Slide 1 Purpose of the Slide: to give the title,

venue, and date of the training/session

TRAINING ON HIGHER-ORDER THINKING Say: Welcome to the HOTS-PLP
SKILLS PROFESSIONAL LEARNING PACKAGE
(HOTS-PLP) FOR ENGLISH, SCIENCE, & training session.
MATHEMATICS TEACHERS
Other Notes: Faci may add more ad
Date and Venue
libs.

Slide 2 Purpose of the Slide: to give

the title of the session and
Session 1 name of the RP/LF
Walk-through of Resources Say: I am _____________ and
Name of Resource Person / Learning Facilitator
I will be facilitating the session
1 Walk-through of Resources.

Other Notes: Faci may add

2

more ad libs.

Slide 3 Training on Higher-Order Thinking Skills Professional Learning Purpose of the Slide: to give an
Package (HOTS-PLPs) for English, Science, & Math Teachers

Session 4:
overview of the sessions
Session 3:
HOTS in Practice
Session 5:
Workplace Application Plan
Say: To refresh your memory, there
Supporting HOTS in the Classroom
through Learning Approaches
Session 6:
are 7 sessions for this training--
Session 2: Facing the Forces
SOLO and HOTS in the Classroom
represented by these 7 matchsticks.
Session 1:
HOTS-PLP Walk-through
Session 7:
Professional Learning
Community in Schools
What session are we now?

Other Notes:
Training on Higher-Order Thinking Skills PLP 3 3

Session 1 HOTS IN THE

CLASSROOM: Review of Professional
Learning Packages
Slide 4 Training on Higher-Order Thinking Skills Professional Learning
Purpose of the Slide: To identify the
Package (HOTS-PLPs) for English, Science, & Math Teachers
Session 4:
sessions covered and the first
Session 3:
Supporting HOTS in the
HOTS in Practice

Session 5:
session/s
Workplace Application Plan
Classroom through Learning
Approaches
Session 6:
Say: We are about to start the first
Session 2:
SOLO and HOTS in the Classroom
Facing the Forces
sessions. Today, we’re covering
Session 1:
HOTS-PLP Walk-through Session 7:
Professional Learning
Session 1: HOTS-PLP Walk-through.
Community in Schools
Other Notes:
Training on Higher-Order Thinking Skills PLP 4 4

Slide 5 Session Objectives Purpose of the Slide: to show the

objectives of the session.
At the end of the session, participants will be able to…
• describe the general overview of the HOTS-PLPs
Say: At the end of the session, the
• participate and collaborate in the activities on the common participants will be able to:
understandings about HOTS
• familiarize oneself with the HOTS-PLPs
a. Familiarize oneself with the
• provide feedback to the HOTS-PLPs HOTS-PLP
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
b. provide feedback to the HOTS-
PPSS Strand 3.1. (P) Support for Instructional Leadership
PLPs
Training on Higher-Order Thinking Skills PLP 5

Notes for the RP’s: Facilitator reads

the session's objectives

Slide 6 Presentation Outline Purpose of the Slide: to give an

outline of the session
Introduction of the session
Say: the outline of the presentation
Priming activity will guide you on what to expect to
Analysis of the activity
Discussion on the parts of the HOTS PLPs learn in this session
Walkthrough on the HOTS PLPs

Answer Worksheet 1

Other Notes:
Training on Higher-Order Thinking Skills PLP 6
Slide 7 Purpose of the Slide: to give
Activity 1: SALUNDIWA (5 mins)
instructions for the priming activity
1. Form groups of four (4).
2. Write the phrase “HIGHER-ORDER THINKING” in the
Say: Before we dive deep into the
middle of the paper and encircle it. resources, let’s have first a group
3. Write down everything that you can think of that is related to
the phrase. Write what immediately comes to mind and to
activity.
not erase any words. Other Notes: Read the instructions.
4. Choose a leader and rapporteur to present your output.
Highlight that they can add a circle to
5. Share what you have written in plenary (3 groups).
the ideas of others.Give each group 1
Training on Higher-Order Thinking Skills PLP 7

minutes to present

Slide 8 Purpose of the Slide: to provide a

sample mind map
Say: You may do something like this.
HIGHER-ORDER
You can add to the ideas of others.
THINKING Other Notes: Pax may do this in a
small/one-half manila paper.

Training on Higher-Order Thinking Skills PLP 8 8

Slide 9 Purpose of the Slide: to give the

Guide Questions guide questions
● What are our common understandings about Say: What are our common
HOT?
understandings about HOT? What
● What things did you not expect to see? things did you not expect to see? Do
● Do you agree that we should tap and hone our you agree that we should tap and
HOT skills?
hone our HOT skills?
Other Notes: Call 2-3 persons to
Training on Higher-Order Thinking Skills PLP 9

share their answers. Briefly process

their responses.
Slide 10 Purpose of the Slide: To introduce
the HOTS Professional Learning
General overview of the HOTS Packages
Professional Learning Packages
Say: The HOTS Professional Learning
Packages focus on the module “ Do
Do Your Learners Do the Thinking?
Developing Learners’ Higher Order Thinking Skills
in Science, Mathematics, and English/Reading
for Grades 7, 8, 9 & 10

Professional Learning Packages

on PPST Indicators 1.5.2 and 1.5.3 Your Learners Do the Thinking?”
Developing Learners’ Higher Order
Thinking Skills.

Notes to the Presenter: This is a title

slide. Note that the title of the module
is “Do Your Learners Do the Thinking?
Developing Learners’ Higher Order
Thinking Skills in Science,
Mathematics, and English/Reading for
Grades 7, 8, 9 & 10.”

Slide 11 What are the HOTS

Purpose of the Slide: To provide the
Professional Learning Packages? general objective of the HOTS
Professional Learning Packages.
Say: What are the HOTS Professional
The HOTS Professional Learning Packages (PLPs) are learning Learning Packages? Here, the
materials developed to support our teachers in
understanding higher order thinking skills (HOTS) and in National Educators Academy of the
reflecting these skills in their respective classroom practices.
Philippines (NEAP) and the Philippine
National Research Center for Teacher
Quality (RCTQ) collaborated to
Training on Higher-Order Thinking Skills PLP

develop the HOTS Professional

Learning Packages to support our
teachers in understanding higher order
thinking skills.

The materials present assessment

items aimed at guiding our teachers in
performing pedagogy and assessment
practices that promote critical thinking,
creative thinking, and higher-order
thinking skills among learners.
Emphasize that the assessment items
presented in the materials are NON-
PRESCRIPTIVE and SUGGESTIVE.
Slide 12 Purpose of the Slides: To provide
The HOTS PLPs offer help in:
benefits of using the HOTS
achieving an improved learner
performance and equipping learners with
lifelong critical thinking competencies;
Professional Learning Packages.
designing high-quality assessment and
promoting high-quality learning outcomes; Say: The benefits of using the HOTS
establishing support mechanisms for Professional Learning Packages-
teaching and learning and supporting
collaborative expertise between and among
teachers, master teachers, and school leaders.
directed towards assessment and
outcomes, for instructional supervision
and the learners.
Training on Higher-Order Thinking Skills PLP

Note for the RP’s:

[For learners] Enhancing higher-order
thinking is crucial and imperative in
achieving an improved learner
performance; hence, we can prepare
learners to able to respond to the
demands of national and international
assessments, like PISA for instance.
More importantly, the materials also
aim to enable teachers in equipping
learners with lifelong critical thinking
competencies as they face and
manage the challenges of the ever-
changing 21st century environment.

[For assessment and outcomes]

Understanding the materials can help
teachers try to predict how their
students are likely to engage with and
answer questions. This reflective
approach can reinforce teachers’ skills
in designing high-quality assessment.
The materials can also help teachers
enhance their knowledge and skills on
PPST Indicators 1.5.2 and 1.5.3,
ultimately advancing learners’ higher-
order thinking skills and promoting
high-quality learning outcomes.

[For instructional supervision]

Personnel involved improving the
teaching and learning process are
aided to respond to indicators in their
respective standards: Teachers to
PPST Indicator 1.5.2, Master
Teachers to PPST Indicator 1.5.3,
School Heads to PPSSH Strand 3.2,
and Supervisors to PPSS Strand 3.1;
hence, establishing support
mechanisms for teaching and learning.
With the materials, teachers, master
teachers, and school leaders may also
underpin their own development
through mentoring and coaching
sessions, supporting the collaborative
expertise between and among them.

Slide 13 Purpose of the Slides: To highlight

the contribution of the HOTS
Professional Learning Packages to
addressing teacher quality
requirements stipulated in the
The HOTS PLPs assist teachers to respond to Philippine Professional Standards for
PPST Indicators 1.5.2 and 1.5.3.
PPST Strand 1.5 Strategies for developing critical and creative thinking,
Teachers.
as well as other higher-order thinking skills
Say: The enhancement of higher-
order thinking skills is crucial and
Training on Higher-Order Thinking Skills PLP

imperative in achieving an improved

learner performance. To help our
teachers, the DepEd sought the
issuance of the Philippine Professional
Standards for Teachers (PPST) to
define what teachers should know, be
able to do, and value to achieve
competence.

HOTS PLPs assist teachers to

respond to PPST Indicators 1.5.2 and
1.5.3 so they can efficiently employ
teaching strategies to advance
learners’ higher-order thinking skills in
response to the demands of the
changing character of 21st century
learners.
Slide 14 Purpose of the Slides: To highlight
the contribution of the HOTS
Professional Learning Packages to
addressing learning competencies in
the DepEd K to 12 and PISA Global
Competence frameworks.
The HOTS PLPs assist teachers to respond to Say: The Programme for International
K-to-12 and PISA Competencies.
Student Assessment (PISA), which
began in 2000, is an international
Training on Higher-Order Thinking Skills PLP

large-scale assessment (ILSA) which

measures 15-year-olds’ ability to use
the knowledge and skills they learned
in school to real-life situations. PISA
does not assess how well learners
remember facts but how they are able
to interpret texts, solve mathematics
problems, or explain phenomena
scientifically using their knowledge
and reasoning skills. These skills are
higher-order thinking skills (HOTS).

Notes to the Presenter:

● Anchored as well on the Philippine
K to 12 framework, the HOTS PLPs
are among the many contributions
to reform initiatives that aim to
strengthen teachers’ subject
knowledge and pedagogy to help
improve learner performance.

Slide 15 Purpose of the Slide: To walkthrough

on the general structure of the HOTS
Walkthrough on the PLPs Teacher’s Resource
TEACHER’s RESOURCE
Say: This time were going to have a
Do Your Learners Do the Thinking?
Developing Learners’ Higher Order Thinking Skills
in Science, Mathematics, and English/Reading
for Grades 7, 8, 9 & 10
walkthrough on the general structure
Professional Learning Packages
on PPST Indicators 1.5.2 and 1.5.3 of the HOTS PLPs Teacher’s
Resources.

Notes to the Presenter:

● This is the title slide that marks the
next section of the presentation,
which is to walkthrough the
participants on the HOTS PLPs.
Slide 16 The HOTS Professional Learning Packages (PLPs),
Purpose of the Slides: To provide
composed of a Teacher’s Resource and a Mentor’s Guide,
are developed for teachers in Grades 7, 8, 9, and 10 in: overview of the HOTS Professional
Learning Packages.
SCIENCE MATHEMATICS ENGLISH/READING
Say: These materials are developed
for teachers in Science, Mathematics,
and English/Reading for Grades 7, 8,
9 & 10.
In this walkthrough, we will look first at the Teacher’s Resource.
These materials are composed of a
Teacher’s Guide, which is designed to
Training on Higher-Order Thinking Skills PLP

set up instructional support for

teachers in implementing teaching
strategies effectively to help learners
develop higher-order thinking skills;
and a Mentor’s Guide, which is
developed to guide master teachers
and school leaders in using the
Teacher’s Resource as they coach
and further support our teachers.

Notes to the Presenter:

● Highlight the Teachers Resource
and Mentors Guide.

Slide 17 A. Introduction to Teacher’s Resource Purpose of the Slides: To

The preliminary pages of the HOTS PLPs walkthrough participants on the
Teacher’s Resource contain relevant and
helpful information about the material: preliminary pages of the HOTS PLPs
•
•
introduction to and structure of the material;
ideas for mentors and mentees;
Teacher’s Resource.
• discussions on PPST, HOTS, and PISA;
• what teachers can expect from the material; Say: I'm going to show you preliminary
• an introduction to the basic SOLO model;
• and learning approaches employed. pages of the HOTS PLPs Teacher’s
Can you locate these sections in the
preliminary pages?
Resource contain relevant and helpful
information about the material.
Training on Higher-Order Thinking Skills PLP

Notes to the Presenter:

● While there are different Teacher’s
Resource in Science, Mathematics,
and English/Reading, the overall
structure of the material remains
the same although nuanced to
respective learning areas.
Slide 18 Purpose of the Slides: To
walkthrough the participants on the
Now that we have seen the preliminary pages
of the HOTS PLPs Teacher’s Resource, general structure of the SOLO-based
we will now look at the general structure of
SOLO-based Assessment Items. Assessment Items.
Say: There will also be separate
sessions/workshops on the SOLO-
based assessment items. For this
walkthrough, participants will be only
be walked through each parts on the
Training on Higher-Order Thinking Skills PLP

section on the assessment items.

Slide 19 While the structure is the same across learning areas, the number
of SOLO-based assessment items and individual questions vary.
Purpose of the Slides: To provide
SCIENCE MATHEMATICS ENGLISH/READING overview of the number of assessment
items per learning area.
Say: As discussed in the Structure of
the Teacher’s Resource in page vii,
82 SOLO-based
has has

24 SOLO-based
has

70 SOLO-based
number of SOLO-based items and
assessment items
(broken down further to
assessment items
(broken down further to
assessment items
(broken down further to
individual questions vary per learning
184 individual questions) 93 individual questions) 158 individual questions)
area. In Science, items/questions are
further divided to Life Sciences,
Training on Higher-Order Thinking Skills PLP

Chemistry, Physics, and Earth

Sciences. For Mathematics and
English/Reading, items/questions are
further divided to Grades 7, 8, 9, and
10. These will allow the readers – both
mentors and mentees – to practice
SOLO on various topics and
competencies across grade levels in
the selected learning areas.
Slide 20 B. SOLO-based Assessment Items English Purpose of the Slides: To direct
1. Each item begins with a table containing necessary details:
such as subject, grade level, topic, and competencies.
participants to the structure of the
SOLO-based Assessment Items.
Say: Please read the section of
assessment items. Each item
addresses topics and mapped to PISA
and K to12 competencies.
Training on Higher-Order Thinking Skills PLP 20

Notes to the Presenter: Allow

participants to read through the
section on the assessment items to
see that each item addresses various
topics and is mapped to different PISA
and K to 12 competencies.

Slide 21 Purpose of the Slides: To direct

B. SOLO-based Assessment Items
participants to the structure of the
2. Each item summary table is followed with a
stem/item/prompt. They could be stories, diagrams, pictures,
equations, or a direct-to-the-point question.
SOLO-based Assessment Items.
Say: This is also the structure of
SOLO-based Assessment Items. Each
item has different types of
stem/item/prompt.
Notes to the Presenter: Allow
participants to read through the
Training on Higher-Order Thinking Skills PLP

section on the assessment items to

see that each item has different types
of stem/item/prompt. A couple of
minutes may be given to the
participants to flip through the pages
of the Teacher’s Resource.

Slide 22 B. SOLO-based Assessment Items Purpose of the Slides: To direct

3. An item/stem/prompt is followed with a series of questions. Spaces are provided as well
for responses.
participants to the structure of the
SOLO-based Assessment Items.
Say: These SOLO-based assessment
items has varying numbers of
questions.
Notes to the Presenter:
● Allow participants to read through
the section on the assessment
Training on Higher-Order Thinking Skills PLP

items to see that each item has

varying numbers of questions. A
couple of minutes may be given to
the participants to flip through the
pages of the Teacher’s Resource.
● Participants may be prompted to
think about the increasing
difficulty/complexity in the questions
provided.

Slide 23 B. SOLO-based Assessment Items Mathematics Purpose of the Slides: To direct

participants to the structure of the
SOLO-based Assessment Items.
Say: These solo-based assessment
items are formulated for mathematics.
Lets try to analyze the competency
and the question.
Training on Higher-Order Thinking Skills PLP 23

Notes to the Presenter: Allow

participants to read through the
section on the assessment items to
see that each item addresses various
topics and is mapped to different PISA
and K to 12 competencies.

Slide 24 B. SOLO-based Assessment Items Mathematics Purpose of the Slides: To direct

participants to the structure of the
SOLO-based Assessment Items.
Say: Let's analyze Activity 1, Grade 8
Mathematics assessment item. Lets
see how this mapped to PISA and K to
12 competencies.
Training on Higher-Order Thinking Skills PLP 24

Notes to the Presenter: Allow

participants to read/analyze
assessment items to see that each
item addresses various topics and is
mapped to different PISA and K to 12
competencies.
Slide 25 B. SOLO-based Assessment Items Mathematics Purpose of the Slides: To direct
ACCEPTABLE ANSWER
participants to the structure of the
SOLO-based Assessment Items.
Say: Lets study the acceptable
answer from the given assessment
item in the previous slide.

Notes to the Presenter: Please

Training on Higher-Order Thinking Skills PLP 25

check the example of assessment

item from Teachers Learning
Package.

Slide 26 B. SOLO-based Assessment Items

ACCEPTABLE ANSWER
Mathematics Purpose of the Slides: To direct
participants to the structure of the
SOLO-based Assessment Items.
Say: Lets study another acceptable
answer from the given assessment
item in the previous slide.

Notes to the Presenter: Please

Training on Higher-Order Thinking Skills PLP 26

check the example of assessment

item from Teachers Learning
Package.

Slide 27 B. SOLO-based Assessment Items Science Purpose of the Slides: To direct

participants to the structure of the
SOLO-based Assessment Items.
Say: These solo-based assessment
items are formulated for science. Lets
try to analyze the competency and the
question.
Training on Higher-Order Thinking Skills PLP 27

Notes to the Presenter: Allow

participants to read through the
section on the assessment items to
see that each item addresses various
topics and is mapped to different PISA
and K to 12 competencies.
Slide 28 B. SOLO-based Assessment Items Science Purpose of the Slides: To direct
participants to the structure of the
SOLO-based Assessment Items.
Say: Let's analyze Activity 1, Grade 9
Life Science assessment item. Lets
see how this mapped to PISA and K to
12 competencies.
Training on Higher-Order Thinking Skills PLP 28

Notes to the Presenter: Allow

participants to read/analyze
assessment items to see that each
item addresses various topics and is
mapped to different PISA and K to 12
competencies.

Slide 29 B. SOLO-based Assessment Items Science Purpose of the Slides: To direct

participants to the structure of the
SOLO-based Assessment Items.
Say: Let's analyze Activity 1, Grade 9
Life Science assessment item. Lets
see how this mapped to PISA and K to
12 competencies.
Training on Higher-Order Thinking Skills PLP 29

Notes to the Presenter: Allow

participants to read/analyze
assessment items to see that each
item addresses various topics and is
mapped to different PISA and K to 12
competencies.

Slide 30 B. SOLO-based Assessment Items Science Purpose of the Slides: To direct

participants to the structure of the
SOLO-based Assessment Items.
Say: Lets study another acceptable
answer from the given assessment
item in the previous slide.

Notes to the Presenter: Please

Training on Higher-Order Thinking Skills PLP 30

check the example of assessment

item from Teachers Learning
Package.
Slide 31 C. Acceptable Answers to SOLO-based items Purpose of the Slides: To direct
participants to the structure of the
At the last few pages of the
Teacher’s Resource is a section
providing you with the acceptable
SOLO-based Assessment Items.
answers to the SOLO-based
assessment items.
Say: We have the access of
How do you think should we
approach the use of the
acceptable answers to the SOLO-
Teacher’s Resource if the
answers to the items/questions
based assessment questions/items in
are in the back page anyway?
the package. The materials are
developed to assist teachers to think
beyond the items and guide through
Training on Higher-Order Thinking Skills PLP

its application in the classroom

Notes to the Presenter:

● Allow participants to read through
the section on acceptable answers
to SOLO-based assessment items
to see that correct responses are
provided for each item/question.
● Emphasize that the materials are
not meant to prescribe what items
may be used for assessments in
the classroom.

Slide 32 Purpose of the Slides: To discuss

HOW TO USE THE MODULES?
With teachers as mentees, you may… who may use the HOTS Professional
❑ try some items themselves to reflect on your knowledge
Learning Packages.
and understanding of the learning area;
❑ share some items with your colleagues for collaborative
Say: This is how teachers utilize the
discussions; or
❑ adapt or develop some items for your school’s context.
modules: they reflect on the items,
engage in collaborative discussions
about the item, and develop new
items.
Training on Higher-Order Thinking Skills PLP

Notes to the Presenter: The items

may be used in reflecting about one’s
assessment practices.
Slide 33 Purpose of the Slides: To discuss
HOW TO USE THE MODULES?
With master teachers and school who may use the HOTS Professional
leaders as mentors, you may…
❑ lead LAC sessions on identifying general strategies
Learning Packages.
that support HOTS, e.g., building questions up in a topic
(from unistructural to multistructural to relational) or
Say: The Master teachers and school
using open questions and scaffolds;
❑ discuss the full range of HOTS strategies being
leaders serve as mentors, leading the
modelled in the resource; or
❑ work with mentees on identifying an item of interest to LAC session and facilitating
review and try with their students, then evaluate the
process as a group. discussions on strategies. The
mentors have a crucial role on guiding
the teachers reflect about their
Training on Higher-Order Thinking Skills PLP

assessment practices.

Slide 34 Purpose of the Slides: To direct

As a highly proficient practitioner, you have an
important role to play. You will: participants to the Mentor’s Guide.
• capacitate your mentees on the SOLO-based
assessment items; and
Say: The mentors will capacitate their
• assist them in reflecting on their teaching
strategy. mentees on the SOLO-based
assessment items and assist in
The Mentor’s Guide can help you with these.
To assist you in the role, you may refer to the mentoring instructions
teaching strategy.
detailed on page viii of the Mentor’s Guide:

Training on Higher-Order Thinking Skills PLP

Slide 35 Purpose of the Slide: This is a title

slide on the resources for mentors.
Say: The next is the list of resources
Resources for Mentors
to be turned over to the mentors. - The
Resources for the Mentors
Slide 36 1. HOTS Professional Learning Packages
Purpose of the Slide: To present a
SCIENCE MATHEMATICS ENGLISH/READING
list of resources to may be used by the
mentors in downloading the HOTS
Professional Learning Packages.
Say: These are the sample of HOTS
Professional Learning Packages.
These are learning materials developed to support our teachers in
understanding higher order thinking skills (HOTS) and in reflecting
these skills in their respective classroom practices.
HOTS PLPs are composed of a
Teacher’s Resource and a Mentor’s
Guide for Science, Mathematics, and
Training on Higher-Order Thinking Skills PLP

English/Reading. HOTS PLPs are

learning materials developed to
support our teachers in understanding
HOTS and in reflecting these skills in
their respective classroom practices.

Slide 37 2. Slides on My Role as a Mentor

Purpose of the Slide: To present a
list of resources to may be used by the
mentors in downloading the HOTS
Professional Learning Packages.
Say: The HOTS PLPs Mentors Guide
Anchored on the HOTS PLPs Mentor’s Guide, this set of slides aims
contain necessary information to
to assist our school leaders in their role as mentors – a step-by-step
walkthrough on the items, a broader discussion of the learning assist the role of mentors to the
approaches, and guidelines they may use for LAC sessions.
participants. These include the
learning approaches and the contents
Training on Higher-Order Thinking Skills PLP

of the Mentor’s Guide (e.g., a step-by-

step walkthrough on the items,
guidelines they may use for LAC
sessions).

Notes to the Presenter: Remind the

participants that a slide presentations
containing necessary information to
assist them in their role as mentors.
Slide 38 Purpose of the Slide: This is a title
slide on guiding the participants as
they take their role as a mentor.
My Role as a Mentor
Say: This time we are going to to
Do Your Learners Do the Thinking?
Developing Learners’ Higher Order Thinking Skills
in Science, Mathematics, and English/Reading
for Grades 7, 8, 9 & 10
explore the HOTS PLP’s Mentors
Professional Learning Packages
on PPST Indicators 1.5.2 and 1.5.3 Guide.

Notes to the Presenter: This session

is a walkthrough on the HOTS PLPs
Mentor’s Guide.

Slide 39 The HOTS Professional Learning Packages (PLPs),

Purpose of the Slides: To recap the
composed of a Teacher’s Resource and a Mentor’s Guide,
are developed for teachers in Grades 7, 8, 9, and 10 in: general overview of the HOTS
SCIENCE MATHEMATICS ENGLISH/READING Professional Learning Packages.
Say: HOTS Professional Learning
Packages. HOTS PLPs are composed
of a Teacher’s Resource and a
In this session, we will now look at the Mentor’s Guide.
Mentor’s Guide for Science,
Mathematics, and English/Reading.
HOTS PLPs are learning materials
Training on Higher-Order Thinking Skills PLP

developed to support our teachers in

understanding HOTS and in reflecting
these skills in their respective
classroom practices.

Notes to the Presenter: Emphasize

that this session is a walkthrough on
the HOTS PLPs Mentor’s Guide.
Slide 40 Purpose of the Slide: To provide the
The Mentor’s Guide…
general objective of the HOTS PLPs
…is intended for master teachers Mentor’s Guide.
and school leaders to coach and
further support our teachers
effectively and, at the same time,
Say: Collaboration among teachers
collaborate with them in developing
HOTS in the classroom.
and school mentors are essential to
enhance the teaching and learning
process. This ‘team-up’ approach
aims to help build better
communication and interactions
Training on Higher-Order Thinking Skills PLP

among staff as mentors and mentees

learn from each other.

Notes to the Presenter:

● In the previous session, participants
were tasked to read the Mentoring
Instructions found in page viii of the
Mentor’s Guide. Process with the
participants the instructions, “Read
the teacher’s resource” and “Set a
one-on-one session”.

Slide 41 The Mentor’s Guide is divided into two major parts:

Purpose of the Slide: To provide the
1. Capacitating my Mentee on the overall structure of the HOTS PLPs
SOLO-based Assessment Items
This section includes:
Mentor’s Guide.
• more in-depth walkthrough of the Teacher’s
Resource (see Activity 1 Organizing LAC Session) Say: These are the overall structure of
• discussion on SOLO (see Activity 2 Introduction to
the Basic SOLO Model)
• LAC session guide on HOTS (see Activity 3 LAC
the HOTS PLP’s Mentors Guide, one
Session on Background to HOTS in the Classroom)
• guide on integrating learning approaches (only in
of the major parts is Capacitating
Math Mentor’s Guide; see Activity 4 Preparing SOLO-
based Questions) mentee on SOLO-based Assessment
Items.
Training on Higher-Order Thinking Skills PLP

Notes to the Presenter:

● This section provides activities
and/or outlines a work plan for the
master teachers, school heads, and
supervisors to coach and mentor
teachers about the identified
strategies in the Teacher’s
Resource.
Slide 42 Purpose of the Slide: To provide the
The Mentor’s Guide is divided into two major parts:
2. Reflection Log
overall structure of the HOTS PLPs
This section provides a worksheet which provides Mentor’s Guide.
opportunities for the master teachers, school heads, and
supervisors to assist teachers in reflecting on:
• their teaching strategy;
Say: These are the overall structure of
• the Structure of the Observed Learning Outcome
(SOLO) model; the HOTS PLP’s Mentors Guide, one
• the challenges they encountered; and
• how they addressed the challenges that arose. of the major parts is reflection log.

Notes to the Presenter: This section

provides a short worksheet with four
Training on Higher-Order Thinking Skills PLP

(4) questions that may be used by

mentors with their mentees in
reflecting on one’s experience in
adapting SOLO.

Slide 43 Purpose of the Slides: To close the

slides on the walkthrough of HOTS
Are you excited to learn more on HOTS? Professional Learning Packages, with
If learning is your passion,
the HOTS PLPs are for you! particular focus on guiding participants
in playing their role as mentors.
Say: Are you excited to learn more on
HOTS?

Notes to the Presenter: This is a

Training on Higher-Order Thinking Skills PLP

closing slide.

Slide 44 3. Rollout materials

Purpose of the Slide: To present a
These will be shared to the participants to ensure that mentors are
equipped with technical and physical resources in downloading the
list of resources to may be used by the
HOTS PLPs to our teachers. The rollout materials will include:

A. Worksheets
mentors in downloading the HOTS
Professional Learning Packages.
Each session is complemented with
respective worksheets where mentees
could provide their understanding on
Solo: All worksheets used during the
the following:
• HOTS PLPs;
• basic SOLO model; and
capacity-building activities will also be
• SOLO-based assessment items.
shared with them.
Training on Higher-Order Thinking Skills PLP
Slide 45 Sample Worksheet: Worksheet 1 Purpose of the Slide: To walkthrough
the participants on the parts of the
worksheets.

Notes to the Presenter: Remind the

participants that mentees may opt not
In this section, mentees can write their name (optional),
the position they are holding, and their division and region.
to write their names in the worksheets.
These could be agreed upon between
mentors and mentees.
Training on Higher-Order Thinking Skills PLP

Slide 46 Sample Worksheet: Worksheet 1 Purpose of the Slide: To walkthrough

the participants on the parts of the
The worksheet number, as well as the
plenary session where it should be used,
worksheets.
are displayed at the upper right portion of
the worksheet.

In this sample, this is Worksheet No. 1 and

Notes to the Presenter: Emphasize
is supposed to complement Plenary
Session No. 1, which is HOTS in the that preparation of materials prior to
Classroom: Review of Professional
Learning Packages. the conduct of sessions are crucial.
The highlighted portion of the
worksheet shown in the slide can help
Training on Higher-Order Thinking Skills PLP

the implementer of the activity in the

preparation of materials.

Slide 47 Sample Worksheet: Worksheet 1 Purpose of the Slide: To the

participants on the parts of the
Questions in this sample worksheet are
seen at the left-most column. The space
worksheets.
where mentees could write their responses
are at the middle column.

Notes to the Presenter:

● Remind the participants that the
responses that will be provided by
the mentees in the worksheets
should primarily be used for
Training on Higher-Order Thinking Skills PLP

discussion purposes and not, in any

way, be used for evaluation of
one’s performance.
Slide 48 Sample Worksheet: Worksheet 1 Purpose of the Slide: To walkthrough
the participants on the parts of the
The space at the right-most column is also
provided so mentees could write other remarks
worksheets.
they might have on the question. These could be
queries or other ideas they might have thought of.
Notes to the Presenter: Emphasize
to the participants that mentors must
cultivate the culture of learning among
his/her mentees. The space provided,
as highlighted in the slide above,
Training on Higher-Order Thinking Skills PLP

should be used to gather other

insights from the mentees.

Slide 49 Sample Worksheet: Worksheet 4C Purpose of the Slide: To walkthrough

the participants on the parts of the
worksheets.
Let us also take a look at other
worksheets. This time, we’ll
review Worksheet 4C, which is
used with Plenary Session No. 7.
Notes to the Presenter: The
facilitator may lead the participants to
look at all worksheets one-by-one.
This is to ensure that all worksheets
have been turned over properly.
Training on Higher-Order Thinking Skills PLP

Slide 50 Sample Worksheet: Worksheet 4C Purpose of the Slide: To walkthrough

In this sample worksheet, mentees are given a practice item they
could work with, where the following details are given:
the participants on the parts of the
• learning area competency;
• a stem; worksheets.
• a SOLO-anchored question, and
• the acceptable answer to the given SOLO-anchored question.

Notes to the Presenter: The

facilitator may lead the participants to
look at worksheets for every learning
area.
Training on Higher-Order Thinking Skills PLP
Slide 51 Sample Worksheet: Worksheet 4C
Purpose of the Slide: To walkthrough
the participants on the parts of the
As the mentors capacitate their mentees on the
worksheets.
SOLO-based assessment items, the mentees
can write on this space provided the
rationalization on the following:
• Why is the given answer acceptable?
• What made the question a unistructural
Notes to the Presenter: Remind the
question? Or a multistructural question? Or
a relational question? Or an extended participants that as mentors, it is their
abstract question?

Mentors may also use this space to discuss

role to capacitate their mentees to look
other possible reflection points on the given
SOLO-based assessment items. beyond the questions and answers
and use the SOLO model as
Training on Higher-Order Thinking Skills PLP

framework in understanding and

applying HOTS.

Slide 52 Notes on the worksheets: Purpose of the Slide: To provide

general reminders on the worksheet.
• The responses provided by the mentees on the worksheets may be
used as points for discussion, for instance, during coaching and Say: Here are the important reminders
mentoring sessions.
on using the worksheets.
• Hence, the use of worksheets are mandatory in understanding the
HOTS PLPs, especially in practicing with the SOLO-based
assessment items.
Notes to the Presenter: Since the
• Mentors may also develop additional worksheets that could further
help in capacitating their mentees on the topics. discussion of HOTS should also be
practiced, the use of worksheets are
mandatory. This does NOT mean that
Training on Higher-Order Thinking Skills PLP

the worksheets will be a required

additional task for teachers (i.e.,
accomplishing the worksheets for
reporting, M&E, or for any other
purpose aside from primarily
deepening one’s understanding of
HOTS).
Slide 53 Purpose of the Slide: to show the
Application
application of the session.
1. What part of the package stands out the most for you?
Say: Here are the guide questions for
Why?
2. What part of the package seems unclear to you?
session application on HOTS
3. How may the HOTS Professional Learning Packages Professional Learning Packages.
support your work as a school leader?
4. What impact review/program may be in place to support the
Notes to the Presenter
implementation of the HOTS Professional Learning
Packages? 53
1. Faci gives instructions to
Training on Higher-Order Thinking Skills PLP

download the packages.

2. Participants are given time to
scan the package (teachers'
resource and mentor’s guide) and
answer Worksheet 1 individually.
3. Faci allows participants to
discuss their answers first with
seatmates (WS question #4).
4. Faci calls volunteers to share
their answers in plenary.
5. Faci processes their answers.
Faci collects the worksheets,
reviews answers, and shares some
highlights or noteworthy answers

Slide 54 Purpose of the Slide: to indicate the

References reference materials used
HOTS Professional Learning Packages Say: Here are the reference materials
DepEd Order 42 s. 2017 National Adoption and Implementation of
the Philippine Professional Standards for Teachers
used in the development of this
Manghahabi Cards. Habi Education Lab presentation

Training on Higher-Order Thinking Skills PLP 54 54

Slide 55 Purpose of the Slide: to express
gratitude and share contact detail
Say: Thank you so much for learning
Thank you. with us today. See you in our next
session. For any questions and
[email protected] clarifications about the design and
learning resources, you may contact
NEAP through
Training on Higher-Order Thinking Skills PLP 55 55

[email protected].
Other Notes:

Slide 56 Training on Higher-Order Thinking Skills - Professional Learning Package Purpose of the Slide: to present the
Program Management Team Session Guide Writers and Presentation Deck Editors members of the Program Management
Research Center for Teacher Quality (RCTQ)
Field Personnel

1.
2.
Alson Rae Luna
Angelica B. Buaron
13.
14.
Mae Laarni M. Saporna
Marie Vic C. Velasco
Team, writers and editors
Say: Let us recognize the PMT
National Educators Academy of the Philippines (NEAP) 3. Angelo D. Uy 15. Maripaz T. Mendoza
Professional Development Division 4. Analou O. Hermocilla 16. Mark Anthony A. Durana
5. Arnel Jr. B. Camba 17. Melvin Willy II B. Roque
Quality Assurance Division 18. Milaner R. Oyo-a
6. Eldefonso Jr. B. Natividad
7. Elsie Jane M. Mantilla 19. Rejulios M. Villenes
NEAP in the Regions 8.
9.
10.
11.
Fluellen L. Cos
Hera Paz B. Yamson
Jelly L. Sore
Jojiemar M. Obligar
20.
21.
22.
23.
Renante Juanillo
Renato N. Pacpakin
Rosalyn C. Gadiano
Sally A. Palomo
members, writers, and editors who
have contributed in the development
12. Josephine P. Balasan 24. Wilma S. Carrera

NEAP Central Office

1.
2.
3.
4.
Abdul Haiy A. Sali
Guillermo Nikus Telan
Dir. Leah B. Apao
Jerson R. Capuyan
of this training.
5. Richie Carla Vesagas
Other Notes:
Training on Higher-Order Thinking Skills PLP 56 56