TRAINING ON HIGHER-ORDER THINKING SKILLS

PROFESSIONAL LEARNING PACKAGE (HOTS-PLP)

FOR ENGLISH, SCIENCE, & MATH TEACHERS

Date and Venue

Training on Higher-Order Thinking Skills Professional Learning Package
(HOTS-PLPs) for English, Science, & Math Teachers
PPST Strand 1.5. (P & HP) Strategies for developing critical and creative thinking, as well as other higher-order thinking skills
PPSSH Strand 3.2 – (P)Teaching performance feedback
PPSS Strand 3.1. (P) Support for Instructional Leadership
Session 4:
HOTS in Practice

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

Session 6:
Session 2: Facing the Forces
SOLO and HOTS in the Classroom

Session 1: Session 7:
HOTS-PLP Walk-through Professional Learning Community
in Schools

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Training on Higher-Order Thinking Skills Professional Learning
Package (HOTS-PLPs) for English, Science, & Math Teachers
Session 4:
HOTS in Practice

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

Session 6:
Session 2: Facing the Forces
SOLO and HOTS in the Classroom

Session 1: Session 7:
HOTS-PLP Walk-through Professional Learning Community
in Schools

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Video by Mike Tyurin: https://www.pexels.com/video/boat-sailing-on-sea-11864823/

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Session 6
FACING THE FORCES
Name of Resource Person / Learning Facilitator

6
Session Objectives
At the end of the session, participants will be able to…
● identify forces that drive/enable and restrain/hinder
them to integrate SOLO framework and use the
HOTS-PLP in their pedagogical practice
● develop an action plan to minimize restraining forces
and maximize driving forces
PPST Strand 1.5. (P & HP) Strategies for developing critical and creative thinking, as well as other higher-order thinking
skills
PPSSH Strand 3.2 – (P)Teaching performance feedback
PPSS Strand 3.1. (P) Support for Instructional Leadership

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Presentation Outline

Introduction

Enabling Forces
Restraining Forces
Force Field Analysis Tool
Action Planning

Wrap-up

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(1) integrate the SOLO
framework and
(2) use the HOTS-PLP in my
teaching practice

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“ What are the things/factors that
can/will help you apply what
you have learned about the
SOLO framework and use the
HOTS-PLP in your teaching
practice?

’’
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“ What are the things/factors that
can/will hinder you from
applying what you have learned
about the SOLO framework
and using the HOTS-PLP in

’’
your teaching practice?

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DRIVING (1) integrate the SOLO RESTRAINING
FORCES FORCES
framework and
(for change) (against change)
(2) use the HOTS-PLP in my
teaching practice

→ ←
→ ←
→ ←
→ ←
→ ←

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Force Field Analysis

Forces for Change Forces against Change

PLAN/
CHANGE
INITIATIVE

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Individual Activity (8 mins)
In your notebook, list down driving and restraining forces for the identified
change initiative.

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Insert 8-minute timer from your computer.

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Pair Work (5 mins)
Share and discuss with a partner your answers. Note similar and different
answers.

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Insert 5-minute timer from your computer.

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Plenary Sharing (8 mins)

MAXIMIZE MINIMIZE

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Select top forces and plan next steps
FORCE ACTION COMMITMENT
Pick forces you’d like to tackle. Consider Detail your action plan to maximize the Assign individual/s who will implement the
what would be most impactful but also driving forces or minimize the restraining action item and identify the timeline/s
relatively easy to get started on. forces.

+ growth mindset read at least 1 article/watch at name of teacher; every week

least 1 video about the SOLO
framework

+
-
-

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Triad Work (5 mins)
Form a group of three (3). In your notebook/a manila paper, list down actions and
commitment to promote 1 driving force and mitigate/prevent 2 restraining forces.
FORCE ACTION COMMITMENT
Pick forces you’d like to tackle. Consider Detail your action plan to maximize the Assign individual/s who will implement the
what would be most impactful but also driving forces or minimize the restraining action item and identify the timeline/s
relatively easy to get started on. forces.

+ growth mindset read at least 1 article/watch at name of teacher; every week

least 1 video about the SOLO
framework

+
-
-

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Insert 5-minute timer from your computer.

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Plenary Sharing (10 mins)
FORCE ACTION COMMITMENT
Pick forces you’d like to tackle. Consider Detail your action plan to maximize the Assign individual/s who will implement the
what would be most impactful but also driving forces or minimize the restraining action item and identify the timeline/s
relatively easy to get started on. forces.

+ growth mindset read at least 1 article/watch at name of teacher; every week

least 1 video about the SOLO
framework

+
-
-

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Wrap-up
● Force field analysis helps us identify and amplify the
'driving forces' and identify and minimize obstacles or
'restraining forces' to change.

● Analyze → Plan next action → Commit to and

implement action plan

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References
1. “Force Field Analysis.” mural.co. Accessed July 12, 2023.
https://app.mural.co/template/e01b467b-71ee-4329-9e7a-0c43
51d3ae94/4d2d4f8a-75cf-4388-b0f1-c48259e419ee.

2. “Force Field Analysis: Examples and Purpose - 2023.”

MasterClass. Accessed July 12, 2023.
https://www.masterclass.com/articles/force-field-analysis

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Thank you.

[email protected]

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Training on Higher-Order Thinking Skills - Professional Learning Package

Program Management Team Session Guide Writers and Presentation Deck Editors

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

NEAP Central Office

1. Abdul Haiy A. Sali

2. Guillermo Nikus A. Telan
3. Dir. Leah B. Apao
4. Jerson R. Capuyan
5. Richie Carla A. Vesagas

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