TRAINING ON HIGHER-ORDER THINKING SKILLS
PROFESSIONAL LEARNING PACKAGE (HOTS-PLP)
FOR ENGLISH, SCIENCE,
AND MATHEMATICS TEACHERS
Date and Venue
Session 2C:
SOLO and HOTS in the Classroom
Name of Resource Person / Learning Facilitator
2
Training on Higher-Order Thinking Skills Professional Learning Package
(HOTS-PLPs) for English, Science, & Math Teachers
PPST Strand 1.5. Strategies for developing critical and creative thinking, as well as other higher-order thinking skills
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
🔥 Training on Higher-Order Thinking Skills PLP 3 3
Session Objectives
At the end of the 90-minute learning session, the
participants shall be able to:
● understand how SOLO framework is applied in the
teaching and learning processes, particularly in the
classroom instruction and learning assessment
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
🔥 Training on Higher-Order Thinking Skills PLP 4
Session Objectives
Specifically, they shall be able:
▪ To explain how SOLO framework is applied
in the teaching and learning process;
▪ To explain how SOLO is used in assessment
by familiarizing oneself with open-ended,
closed, and super items; and,
🔥 Training on Higher-Order Thinking Skills PLP 5
Session Objectives
Specifically, they shall be able (cont’d):
▪ To write learning tasks aligned with the SOLO
levels reflecting how to measure learners’
understanding and knowledge acquisition of a
particular learning competency.
🔥 Training on Higher-Order Thinking Skills PLP 6
Presentation Outline
Higher Order Thinking Skills
[1] (HOTS) in the Classroom
Words Used for Lower and Higher
[2] Levels in the Original SOLO Model
SOLO in Assessment (Qualitative, Closed-Items,
[3] Open-Ended Items, Writing a Super Item)
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Learning Session Norms
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.
Observe Professional Take Part! Share Your Thoughts!
Ethics. Answer all learning activities Collaborate with your
Stay focused. Keep the appropriate in this session. co-learning leaders/teachers .
learning behavior for this L&D session. Let’s create a learning community.
🔥 Training on Higher-Order Thinking Skills PLP 8
ACTIVITY: WHERE DO I BELONG?
Directions
1. Group the participants into three (3).
2. Each group will have to categorize and sort the
given learning tasks and statements as to
Prestructural, Unistructional, Multistructural,
Relational, and Extended Abstract using Activity
Sheet 1.
3. After categorizing, paste the color of the level of
SOLO taxonomy on the corresponding level on
the stair/level presented in the same activity
sheet.
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ACTIVITY: WHERE DO I BELONG?
Note: Use this color code in
categorizing the levels of the learning
tasks and learners’ response
provided in Activity Sheet 1.
Prestructural
Unistructural
Multistructural
Relational
Extended Abstract
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ANALYSIS
1. What can you say about the activity?
2. How can you determine the
complexity level of a learning task or
learners’ response using the SOLO
taxonomy?
3. How do you ensure consistency and
accuracy when sorting learning
tasks/responses into the appropriate
SOLO taxonomy levels?
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ANALYSIS
4. How does the SOLO taxonomy help
design appropriate learning
experiences in English/ Science/
Mathematics?
5. How does the SOLO taxonomy help
design appropriate learning
assessments in English/ Science/
Mathematics?
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ANALYSIS
6. How can the SOLO taxonomy
scaffold students’ English/ Science/
Mathematics learning and
progression?
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ABSTRACTION
Higher Order Thinking Skills
(HOTS) in the Classroom
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Higher Order Thinking Skills (HOTS)
in the Classroom
Higher-order thinking develops and
improves through practice and effort.
Teachers should plan to create
opportunities for practice to improve
student’s higher-order thinking skills in
the classroom.
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Higher Order Thinking Skills (HOTS)
in the Classroom
Teachers need to encourage higher-
order thinking where appropriate –
create a classroom culture where
seeking to learn more is seen as a
habit – a needed part of learning.
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Higher Order Thinking Skills (HOTS)
in the Classroom
In the classroom, it is best if there is a
deliberate focus on higher-order skills
at different times when students are
ready for it – have the needed lower-
level skills.
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Higher Order Thinking Skills (HOTS)
in the Classroom
For the teacher, involving the
class/students in higher-order thinking
requires a different teaching style.
Once student have lower-order skills,
explicit instruction is not seen to be the
best way to help higher-order thinking
grow.
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Words Used for Lower and Higher Levels
in the Original SOLO Model
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Words Used for Lower and Higher Levels
in the Original SOLO Model
Pre-Structural Level
▪ No words (misses the point,
irrelevant)
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Words Used for Lower and Higher Levels
in the Original SOLO Model
Unistructural Level
▪ Identify, name,
follow a simple procedure,
solve a straightforward single
focus problem,
paraphrase, count,
name, recite
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Words Used for Lower and Higher Levels
in the Original SOLO Model
Multistructural Level
▪ Describe, list, enumerate,
perform serial skills, solve
straight forward multi-step
problems, combine,
classify, structure,
apply a method
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Words Used for Lower and Higher Levels
in the Original SOLO Model
Relational Level
▪ Analyze, apply, argue,
compare – contrast,
explain causes, relate,
justify, integrate,
generalize as a pattern
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Words Used for Lower and Higher Levels
in the Original SOLO Model
Extended Abstract Level
▪ Create, formulate, generate,
hypothesize, reflect, theorize,
generalize+, judge, transfer
ideas to a new domain
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SOLO in Assessment
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SOLO in Assessment
SOLO IN QUALITATIVE ASSESSMENT
KEY ISSUE:
What do we mean by
Quality in learning?
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SOLO in Assessment
SOLO IN QUALITATIVE ASSESSMENT
▪ Biggs and Collis believe the
‘structural organization’ of
knowledge in the brain is the
difference between well-learned
from poorly-learned material.
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SOLO in Assessment
SOLO IN QUALITATIVE ASSESSMENT
▪ The idea of ‘structure’ is
linked to how our brain processes
information. The levels!
Unistructural, one thing,
multistructural, many things,
and so on.
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SOLO in Assessment
SOLO IN ASSESSMENT: CLOSED ITEMS
WHAT IT IS?
▪ These limit the student to a pattern of response that
is constrained by the nature of the question.
▪ The assessment will only be as valid as the item
produced.
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SOLO in Assessment
SOLO IN ASSESSMENT: CLOSED ITEMS
WHAT IT IS… WITH SOLO
▪ Convert idea into a SOLO format. Questions must
target one SOLO level.
▪ Most effort by teacher is in the preparation and
construction of the item.
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SOLO in Assessment
SOLO IN ASSESSMENT: OPEN-ENDED ITEMS
WHAT IT IS?
▪ These items allow a free response to a ‘open’
question.
▪ Items do not inhibit the level of students’ ability to
respond at a desirable level.
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SOLO in Assessment
SOLO IN ASSESSMENT: OPEN-ENDED ITEMS
WHAT IT IS… WITH SOLO
▪ Asked to list/set out/describe/identify factors,
properties, place a ceiling on student responses –
usually resulting in multistructural or lower levels.
▪ Compare and contrast can raise the base to relational
and encourage formal responses.
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SOLO in Assessment
SOLO IN ASSESSMENT: OPEN-ENDED ITEMS
WHAT IT IS… WITH SOLO
▪ Major effort for the marker (teacher) is to analyze the
responses in terms of SOLO.
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SOLO in Assessment
SOLO IN ASSESSMENT: WRITING AN ITEM
What is it asking? Is there a level limit implied in the question, e.g.,
give a reason ]
state a cause ] Unistructural
provide an example ]
list the reasons for ]
describe (depends on context) ] Multistructural
provide reasons for ]
why questions ] Relational, or may be
reversibility questions ] Extended Abstract
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SOLO in Assessment
SOLO IN ASSESSMENT: WRITING AN ITEM
A SOLO
SUPER ITEM
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SOLO in Assessment
SOLO IN ASSESSMENT: WRITING AN ITEM
A SOLO SUPER ITEM
Four Questions at each SOLO
Stem + Level based on the Stem
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SOLO in Assessment
SOLO IN ASSESSMENT: WRITING AN ITEM
Four Questions at each SOLO
Stem + Level based on the Stem
A Stem and usually, four questions at each
SOLO level based on the Stem
[Unistructural, Multistructural,
Relational, Extended Abstract]
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ENGLISH
SOLO in Assessment
SOLO IN ASSESSMENT: A SAMPLE SUPER ITEM
The pictures below were taken in 2020 during the pandemic to show
what schooling was like.
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ENGLISH
SOLO in Assessment
SOLO IN ASSESSMENT: A SAMPLE SUPER ITEM
1. What Education during the Pandemic was like?
2. Write captions for each picture.
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ENGLISH
SOLO in Assessment
SOLO IN ASSESSMENT: A SAMPLE SUPER ITEM
3. Use Google Search to find two more pictures on the same topic.
Explain your choices.
4. 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
the pandemic. Construct interview questions for the said activity.
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MATH
SOLO in Assessment
SOLO IN ASSESSMENT: A SAMPLE SUPER ITEM
The SSLG officers of Magallanes NHS
plan to produce organic vegetables in their
school as their Sustainable Environment
and Livelihood initiative. Similarly, they
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.
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MATH
SOLO in Assessment
SOLO IN ASSESSMENT: A SAMPLE SUPER ITEM
1. Calculate the area of a rectangular garden bed with a length 5
units and width 3 units.
2. Calculate the area of a rectangular garden bed, given its
length and width. Provide two different examples with different
values for length and width.
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MATH
SOLO in Assessment
SOLO IN ASSESSMENT: A SAMPLE SUPER ITEM
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.
4. 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
reasoning.
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SCIENCE
SOLO in Assessment
SOLO IN ASSESSMENT: A SAMPLE SUPER ITEM
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.
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SCIENCE
SOLO in Assessment
SOLO IN ASSESSMENT: A SAMPLE SUPER ITEM
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?
2. Observe the cycle of the two hormones produced by the pituitary
gland. What do the abbreviations LH and FSH represent.
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SCIENCE
SOLO in Assessment
SOLO IN ASSESSMENT: A SAMPLE SUPER ITEM
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.
4. 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
results?
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SOLO in Assessment
SOLO IN ASSESSMENT: WRITING A SUPER ITEM
A UNISTRUCTURAL QUESTION
Students need to use one obvious piece of
information coming directly from the stem.
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SOLO in Assessment
SOLO IN ASSESSMENT: WRITING A SUPER ITEM
A MULTISTRUCTURAL QUESTION
Students need to use two or more discrete
closures directly related to separate pieces of
relevant information contained in the stem.
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SOLO in Assessment
SOLO IN ASSESSMENT: WRITING A SUPER ITEM
A RELATIONAL QUESTION
Students need two or more closures related
to an integrated overview of the relevant
information in the stem.
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SOLO in Assessment
SOLO IN ASSESSMENT: WRITING A SUPER ITEM
AN EXTENDED ABSTRACT QUESTION
Students need to use some abstract or
general principle or hypothesis which is
derived from or suggested by the
information in the stem.
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SOLO in Assessment
SOLO IN ASSESSMENT: WRITING A SUPER ITEM
The stem must provide
information and each question
that follows must require the
student to reason at a
different level in order to
produce a correct response.
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SOLO in Assessment
SOLO IN ASSESSMENT: WRITING A SUPER ITEM
REMEMBER
❑ Need a valid question/idea which
tests the concepts or content
concerned.
❑ Each of these parts must require
knowledge of the subject matter.
❑ Each item must be at correct
SOLO level.
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SOLO in Assessment
SOLO IN ASSESSMENT: WRITING A SUPER ITEM
REMEMBER
❑ Use appropriate language that the
prospective students can
understand.
❑ Allow sufficient space for students
to show their working.
🔥 Training on Higher-Order Thinking Skills PLP 53 53
APPLICATION: LET’S GET SOLO!
Directions
1. Group the participants into four (4).
2. Each group shall write learning tasks
focused on different solo levels –
H
OTS
Unistructional, Multistructural, Relational,
and, Extended Abstract – using Activity
Sheet 2.
3. Work and complete this learning task in
15 minutes.
4. Present each group output for 3 minutes.
🔥 Training on Higher-Order Thinking Skills PLP 54 54
APPLICATION: LET’S GET SOLO!
Group Tasks
Task Group 1 Group 2 Group 3 Group 4
Item 1 Unistructural Multistructural Unistructural Multistructural
Item2 Extended Relational Relational Extended
Abstract Abstract
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APPLICATION: LET’S GET SOLO!
Presentation of Outputs
🔥 Training on Higher-Order Thinking Skills PLP 56 56
“Education is building the future:
scaffolded by the cooperation of hands,
framed by the collaboration of minds,
and cared for by the community of
hearts.”
Rejulios Villenes
🔥 Training on Higher-Order Thinking Skills PLP 57 57
“All our dreams can come true,
if we have the
courage to pursue them.”
WALT DISNEY
🔥 Training on Higher-Order Thinking Skills PLP 58 58
References
Department of Education and National Department of Education and National
Research Center for Teacher Quality. Research Center for Teacher Quality.
Do Your Learners Do the Thinking? Do Your Learners Do the Thinking?
Developing Higher-Order Thinking Skills Developing Higher-Order Thinking Skills
in English/Reading for Grades 7, 8, 9 & in Science for Grades 7, 8, 9 & 10.
10. Pasig City: DepEd, 2023. Pasig City: DepEd, 2023.
Department of Education and National
Research Center for Teacher Quality.
Do Your Learners Do the Thinking?
Developing Higher-Order Thinking Skills
in Mathematics for Grades 7, 8, 9 & 10.
Pasig City: DepEd, 2023.
🔥 Training on Higher-Order Thinking Skills PLP 59 59
Source URL of Images/Figures
• https://cdn-icons-png.flaticon.com/512/651/651895.png • https://cdn-icons-png.flaticon.com/512/8163/8163373.png
• https://cdn-icons-png.flaticon.com/512/3616/3616802.png • https://cdn-icons-png.flaticon.com/512/3871/3871607.png
• https://media.istockphoto.com/id/530430852/vector/ • https://cdn-icons-png.flaticon.com/512/5981/5981725.png
vegetable-garden-box-with-pumpkin-set-8.jpg?
s=612x612&w=0&k=20&c=K3Eojh0_PopfBAK_ToOu15Ayx • https://cdn-icons-png.flaticon.com/512/1305/1305710.png
nXmk-x4nNnY7-gEMXU= • https://cdn-icons-png.flaticon.com/256/5145/5145859.png
• https://cdn-icons-png.flaticon.com/512/3481/3481423.png • https://cdn-icons-png.flaticon.com/512/3534/3534083.png
• https://cdn.icon-icons.com/icons2/474/PNG/512/light- • https://cdn-icons-png.flaticon.com/512/4816/4816144.png
bulb_46866.png
• https://www.nmspacemuseum.org/wp-content/uploads/
• https://freeiconshop.com/wp-content/uploads/edd/bulb- 2019/03/walter_disney-768x1024.jpg
curvy-flat.png
• https://cdn-icons-png.flaticon.com/512/7377/7377013.png
Note: All photo documentation images used in this
• https://cdn.icon-icons.com/icons2/1091/PNG/512/
idea_78375.png presentation are personal documented images of
Rejulios Villenes. Consent was made from the subjects
• https://cdn-icons-png.flaticon.com/512/262/262824.png presented in each photo.
🔥 Training on Higher-Order Thinking Skills PLP 60 60
APPLICATION: WORKSHEET 2
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APPLICATION: WORKSHEET 2
1. What concept of
SOLO stands out
the most for you?
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APPLICATION: WORKSHEET 2
2. How may SOLO
guide you in
providing
instructional
support?
🔥 Training on Higher-Order Thinking Skills PLP 63 63
APPLICATION: WORKSHEET 2
Response
Other Remarks
🔥 Training on Higher-Order Thinking Skills PLP 64 64
APPLICATION: WORKSHEET 2
REMINDERS
o Share all the inputs you
have learned in the second
column, and the things you
want to share or ask in the
third column.
o Answer the worksheet
comprehensively.
o Share your worksheet 2
answers after the given time.
🔥 Training on Higher-Order Thinking Skills PLP 65 65
Thank you.
[email protected]
🔥 Training on Higher-Order Thinking Skills PLP 66 66
Training on Higher-Order Thinking Skills - Professional Learning Package
Program Management Team Session Guide Writers and Presentation Deck Editors
1. Alson Rae Luna 13. Mae Laarni M. Saporna
Research Center for Teacher Quality (RCTQ) 2. Angelica B. Buaron 14. Marie Vic C. Velasco
3. Angelo D. Uy 15. Maripaz T. Mendoza
National Educators Academy of the Philippines (NEAP) 4. Annalou O. Hermocilla 16. Mark Anthony A. Durana
Professional Development Division 5. Arnel Jr. M. Camba 17. Melvin Willy II B. Roque
Quality Assurance Division 6. Eldefonso Jr. B. Natividad 18. Milaner R. Oyo-a
7. Elsie Jane M. Mantilla 19. Rejulios M. Villenes
8. Fluellen L. Cos 20. Renante Juanillo
NEAP in the Regions 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 Telan
3. Dir. Leah B. Apao
4. Jerson R. Capuyan
5. Richie Carla Vesagas
🔥 Training on Higher-Order Thinking Skills PLP 67 67
