TRAINING ON HIGHER-ORDER THINKING SKILLS

PROFESSIONAL LEARNING PACKAGE (HOTS-

PLP) FOR ENGLISH, SCIENCE, AND 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. 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

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 Session 2A
SOLO and HOTS in the Classroom

Name of Resource Person / Learning Facilitator

3
Session 2A Objectives
At the end of the session, participants will be able to…

● discuss what multitasking is and its effect

● differentiate higher-order from lower-order thinking skills
● state the importance of HOTS to learners

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

What multitasking is and its effect

Meaning of HOTS

Difference between LOTS and HOTS

Importance of HOTS to learners

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Activity: Kaya mo ba ‘yan?

1. The class will be grouped into three(3)

2. The group will give samples of the following:
1- Multitasking done at home
2- Multitasking done in the school
3- Multitasking done during a seminar/training
3. Each group should give at least 5 samples of the assigned
situation

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 Analysis:

● Have you experienced the same on what has been

presented by your classmates?
● Given the situations below, is the effect of multitasking
good or not? Why?
➔ in accomplishing one’s work
➔ to the brain

● Do our learners practice multitasking ? Cite examples.

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🔥 Training on Higher-Order Thinking Skills PLP 8
 Many people believe they can do two or more
tasks equally effectively at the same time.
Research shows that this is not the case!!!

Evidence is compelling that the brain can only

direct attention on one activity, issue/task at a time.
The long-term effect of trying to multi-task
changes the brain – but not in a positive way!

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 This means that when faced with undertaking more than one
attention demanding activity at the same time, the brain has
to switch between tasks and cannot do them together well.

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 When participants multi-task in class or
workshops – what is said is not heard, and
information on slides is not processed.

In workshops you need to decide where you

want your focus to be. If it is on the talk then
pay attention, do not interrupt you colleague’s
thinking, do not check emails, etc.

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 Educators need to be on top of their game.
If you continually multi-task you will not be!

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Can we consider the effect of multitasking a
contributory factor in the development of one’s
thinking skills?

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What do you mean by higher-order thinking?

What is the difference between higher-order thinking and

lower-order thinking?

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 Higher-order thinking involves doing more than simply
recalling facts and repeating back exactly what has been
learned.

Higher-order thinking requires the brain to ‘do something’ (to

think) – building on what the learner has already
acquired.

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 Lower-order and higher-order thinking

What is LOTS?

It is about routine application of previously acquired/learnt

information, such as:

✔ listing information previously memorized;

✔ following a taught procedure or plan;
✔ recalling ideas or experiences in a sequence;
✔ answering familiar or practiced questions.
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 Lower-order and higher-order thinking

What is HOTS?
It is when one is required to:

✔ relate separate bits of information;

✔ address problems or questions not encountered previously;
✔ think critically and carefully about issues;
✔ compare and contrast different views;
✔ consider different/alternative perspectives;
✔ organize their own thinking;
✔ make informed generalizations.

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 Lower-order and higher-order thinking
What is LOTS? What is HOTS?

It is about routine application of It is when one is required to:

previously acquired/learnt information,
such as: ✔ relate separate bits of information;
✔ address problems or questions not
✔ listing information previously encountered previously;
memorized; ✔ think critically and carefully about issues;
✔ following a taught procedure or ✔ compare and contrast different views;
plan; ✔ consider different/alternative perspectives;
✔ recalling ideas or experiences in a ✔ organize their own thinking;
sequence; ✔ make informed generalizations.
✔ answering familiar or practiced
questions.

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 Reminder to teachers…

Higher-order thinking activities are needed for all

learners; elementary, secondary and tertiary. The key
message is… HOTS is about learners doing their own
thinking.

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 Reminder to teachers…

Be reminded, however, that differences in a learner’s

background can mean that higher-order thinking by one
person may be lower-order thinking by another person; hence,
higher-order expectations need to be directed at grade-
appropriate tasks and build on what the learner already knows
at a lower-order.

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 Higher order thinking - YouTube

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 Higher order thinking - YouTube

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Application: D. I. Y.
(Do It Yourself)

What were your key takeaways so far?

• How are you at multitasking?

• How is HOTS important to our learners?
• How do you ensure that your brain is ready to
take on HOTS?

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 He who learns but does not think, is
lost! He who thinks but does not learn
is in great danger.- Confucius

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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

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

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