(Enclosure No. 6 to DepEd Memorandum No. ______ s.
2023)
Republic of the Philippines
Department of Education
National Educators Academy of the Philippines
Workplace Application Plan (WAP) Template for HOTS-PLPs
For Teacher
I. Profile
Name Office and Position Buenavista National High School
Title of PD Programs Project HASIK: Empowering Teachers, Date of Delivery November 25-26, 2024
Enhancing Learning, A District Inservice
Program PD Program National Educators Academy of the Philippines
Provider in collaboration with RCTQ
Name of Immediate ROGELIO P. VILLAPANDO Office and Position Buenavista National High School
Supervisor
Principal I
II. Background and Rationale of WAP:
In 2018, the Programme for International Student Assessment (PISA) results suggested that most Filipino students need more time to be
ready for life after school. These areas of learners’ poor performance were interestingly identified in an analysis of teachers’ performance in
the Teacher Development Needs Study (TDNS, 2014). The poor assessment results for Filipino learners, therefore, necessitate a reform
initiative directed at supporting the strengthening of teachers’ subject knowledge and pedagogy to improve learner performance.
To assist in this reform initiative, the National Educators Academy of the Philippines (NEAP) and the Research Center for Teacher Quality
(RCTQ) collaborate to develop Professional Learning Packages (PLPs) in Mathematics, Science, and English/Reading for teachers in grades 7
and 8, and grades 9 and 10.
The PD Program [HOTS-PLPs] goals are to:
● enhance teachers’ competencies in performing SOLO-based pedagogy; and
● improve teachers’ teaching strategies and practices that promote the development of higher order thinking skills of the learners.
The following professional standards/competencies are being addressed in the HOTS-PLPs:
● address the appropriate indicators in the Philippine Professional Standards for Teachers (PPST indicators 1.5.2 and 1.5.3), the Philippine
Professional Standards for School Heads (PPSSH indicator 3.2.2), and the Philippine Professional Standards for Supervisors (PPSS
indicator 3.1.2).
III. Expected Indicators [anchored on the PD Program Goals]
Professional Standards PD Program Goals Indicators (Subtask) Application Objective
● Philippine ● enhance teachers’ ● Integrate Basic SOLO Incorporate the Basic SOLO
Professional competencies in performing Framework in the teaching framework in enhancing the
Standards for SOLO-based pedagogy and learning process. learners’ cognitive level and in
2
Teachers (PPST providing learning opportunities
indicators 1.5.2 for them to develop higher order
and 1.5.3), the ● improve teaching strategies ● Apply effective SOLO-based thinking skills (HOTS)
Philippine and practices that promote pedagogy on the following:
Professional the development of higher
a. instructional/lesson
Standards for School order thinking skills of the
plan,
Heads (PPSSH learners.
indicator 3.2.2), and b. strategies,
the Philippine c. methods,
Professional
Standards for d. techniques, and
Supervisors (PPSS
e. tactics.
indicator 3.1.2).
● Apply the Basic SOLO
Framework in categorizing
learner responses through
the art of questioning.
IV. Implementation Plan [the WAP must be implemented within 6 months after the training]
Application Objective [it must be aligned with the PD Program Goals]
Incorporate the SOLO framework in enhancing the learners’ cognitive level and in providing learning opportunities for them to
develop higher order thinking skills (HOTS)
3
Specific Task Activities Timeline Expected Outcomes/ Learning Facilitator
[minimum of two (2)]
MOVs
(Specify activities on the (Start-end of each (Immediate Supervisor or
(Aligned with the application identified task) activity) (It represents what is predicted peer assigned to guide the
objective, what are the specific or intended to happen as a teacher)
tasks of a teacher to enhance the result of implementing a specific
learners’ cognitive level and to task or initiative)
provide learning opportunities to
develop HOTS)
Increased learners’
engagement through various
1. Lesson Planning Incorporate SOLO During the 45-minute learning activities anchored MARITA A. PENTINIO
framework on the required classroom to SOLO framework.
Head Teacher II
instructional plan, observation.
especially on the learning
activities. MOVs:
Approved lesson plan
Formative assessment
Instructional Materials
Reflection paper
COT results
Mastery Index
Engage in ongoing ALL YEAR ROUND Increase engagement SHARON A. VILLAVERDE, EdD
learning opportunities professional growth and PSDS
such as seminars, development of teachers
2. Continuous webinars, workshops and
Professional conferences anchored
Development with MATATAG MOVs:
-LAC Session Curriculum and SOLO
Framework LAC Plan
-Inset
L&D (Learning and
4
Development)
Documentations
Narrative Report
Attendance
United Nations Week Last Week of October Practicing learners’
involvement using camp-
Apply SOLO framework MARITA A. PENTINIO
like activities with
in Quiz bee questions
3. Culminating Activity questions that is in line Head Teacher II
(Battle of the Brains)
with the SOLO
Framework
MOVs:
Approved Proposal
List of Questions
anchored with the SOLO
Framework
Attendance
L&D
Accomplishment Report
4. Quarterly Design, organize and use Quarterly Improve Learners
Examination summative assessment Performance/ Increase
MARITA A. PENTINIO
incorporating SOLO Quarterly Assessment
framework Results (Mastery Index) Head Teacher II
MOVs:
5
Assessment Materials,
MPS Results
Prepared by (name and position): Signature Date
JOHN LESTER F. BOTOR
Teacher I
*Reviewed by (name and position): Signature Date
MARITA A. PENTINIO
Head Teacher II
**Approved by (name and position): Signature Date
ROGELIO P. VILLAPANDO
Principal II
*for proficient teacher: reviewed by the master teacher or immediate supervisor and **approved by the school head/head teacher/OIC for schools without school
head
*for master teacher: reviewed and **approved by the school head or immediate supervisor
