSMENT: A SAMPLE SUPER ITEM
learning area.
The pictures below were taken in 2020 during the pandemic to show
what schooling was like.

Say: N/A

Other Notes: The learning facilitator

for each learning area may only select
Training on Higher-Order Thinking Skills PLP 38

the sample super item intended for

their subject.
● Discuss the content written in
the slide.
● Read the contents, particularly
the SOLO level elements.
● Highlight that each item
corresponds to a particular
level. Item 1 is for unistructural,
item 2 is for multistructural,
item 3 is for relational, and item
4 is for extended abstract.
Slide 39 ENGLISH Purpose of the Slide: Share samples
SOLO in Assessment
of a SOLO super item for each
SOLO IN ASSESSMENT: A SAMPLE SUPER ITEM
learning area.
1. What Education during the Pandemic was like?

1. Write captions for each picture.

Say: N/A

Other Notes: The learning facilitator

for each learning area may only select
Training on Higher-Order Thinking Skills PLP 39

the sample super item intended for

their subject.
● Discuss the content written in
the slide.
● Read the contents, particularly
the SOLO level elements.
● Highlight that each item
corresponds to a particular
level. Item 1 is for unistructural,
item 2 is for multistructural,
item 3 is for relational, and item
4 is for extended abstract.

Slide 40 ENGLISH Purpose of the Slide: Share samples

SOLO in Assessment
of a SOLO super item for each
SOLO IN ASSESSMENT: A SAMPLE SUPER ITEM
learning area.
3. Use Google Search to find two more pictures on the same topic.
Explain your choices.

3. Let’s assume that you are going to interview a friend or a classmate

about his/her experiences for the previous school year at this time of
Say: N/A
the pandemic. Construct interview questions for the said activity.

Other Notes: The learning facilitator

for each learning area may only select
Training on Higher-Order Thinking Skills PLP 40

the sample super item intended for

their subject.
● Discuss the content written in
the slide.
● Read the contents, particularly
the SOLO level elements.
● Highlight that each item
corresponds to a particular
level. Item 1 is for unistructural,
item 2 is for multistructural,
item 3 is for relational, and item
4 is for extended abstract.
Slide 41 MATH Purpose of the Slide: Share samples
SOLO in Assessment
of a SOLO super item for each
SOLO IN ASSESSMENT: A SAMPLE SUPER ITEM
learning area.
The SSLG officers of Magallanes NHS
plan to produce organic vegetables in their
school as their Sustainable Environment
and Livelihood initiative. Similarly, they Say: N/A
want to maximize this activity as their
Income Generating Project (IGP). The
officers want to know the size of their
gardens based on their target plans and
the preparatory materials needed for this.
Other Notes: The learning facilitator
for each learning area may only select
Training on Higher-Order Thinking Skills PLP 41

the sample super item intended for

their subject.
● Discuss the content written in
the slide.
● Read the contents, particularly
the SOLO level elements.
● Highlight that each item
corresponds to a particular
level. Item 1 is for unistructural,
item 2 is for multistructural,
item 3 is for relational, and item
4 is for extended abstract.

Slide 42 MATH Purpose of the Slide: Share samples

SOLO in Assessment
of a SOLO super item for each
SOLO IN ASSESSMENT: A SAMPLE SUPER ITEM
learning area.
1. Calculate the area of a rectangular garden bed with a length 5
units and width 3 units.

1. Calculate the area of a rectangular garden bed, given its Say: N/A
length and width. Provide two different examples with different
values for length and width.

Other Notes: The learning facilitator

for each learning area may only select
Training on Higher-Order Thinking Skills PLP 42

the sample super item intended for

their subject.
● Discuss the content written in
the slide.
● Read the contents, particularly
the SOLO level elements.
● Highlight that each item
corresponds to a particular
level. Item 1 is for unistructural,
item 2 is for multistructural,
item 3 is for relational, and item
4 is for extended abstract.
Slide 43 MATH Purpose of the Slide: Share samples
SOLO in Assessment
of a SOLO super item for each
SOLO IN ASSESSMENT: A SAMPLE SUPER ITEM
learning area.
3. Compare the areas of two rectangular gardens. Garden Box A
has a length of 10 units and a width of 6 units, while Garden Box
B has a length of 8 units and a width of 5 units. Which rectangle
has a larger area? Justify your answer. Say: N/A
3. Imagine you have a rectangular garden with an area of 40
square meters. You want to increase the garden's area by 50%.
What are the new dimensions of the garden? How does this
change in area affect the perimeter of the garden? Explain your
Other Notes: The learning facilitator
reasoning. for each learning area may only select
Training on Higher-Order Thinking Skills PLP 43

the sample super item intended for

their subject.
● Discuss the content written in
the slide.
● Read the contents, particularly
the SOLO level elements.
● Highlight that each item
corresponds to a particular
level. Item 1 is for unistructural,
item 2 is for multistructural,
item 3 is for relational, and item
4 is for extended abstract.

Slide 44 SCIENCE Purpose of the Slide: Share samples

SOLO in Assessment
of a SOLO super item for each
SOLO IN ASSESSMENT: A SAMPLE SUPER ITEM
learning area.
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
Say: N/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 Other Notes: The learning facilitator
and onset of another.
for each learning area may only select
Training on Higher-Order Thinking Skills PLP 44

the sample super item intended for

their subject.
● Discuss the content written in
the slide.
● Read the contents, particularly
the SOLO level elements.
● Highlight that each item
corresponds to a particular
level. Item 1 is for unistructural,
item 2 is for multistructural,
item 3 is for relational, and item
4 is for extended abstract.
Slide 45 SCIENCE Purpose of the Slide: Share samples
SOLO in Assessment
of a SOLO super item for each
SOLO IN ASSESSMENT: A SAMPLE SUPER ITEM
learning area.
1. The diagram shows the fluctuations of two ovarian hormones over a
28-day cycle. One is progesterone, which is labelled in the diagram.
What is the name of the other hormone which is identified by the
black arrow on the diagram? Say: N/A
1. Observe the cycle of the two hormones produced by the pituitary
gland. What do the abbreviations LH and FSH represent.

Other Notes: The learning facilitator

for each learning area may only select
Training on Higher-Order Thinking Skills PLP 45

the sample super item intended for

their subject.
● Discuss the content written in
the slide.
● Read the contents, particularly
the SOLO level elements.
● Highlight that each item
corresponds to a particular
level. Item 1 is for unistructural,
item 2 is for multistructural,
item 3 is for relational, and item
4 is for extended abstract.

Slide 46 SCIENCE Purpose of the Slide: Share samples

SOLO in Assessment
of a SOLO super item for each
SOLO IN ASSESSMENT: A SAMPLE SUPER ITEM
learning area.
3. Explain the relationship that exists between the two hormones
produced by the pituitary and the two ovarian hormones in controlling
the human menstrual cycle. Make sure to identify each hormone and
the specific role it undertakes in the body. Say: N/A
3. A Doctor receives the results from a blood test for a female patient.
The tests reveal high levels of oestrogen and progesterone and low
levels of FSH and LH. These results are atypical for the patient given
the days since her last menses. What is the likely cause of these Other Notes: The learning facilitator
results?
for each learning area may only select
Training on Higher-Order Thinking Skills PLP 46

the sample super item intended for

their subject.
● Discuss the content written in
the slide.
● Read the contents, particularly
the SOLO level elements.
● Highlight that each item
corresponds to a particular
level. Item 1 is for unistructural,
item 2 is for multistructural,
item 3 is for relational, and item
4 is for extended abstract.
Slide 47 Purpose of the Slide: Remind the
SOLO in Assessment
participants how to design an item
SOLO IN ASSESSMENT: WRITING A SUPER ITEM
using a specific solo level.
A UNISTRUCTURAL QUESTION
Students need to use one obvious piece of
Say: Unistructural question uses only
information coming directly from the stem. one piece of information.

Training on Higher-Order Thinking Skills PLP

Other Notes: Discuss the content
47 47

written in the slide. Highlight the

component/content of a question
based on a particular level.

Slide 48 Purpose of the Slide: Remind the

SOLO in Assessment
participants how to design an item
SOLO IN ASSESSMENT: WRITING A SUPER ITEM
using a specific solo level.
A MULTISTRUCTURAL QUESTION
Say: Multistructural question uses two
Students need to use two or more discrete
closures directly related to separate pieces of or more pieces of separate
relevant information contained in the stem. information, but not connected or
Training on Higher-Order Thinking Skills PLP
related to one another.
48 48

Other Notes: Discuss the content

written in the slide. Highlight the
component/content of a question
based on a particular level.

Slide 49 Purpose of the Slide: Remind the

SOLO in Assessment
participants how to design an item
SOLO IN ASSESSMENT: WRITING A SUPER ITEM
using a specific solo level.
A RELATIONAL QUESTION
Students need two or more closures related
Say: Relational question need two or
to an integrated overview of the relevant more pieces of information with an
information in the stem. integrated connection.
Training on Higher-Order Thinking Skills PLP 49 49

Other Notes: Discuss the content

written in the slide. Highlight the
component/content of a question
based on a particular level.
Slide 50 Purpose of the Slide: Remind the
SOLO in Assessment
participants how to design an item
SOLO IN ASSESSMENT: WRITING A SUPER ITEM
using a specific solo level.
AN EXTENDED ABSTRACT QUESTION
Students need to use some abstract or Say: Extended abstract use several
general principle or hypothesis which is
derived from or suggested by the
general information, principle, or
information in the stem. hypothesis connectedly applied to a
Training on Higher-Order Thinking Skills PLP
new situation or setting.
50 50

Say: Start with the lower-order skills

as the foundation to help learners
move upward through higher learning.
Using the SOLO levels will help you
design learning tasks gauged towards
promoting HOTS.

Other Notes: Discuss the content

written in the slide. Highlight the
component/content of a question
based on a particular level.

Slide 51 Purpose of the Slide: Recap the

SOLO in Assessment
process of writing a SOLO Super Item.
SOLO IN ASSESSMENT: WRITING A SUPER ITEM

The stem must provide Say: N/A.

information and each question
that follows must require the
student to reason at a
different level in order to
Other Notes: Discuss the content
produce a correct response. written in the slide. Highlight the
Training on Higher-Order Thinking Skills PLP
words/texts in bold format.
51 51
Slide 52 Purpose of the Slide: Remind the
SOLO in Assessment
participants on how to craft a SOLO
SOLO IN ASSESSMENT: WRITING A SUPER ITEM
Super Item.
REMEMBER

❑ Need a valid question/idea which

tests the concepts or content Say: N/A
concerned.
❑ Each of these parts must require
knowledge of the subject matter.
❑ Each item must be at correct Other Notes: Read the reminders
SOLO level.
Training on Higher-Order Thinking Skills PLP
posted in the slide.
52 52

Slide 53 Purpose of the Slide: Remind the

SOLO in Assessment
participants on how to craft a SOLO
SOLO IN ASSESSMENT: WRITING A SUPER ITEM
Super Item.
REMEMBER

❑ Use appropriate language that the

prospective students can Say: N/A
understand.
❑ Allow sufficient space for students
to show their working.
Other Notes: Read the reminders
Training on Higher-Order Thinking Skills PLP
posted in the slide.
53 53

Slide 54 Purpose of the Slide: Present the

APPLICATION: LET’S GET SOLO!
application activity. Discuss with the
Directions
1. Group the participants into four (4).
participants the learning applications
2. Each group shall write learning tasks
focused on different solo levels –
for this session. Give the instructions
H
Unistructional, Multistructural, Relational,
and, Extended Abstract – using Activity OTS for the “Let’s Get SOLO” by sharing
Sheet 2.
3. Work and complete this learning task in the slide decks.
15 minutes.
4. Present each group output for 3 minutes.

Training on Higher-Order Thinking Skills PLP

Say: Now, you have the basic
54 54

knowledge of writing a SOLO-based

items. Let’s practice them by writing
questions aligned with a specific level.
Let’s Get SOLO!

Other Notes: The learning facilitator

shall supervise the learning task to
help participants understand better the
SOLO levels as applied in the
classroom instruction and learning
assessment.
● Group the participants into four
(4). Each group will be given
specific instructions
respectively for the
Unistructural, Multistructural,
relational, and extended
abstract.
● Give the learning activity kits
(Activity Sheet 2) to the
participants.
● Ask them to write sample
assessment questions aligned
with the SOLO Taxonomy
Level.
● Inform them that they will write
sample assessment questions
based on the given learning
competency in English/
Science/ Mathematics.

Slide 55 Purpose of the Slide: Present the

APPLICATION: LET’S GET SOLO!
assigned SOLO level for each group.
Group Tasks
Task Group 1 Group 2 Group 3 Group 4 Say: N/A
Item 1 Unistructural Multistructural Unistructural Multistructural

Item2 Extended Relational Relational Extended

Abstract Abstract Other Notes: The learning facilitator
shall supervise the learning task to
Training on Higher-Order Thinking Skills PLP
help participants understand better the
55 55

SOLO levels as applied in the

classroom instruction and learning
assessment.
● After writing SOLO-based
items, ask them to answer the
key takeaway points (KeyTAP)
embedded in the learning task
after completing writing the
assessment questions: (a)
Importance of HOTS in
classroom instructions; and, (b)
Importance of HOTS in
learning assessment.
● Complete this learning task in
15 minutes.
Slide 56 Purpose of the Slide: Invite the
APPLICATION: LET’S GET SOLO!
participants to share their outputs.

Say (After the presentation and

processing of outputs):
● Learning tasks using SOLO
Presentation of Outputs Level highlights the importance
Training on Higher-Order Thinking Skills PLP
of integrating higher-order
56 56

thinking skills in the classroom,

not just in learning
assessments.
● It can work both in classroom
instruction and learning
assessments.

Other Notes: The learning facilitator

shall supervise the learning task to
help participants understand better the
SOLO levels as applied in the
classroom instruction and learning
assessment.
● After the allotted time, let them
present their outputs in the
class. Give 3-minutes each
group.
● Process and provide feedback
on the outputs shared by the
participants.
● Assess the outputs of the
participants using the prepared
assessment rubric for this
session.
● Remind the participant of the
value of the SOLO Model in
promoting HOTS in the
classroom by synthesizing all
the inputs shared by the
participants and linking them to
the content discussed.
● Provide feedback to improve
their outputs.
Slide 57 Purpose of the Slide: Congratulate
the participants for completing their
“Education is building the future: learning tasks. End the session with
scaffolded by the cooperation of hands, these set of quotations.
framed by the collaboration of minds,
and cared for by the community of hearts.” Say: Education is building the future:
Rejulios Villenes
scaffolded by the cooperation of
Training on Higher-Order Thinking Skills PLP
hearts, framed by the collaboration of
57 57

minds, and cared for by the

community of hearts. — Rejulios
Villenes (Learning Facilitator for
Session 2 of HOTS-PLPs)

Other Notes: The facilitator shall end

the session with the following closure
activities.
● Share the given quotations to
inspire them to work with
SOLO Model in the classroom.
● Focus on the essence of
building learning communities
and meaningful collaborations
to achieve this successful feat.
● Highlight that if we want
successful HOTS in our
classrooms, this role greatly
lies in our hands.

Slide 58 Purpose of the Slide: Congratulate

the participants for completing their
“All our dreams can come true,
learning tasks. End the session with
if we have the these set of quotations.
courage to pursue
them.”
WALT DISNEY Say: All our dreams can come true if
we have the courage to pursue them.
Training on Higher-Order Thinking Skills PLP
— Walt Disney
58 58

Other Notes: The facilitator shall end

the session with the following closure
activities.
● Share the given quotations to
inspire them to work with
SOLO Model in the classroom.
● Highlight to the participants
that we are the ones who
create our future.
● If we want successful
classrooms and effective
integration of HOTS in
classroom instruction and
learning assessment, then, this
primary task is on us.

Slide 59