Session_SD_HOTS in Practice (Science).pptx

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

SESSION 4
HOTS in Practice
Worksheets 4A, 4B, 4C and 4D in Science
2
Learning Facilitators

3
🔥 Training on Higher-Order Thinking Skills PLP 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

🔥 Training on Higher-Order Thinking Skills PLP
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

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
Let’s recall…
Priming Activity

7
1. What does SOLO stand for?
A. Structure of the Observed Learning Outcome
B. System of the Observed Learning Outcome
C. Structure of the Observed Learning Output
D. System of the Observed Learning Output
Ans: A

8
2. How many levels are there in SOLO Taxonomy?
A. 3 C. 5
B. 4 D. 6
Ans: C

9
Ans: A
3. What level of understanding does a learner demonstrate
when he can give two or more pieces of data or information?
A. Multistructural C. Relational
B. Prestructural D. Unistructural

10
Ans: D
4. If a question asks for a specific answer or only one piece
of relevant data?
A. Multistructural C. Relational
B. Prestructural D. Unistructural

11
Ans: True
5. SOLO Model is anchored with Bloom’s Taxonomy.
True or False

12
Ans: True
6. SOLO thinking is consistent with how the brain learns.
True or False

13
Ans: D
7. Which are learning approaches in Science?
I. Text Structure Strategy
II. Inquiry-based Approach
III. Question-Answer Relationship Strategy
IV. Collaborative and Cooperative Learning
A. I and II C. I and III
B. III and IV D. II and IV

14
Ans: C
8. Which approach drives each learner to be responsible not
only for their own learning but also their peers?
A. Metacognitive Approach
B. Inquiry-Based Approach
C. Cooperative Learning Approach
D. Problem-solving Based Approach

15
Ans: B
9. Which are the features of inquiry-based approach?
I. Learners use think-out-loud tasks.
II. Learners discover new information.
III. Learners create questions on their own.
IV. Learners make individual progress in line with the
progress of others.
A. I and II C. III and IV
B. II and III D. I and IV

16
Ans: A
10. Which approach encourages not only reflection but also
promotes critical thinking and further develop HOTS?
A. Metacognitive Approach
B. Inquiry-Based Approach
C. Cooperative Learning Approach
D. Problem-solving Based Approach

SOLO-based Assessment Items
WORKSHOP 1: Worksheet 4A

Session Objectives
At the end of the session, participants will be able
to…
18
• identify the components of the HOTS
learning package;
• analyze how SOLO-based item is crafted; and
rationalization based on the SOLO framework.

Health Break

Writing SOLO-based
Assessment Items

Supporting HOTS in the Classroom:
WORKSHOP 2: Worksheet 4B
37

Session Objectives
to…
38
learning package;
• analyze how SOLO-based item is crafted;
and

39
Anticipation-Reaction Guide
Directions: Write check (√)in the Anticipation Column if the statement is correct and (x) if it is
incorrect.
39
Anticipation Statement Reaction
1. In writing a superstem in a relational level, the students need to use two or more discrete
closures directly related to separate pieces of relevant information contained in the stem.
2. The students answer that sodium chloride, unlike carbon dioxide, is an ionic compound
and as such is made from a metal and a non-metal, and has a high melting point, it is
soluble in water and the solution will conduct electricity. However, since it is a compound and
not a mixture it is, like carbon dioxide a pure substance made from more than one element
with a constant composition. Carbon dioxide is a covalent compound and therefore is formed
by two non-metals, it is not readily soluble in water and does not conduct electricity. This is
an example of multistructural level of SOLO model.
3. Sodium chloride is an example of an ionic compound. This is an example of unistructural
level of of SOLO model.
4. Sodium chloride is an ionic compound. It is made from a metal and a non-metal. It has a
high melting point. It is soluble in water, and it conducts electricity. Carbon dioxide is a
covalent compound. It may be a solid liquid or a gas. It is formed by two non-metals. This is
an example of multistructural level.
5. Words used for unistructural level are: identify, name,follow a simple procedure and f
forward single focus problem and recite.

40
REVIEW
What do you mean by unistructural level of SOLO Model?
Unistructural Level
At this stage, the learner gets to know just a single relevant
aspect of a task or subject; the student gets a basic understanding of a
concept or task. Therefore, a student is able to make easy and
apparent connections, but he or she does not have any idea how
significant that information be or not. In addition, the students’ response
indicates a concrete understanding of the task, but it focuses on only
one relevant aspect.
40

41

42
REVIEW
What about multistructural level of SOLO Model?
Multistructural Level
At this stage, students gain an understanding of numerous
relevant independent aspects. Despite understanding the relationship
between different aspects, its relationship to the whole remains unclear.
Suppose the teacher is teaching about several topics and ideas, the
students can make varied connections, but they fail to understand the
significance of the whole. The students’ responses are based on relevant
aspects, but their responses are handled independently.
42

43

44
REVIEW
What about relational level of SOLO Model?
Relational Level
This stage relates to aspects of knowledge combining
to form a structure. By this stage, the student is able to understand the
importance of different parts in relation to the whole. They are able to
connect concepts and ideas, so it provides a coherent knowledge of the
whole thing. Moreover, the students' response indicates an
understanding of the task by combining all the parts, and they can
demonstrate how each part contributes to the whole.
44

45

46
Activity: Group Activity
Directions: Below is a worksheet. Read item number 1 and give acceptable answers for
unistructural, multistructural and relational levels of SOLO model. The worksheet is composed and
provided with competency, stem, question and rationalization. The column in the acceptable answer
will be your task. Do it honestly and religiously. Item 1.Note:You will be given a hardcopy for this
worksheet.
46
Competency Stem Question Acceptable
Answer
Rationalization
Explain how the
respiratory and
circulatory
systems work
together to
transport
nutrients, gases,
and other
molecules to and
from the different
parts of the body.
(Grade 9)
The circulatory system, which is made up of
the heart and blood vessels, supports the
respiratory system by bringing blood to and
from the lungs. The circulatory system helps
deliver nutrients and oxygen from the lungs to
tissues and organs throughout the body. It
also helps remove carbon dioxide and waste
products. For example, when exercising,
humans rely on the respiratory and circulatory
systems working together to ensure an
adequate supply of oxygen and essential
nutrients to cells and removal of waste
products from cells in the body.
Unistructural
State the essential
gas that this
athlete will require
to continue
exercising.
The response is
unistructural
requiring the learner
to provide a single
response, which
simply requires rote
learning or
memorization.

47
47
Answer
Rationalization
Explain how the
respiratory and
circulatory systems
work together to
transport nutrients,
gases, and other
molecules to and
from the different
parts of the body.
(Grade 9)
Multistructural
Give the main or
major organ of
circulatory and
respiratory systems?
The response is
multistructural
requiring the
learner to provide
two or more
answers which
simply requires
enumerating the
major organ of
circulatory and
respiratory
systems.

48
48
Answer
Rationalization
Explain how the
respiratory and
circulatory systems
work together to
transport nutrients,
gases, and other
molecules to and
from the different
parts of the body.
(Grade 9)
The circulatory system, which is made up
of the heart and blood vessels, supports
the respiratory system by bringing blood
to and from the lungs. The circulatory
system helps deliver nutrients and oxygen
from the lungs to tissues and organs
throughout the body. It also helps remove
carbon dioxide and waste products. For
example, when exercising, humans rely
on the respiratory and circulatory systems
working together to ensure an adequate
supply of oxygen and essential nutrients
to cells and removal of waste products
from cells in the body.
How do
circulatory
and
respiratory
works
together?
The response is
relational, requiring the
learners to connect
how respiratory and
circulatory works
together. The learner’s
response
demonstrates an
understanding of the
topic by being able to
join all the parts
together.

49
Analysis: Guide Questions
1. Based on your consolidated answers,
when can we say that the acceptable
answers are unistructural, multistructural
and relational levels of SOLO model?
49

50
2. What do you mean by
unistructural, multistructural
and relational?
50

51
Abstraction: Guide Questions
1. Why is it important to have
a good stem?
51

52
2. Do you think you can make questions
based on the stem the three (3) different
levels of SOLO model namely the
unistructural,multistructural and
relational?
52

53
3. As classroom teachers, how are
you going to help students from
unistructural to become
multistructural and relational?
53

54
4. What do you think is your
impact or contribution in helping
learners develop their higher order
thinking skill?
54

55
Application: Answer the items 2 and 3.
Let the participants answer the
items 2 and 3 in Worksheet 4B for
10 minutes.
55

56
Directions: Write check (√)in the Reaction Column if the statement is correct and (x) if it is incorrect.
56
1. In writing a superstem in a relational level, the students need to use two or more discrete
closures directly related to separate pieces of relevant information contained in the stem.
2. The students answer that sodium chloride, unlike carbon dioxide, is an ionic compound and as
such is made from a metal and a non-metal, and has a high melting point, it is soluble in water and
the solution will conduct electricity. However, since it is a compound and not a mixture it is, like
carbon dioxide a pure substance made from more than one element with a constant composition.
Carbon dioxide is a covalent compound and therefore is formed by two non-metals, it is not readily
soluble in water and does not conduct electricity. This is an example of multistructural level of
SOLO model.
3. Sodium chloride is an ionic compound. It is made from a metal and a non-metal. It has a high
melting point. It is soluble in water, and it conducts electricity. Carbon dioxide is a covalent
compound. It may be a solid liquid or a gas. It is formed by two non-metals. This is an example of
multistructural level.
4. Sodium chloride is an example of an ionic compound. This is an example of unistructural level
of of SOLO model.
5. Words used for unistructural level are: identify, name,follow a simple procedure and forward
single focus problem and recite.

57

WORKSHOP 3: Worksheet 4C
59

Session Objectives
to…
60
learning package;
and

61
Directions: Write check (√)in the Anticipation Column if the statement
is correct and (x) if it is incorrect.
61
1. The circulatory system is defined as the system that contains the heart and the blood vessels and moves
blood throughout the body. This is an example of relational level of SOLO model.
2. Name three of the main naturally occurring greenhouse gases. This is an example of multistructural
question of SOLO model.
3. Rewrite the student’s answer correctly. This is an example of unistructural level of SOLO model.
4. Progesterone is a hormone that is secreted by the ovarian corpus luteum during the first ten weeks of
pregnancy. This is an example of unistructural level of SOLO model.
5. There are several factors affecting chemical reactions. In this case (food preservation), two factors may be
applied. First is the temperature. Decreasing the temperature decreases the rate at which a chemical
reaction occurs. Therefore, it is advisable to keep the food refrigerated. Second is the presence and
concentration of the reactant. In this case, decreasing the amount of oxygen decreases the rate of food
spoilage. Oxygen oxidizes enzymes that speeds up the chemical reaction in food. It also promotes growth of
microorganisms. That’s why it is advisable to store food in an airtight container. This is an example of
relational level of SOLO model.

62
Directions: Below is a worksheet. Read item number 1 and give acceptable answers and
rationalization for unistructural, multistructural and relational levels of SOLO model. The worksheet is
composed and provided with competency, stem, and question. The columns in the acceptable
answer and rationalization will be your task. Do it honestly and religiously.
62
Answer
Rationalization
Describe the
feedback
mechanisms
involved in
regulating
processes in
the female
reproductive
system.
Learning
Code:
S10LTIIIc-35
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 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 and
onset of another.
Unistructural
What hormone
which is
identified by the
black arrow on
the diagram?
.

63
63
Answer
Rationalization
Describe the
feedback
mechanisms
involved in
regulating
processes in the
female reproductive
system.
Learning Code:
S10LTIIIc-35
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 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 and onset of another.
Multistructural
Based on the
diagram, name at
least one (1)
phase of
menstrual cycle
and determine
what days that
this phase started
and ended.

64
64
Answer
Rationalization
Describe the
feedback
mechanisms
involved in
regulating
processes in the
female reproductive
system.
Learning Code:
S10LTIIIc-35
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 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 and onset of
another.
Based on
the diagram,
can you
describe the
processes
involved in
menstrual
cycle?

65
Analysis: Guide Questions
1. Based on your consolidated answers,
when can we say that the acceptable
answers are unistructural,multistructural and
relational?
65

66
2. What are your bases in formulating
your acceptable answers in
unistructural, multistructural and
relational?
66

67
Abstraction: Guide Questions
1. How did you formulate the
rationalization in unistructural,
multistructural and relational levels of
SOLO model?
67

68
2. Can you discuss to the group which
levels of SOLO model namely the
unistructural,multistructural and relational
did you find it difficult to formulate
acceptable answers and rationalization?
Why?
68

69
3. What are your strategies in
formulating acceptable answers
and rationalization based on the
given stem? How did you do it?
69

70
Application: Answer the items 2 and 3.
Let the participants answer the items
2 and 3 in Worksheet 4B for 15
minutes.
70

71
Directions: Write check (√)in the Anticipation Column if the statement is correct and (x) if it is incorrect.
71
1. The circulatory system is defined as the system that contains the heart and the blood
vessels and moves blood throughout the body. This is an example of relational level of
SOLO model.
2. Name three of the main naturally occurring greenhouse gases. This is an example of
multistructural question of SOLO model.
3. Rewrite the student’s answer correctly. This is an example of unistructural level of SOLO
model.
4. Progesterone is a hormone that is secreted by the ovarian corpus luteum during the first
ten weeks of pregnancy. This is an example of unistructural level of SOLO model.
5. There are several factors affecting chemical reactions. In this case (food preservation),
two factors may be applied. First is the temperature. Decreasing the temperature
decreases the rate at which a chemical reaction occurs. Therefore, it is advisable to keep
the food refrigerated. Second is the presence and concentration of the reactant. In this case,
decreasing the amount of oxygen decreases the rate of food spoilage. Oxygen oxidizes
enzymes that speeds up the chemical reaction in food. It also promotes growth of
microorganisms. That’s why it is advisable to store food in an airtight container. This is an
example of relational level of SOLO model.

72

WORKSHOP 4: Worksheet 4D
74

Session Objectives
to…
75
learning package;
and
rationalization based on the SOLO
framework.

77
Capacity Building for Mentors on the Higher Order Thinking Skills
Professional Learning Package (HOTS – PLPs) for Science, Mathematics and English/Reading
Name: ________________________________ Division: _________________________ Worksheet No. 4C
Position: __________________________ Region: __________________________ Plenary Session
No.
7
Item 1
Competency Stem Unistructural
Question
Acceptable
Answers
Rationalization
Predict the
effect of
changes in
one population
on other
populations in
the ecosystem.
A food chain represents a series of
events in which energy in the form
of food is transferred from one
organism to another in an
ecosystem. The following food chain
was drawn by a student during their
science lesson.

78
No.
7
Item 1
Competency Stem Unistructural
Question
Acceptable
Answers
Rationalization
Predict the
effect of
changes in
one population
on other
populations in
the
ecosystem.
ecosystem. The following food
chain was drawn by a student
during their science lesson.
Place the grass,
grasshopper
and chicken
under the
appropriate
biological label.
Grass =
producer,
Consumers =
grasshopper and
chicken
Requiring the
students to
provide place the
three organisms
under the label
that fits. It is based
upon rote learning
or memorization.

79
No.
7
Item 2
Competency Stem Multistructural
Question
Acceptable
Answers
Rationalization
Predict the
effect of
changes in
one
population
on other
populations
in the
ecosystem.
A food chain represents a
series of events in which energy
in the form of food is transferred
from one organism to another in
an ecosystem. The following
food chain was drawn by a
student during their science
lesson.

80
No.
7
Item 2
Competency Stem Multistructural
Question
Acceptable
Answers
Rationalization
Predict the
effect of
changes in
one
population
on other
populations
in the
ecosystem.
series of events in which energy
in the form of food is transferred
from one organism to another in
an ecosystem. The following
food chain was drawn by a
student during their science
lesson.
The student
has missed
another
possible link in
this food chain.
Add it onto the
diagram. Why
did you add
this particular
link to the food
chain?
Require the
students to think
about at least
two elements or
ideas in order to
answer the
question.

81
No.
7
Item 3
Competency Stem Relational
Question
Acceptable
Answers
Rationalization
Predict the
effect of
changes in
one
population on
other
populations in
the
ecosystem.

82
No.
7
Item 3
Competency Stem Relational
Question
Acceptable Answers Rationalization
Predict the
effect of
changes in
one
population on
other
populations in
the
ecosystem.
series of events in which
energy in the form of food is
transferred from one
Explain what is likely
to happen initially to
the organisms in this
food chain if the
population of
grasshoppers tripled
suddenly? What
might happen after 4
months?
There are two major changes
likely initially. The first is that the
population of chickens is likely to
increase with a highly nutritious
food source (i.e., grasshoppers)
available as long as roosters are
also present. The second is that
the amount of grass available will
quickly be used.
After 3 months, grasshoppers will
either die off due to no grass, be
eaten or fly to another area
where grass is plentiful. The lack
of grass and grasshoppers
available in the area will result in
a decrease in the number of
chickens. They will die off unless
they are fed by hand.
Requires students to
move beyond what
they can interpret
from the diagram of
the food chain. To
answer this question,
they must understand
the connections
among the organisms
realizing that
increases in
population numbers
are temporary given
limited food sources.

83
ABSTRACTION

Basic Response Structure (1982)
X
X
X
Cue Response
R
X = irrelevant or
inappropriate
Kinds of data
used:
= related and given in display
= related and hypothetical, not given
irrelevant
relevant
related & hypothetical

X
X
X
Cue Response
R
X = irrelevant or
inappropriate
Kinds of data
used:
PRESTRUCTURAL

X
X
X
Cue Response
R
X = irrelevant or
inappropriate
Kinds of data
used:
UNISTRUCTURAL

X
X
X
Cue Response
R
X = irrelevant or
inappropriate
Kinds of data
used:
MULTISTRUCTURAL

X
X
X
Cue Response
R
X = irrelevant or
inappropriate
Kinds of data
used:
RELATIONAL

X
X
X
Cue Response
R1
X = irrelevant or
inappropriate
Kinds of data
used:
EXTENDED
ABSTRACT
R2
R3

93
Thank you.
neap.pddu@deped.gov.ph
93

94
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
1. Alson Rae Luna
2. Angelica B. Buaron
3. Angelo D. Uy
4. Analou O. Hermocilla
5. Arnel Jr. M. Camba
6. Eldefonso Jr. B. Natividad
7. Elsie Jane M. Mantilla
8. Fluellen L. Cos
9. Hera Paz B. Yamson
10. Jelly L. Sore
11. Jojiemar M. Obligar
12. Josephine P. Balasan
13. Mae Laarni M. Saporna
14. Marie Vic C. Velasco
15. Maripaz T. Mendoza
16. Mark Anthony A. Durana
17. Melvin Willy II B. Roque
18. Milaner R. Oyo-a
19. Rejulios M. Villenes
20. Renante Juanillo
21. Renato N. Pacpakin
22. Rosalyn C. Gadiano
23. Sally A. Palomo
24. Wilma S. Carrera
NEAP Central Office
1. Abdul Haiy A. Sali
2. Guillermo Nikus Telan
3. Dir. Leah B. Apao
4. Jerson R. Capuyan
5. Richie Carla Vesagas

Session_SD_HOTS in Practice (Science).pptx

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