Capacity Building for Mentors on the Higher Order Thinking Skills

Professional Learning Packages (HOTS-PLPs) for Science, Mathematics and

English/Reading

Name
(optional):
Division: Worksheet No. 1
Plenary Session
Position: Region:
No. 1
Note: Print this back-to-back with the next page.

Other remarks
Part 1: Questions Response (This could be questions and/or other
ideas you may have.)

1. What part of the package The part of the package that stands out for me
is the content offers especially each module for
stands out the most for you? teaching English.
Why?

2. What part of the package

seems unclear to you?

Other remarks
Part 2: Questions Response (This could be questions and/or other
ideas you may have.)

3. How may the HOTS

Professional Learning Packages
support your work as school
leader?
● Which PPSSH/PPSS strand
and indicator are you
addressing in using the
HOTS Professional Learning
Packages?

4. What impact review/program

may be in place to support the
implementation of the HOTS
Professional Learning Packages?
(This question requires that you
discuss this with your seatmates.)

Reminder: Download the Word version of this file and work offline. To submit the accomplished worksheet, save using the filename
Worksheet#_RegionNo-or-SDOName_Initials
(e.g., Worksheet1_SDOManila_ASR) and upload to the online repository (e.g., Google Drive, Microsoft SharePoint) provided by your facilitators.

1
 Capacity Building for Mentors on the Higher Order Thinking Skills
Professional Learning Packages (HOTS-PLPs) for Science, Mathematics and
English/Reading

Name
(optional): Division:
Worksheet No. 2
Plenary Session
Position: Region: No. 3
Note: Print this back-to-back with the next page.

Other remarks
Questions Response (This could be questions and/or other
ideas you may have.)

1. What concept of
SOLO stands out
the most for you?

2. How may SOLO

guide you in
providing
instructional
support?

Reminder: Download the Word version of this file and work offline. To submit the accomplished worksheet, save using the
filename Worksheet#_RegionNo-or-SDOName_Initials
(e.g., Worksheet2_SDOManila_ASR) and upload to the online repository (e.g., Google Drive, Microsoft SharePoint) provided
by your facilitators.

1
 Training on HOTS-PLP for English, Science, and Mathematics Teachers
Session 2C: Activity 1
WHERE DO I BELONG?
Directions: Analyze the contents of the learning tasks and learners’ responses in the first column and
classify them to what SOLO levels they belong. Place the colored sticker button (yellow, green, blue,
orange, red) to the second column to categorize the level of each task or response.

Learning Area: ENGLISH

Learning Tasks Category
1. List different digital tools that can be used to enhance the teaching and
Multi-structural
learning of English language skills and literature comprehension?

2. Identify specific examples of how technology can promote critical thinking Uni-structural
in English language and literature education.

3. Propose innovative ways to use interactive media to enhance students' Extended Abstract
understanding of complex literary concepts or themes.

4. Develop a research project to investigate the effectiveness of specific

digital tools in improving English language skills and fostering a deeper Relational
appreciation for literature.

5. List the active reading strategies that the students are encouraged to use Multi-sturctural
in preparation for the literature circle.

Learning Area: ENGLISH

Learners’ Response Category

6. The learner is unable to identify any main characters in a story. Uni-structural

7. The learner identifies the main character in a story but cannot provide any
Uni-structural
additional details about them.
8. The learner identifies and describe the main characters, setting, and basic
plot events in a story but does not demonstrate an understanding of their Multi-sturctural
connections or significance.
9. The learner responds, “The sentence not only provides information about
the cat's color and sleeping habits but also establishes a relationship
Relational
between the cat's preference for sunny spots and its behavior during the
day.”

10. The learner analyzes the social and cultural implications of a literary work Extended Abstract
and proposes alternative interpretations.

Legend/ Categories:
 Training on HOTS-PLP for English, Science, and Mathematics Teachers
Session 2C: Activity 2
LET’S GET SOLO!

Directions: Study the given stem in the third row. Write sample assessment questions aligned with a specific
SOLO Taxonomy Level given. Check the assigned level to your group based on the instructions given in the slide
decks. After completing the learning task, check the attached key takeaway points (KeyTAP) for your group’s
discussion and reflection. Discuss the learning tasks with the group and strategize assignment of specific tasks
for all members. Synergize your efforts and maximize collaboration.

Directions: Study the given stem in the third row. Write sample assessment questions aligned with a specific
SOLO Taxonomy Level given. Check the assigned level to your group based on the instructions given in the slide
decks. After completing the learning task, check the attached key takeaway points (KeyTAP) for your group’s
discussion and reflection. Discuss the learning tasks with the group and strategize assignment of specific tasks
for all members. Synergize your efforts and maximize collaboration.

Learning Area: ENGLISH

Group Name: Group No.

Read the text about distance learning, then write assessment questions based on the stem. Center the
learning tasks relating a content or theme to previous experiences and background knowledge. See the
attached document for the copy of the text entitled “Success Baggage.”

Item 1 [Write your sample assessment question here.]

Check Assigned Level
for Item 1:
Unistructural Uni-structural:
Multistructural 1. What is refers as amongst the poorest countries in the world?
Relational
Extended Abstract Multi-strictural:
2. List or enumerate the two coutries mentioned in the passage.

Realational:
3. Distinguish why Vishnu find Thailand has more oppotunity rather
than in India?

Extended Abstract:
4. How could Vishnu succesfully overcome the factors in migrating
Thailand? Why?

Item 2 [Write your sample assessment question here.]

Check Assigned Level
for Item 2:
Unistructural
Multistructural
Relational
Extended Abstract

Note: You can use the back page or a separate sheet of paper for completing the task.
 Training on HOTS-PLP for English, Science, and Mathematics Teachers
Session 2C: Activity 2 (Attachment – English)
LET’S GET SOLO!

Key Takeaway Point (KeyTAP)

KeyTAP Responses

Importance of HOTS Importance of HOTS

in Classroom Instruction in Learning Assessment
Learning Intakes
[What content
knowledge, concepts,
and skills did I learn in
this learning session?]

Learning Reflections
[What are my
realizations after
learning about these
new intakes?]
 Learning
Applications
[Where do I apply
these new learnings in
our school focused on
teachers’
empowerment and
learners’
development?]

Note: You can use the back page or a separate sheet of paper for completing the task. Moreover, the KeyTAP
(tool and rubrics) is adopted from the on-going research work of Rejulios Villenes of SDO Quezon and part of the
SDO approved localized tools for L&D programs
 Training on HOTS-PLP for English, Science, and Mathematics Teachers
Session 2C: Activity 1
LET’S GET SOLO!
Learning Area:
Group Name: Group No.
Item 1 [Write your sample assessment question here.]
Check Assigned Level for
Item 1:
Unistructural
Multistructural
Relational
Extended Abstract

Learning Area:
Group Name: Group No.
Item 2 [Write your sample assessment question here.]
Check Assigned Level for
Item 2:
Unistructural
Multistructural
Relational
Extended Abstract
 Capacity Building for Mentors on the Higher Order Thinking Skills
Professional Learning Packages (HOTS-PLPs) for Science, Mathematics and
English/Reading

Name SULTAN KUDARAT

Worksheet
(optional): JAKE ANTHONE [Link]
Division:
No. 3
Plenary
Position:
TEACHER I- SUB
Region:
XII
Session No. 4
Note: Print this back-to-back with the next page.

Other remarks
Questions Response (This could be questions and/or other
ideas you may have.)

1. List 3 details you

understand about each
of the learning
approaches.

(Note: You only provide

answer for your
specialization.)

2. List 3 questions or
details for clarifications
you might have on any
of the learning
approaches.

Reminder: Download the Word version of this file and work offline. To submit the accomplished worksheet, save using the
filename Worksheet#_RegionNo-or-SDOName_Initials
(e.g., Worksheet3_SDOManila_ASR) and upload to the online repository (e.g., Google Drive, Microsoft SharePoint) provided
by your facilitators.

1
 Capacity Building for Mentors on the Higher Order Thinking Skills
Professional Learning Packages (HOTS-PLPs) for Science, Mathematics and English/Reading

Name: Division: Worksheet No. 4A

Position: Region: Plenary Session No. 7
Note: Print this back-to-back with the next page.
Item 1
Competency Stem Question Acceptable Answer Rationalization

Scan for Flag: A Nation’s Identity Unistructural: It is important because it The question, though using
needed The Cambodian flag symbolizes the identity Why is the Cambodian flag represents their identity. “why”, would elicit a
information of the country. There are two colors visible important to its people? unistructural answer since
(Grade 10) on this flag. Red represents bravery and the learner will provide one
(EN10RC-If-21 blue is for liberty, cooperation, and particular reason to state the
brotherhood. This also symbolizes the importance of a flag for a
nation’s monarchy and the King. The country like Cambodia based
structure in the middle of the flag is Angkor on the text.
Wat, which is the largest temple in the
world--known as one of the wonders of the
world. The temple represents integrity,
justice, and the heritage of Cambodia. It
also has a spiritual and cultural significance
for Cambodians. The white color of Angkor
Wat represents the religion and beliefs of its
people.

This HOTS Professional Learning Packages was developed through the Philippine National Research Center 1
for Teacher Quality (RCTQ), a partnership between the Philippine Normal University and the SiMERR
National Research Centre--University of New England, with support from the Australian Government.
 Capacity Building for Mentors on the Higher Order Thinking Skills
Professional Learning Packages (HOTS-PLPs) for Science, Mathematics and English/Reading

Item 2
Competency Stem Question Acceptable Answer Rationalization

Scan for Read the paragraph from the report of the Multistructural: The decrease is evident The question requires the
needed Philippine Statistics Authority (PSA) and List pieces of evidence that because of the following learners to refer to the text
information answer the question that follows. show a decreasing number ideas stated in the text: and select parts of it that
(Grade 10) of live births to adolescent - decline from 2016 to support the idea that there
The number of registered live births mothers from 2016 - 2020. 2020 with 203,085 and was a decrease in live births
to adolescent mothers or those aged 157,060 births to adolescent mothers from
10 to 19 years has been decreasing in - the record continually 2016 - 2020.
the past five years. A decline in dropped to 183,
Singaporeans 967 more
are even in
diverse, because of the English
adolescent births was observed from 2018 and
language. 180,116 in
2016 to 2020 with 203,085 and 2019.
157,060 births, respectively. In 2017,
a total of 196, 478 adolescents gave
birth. In the next two years, the
record continually dropped to 183,
967 in 2018 and 180,116 in 2019.

This HOTS Professional Learning Packages was developed through the Philippine National Research Center 2
for Teacher Quality (RCTQ), a partnership between the Philippine Normal University and the SiMERR
National Research Centre--University of New England, with support from the Australian Government.
 Capacity Building for Mentors on the Higher Order Thinking Skills
Professional Learning Packages (HOTS-PLPs) for Science, Mathematics and English/Reading

Item 3
Competency Stem Question Answer Rationalization

Relate text The Maranaos believe the sky Relational: Just like the concept of The question elicits a
content to consists of layers with doors guarded by Interview your parents or heaven in the text, my relational response because
particular giant mythical birds called garoda. One of grandparents and ask them grandparents believe that the learner would need to
social issues, these layers is the seat of heaven. This is about their beliefs about in the real world, heaven understand the ideas
concerns, or where good people‘s spirits go after death. heaven. How is their exists. presented and then relate
dispositions in Saints are assigned to this layer, while answer related to the They also believe that them to the actual beliefs of
real life persons who “barely made it” are confined concept presented in the good people go to heaven people.
(Grade 9) to the lowermost layer found at the bottom text? after death, which is
EN9RC-IVb- of heaven. It is in heaven where we find the similar to the Maranaos'
2.18 Tree of Life. The name of every person living beliefs where they
on earth is written on each leaf of the Tree mentioned the saints as
of Life. As soon as a leaf ripens or dries and an example.
falls, the person whose name it carries also Furthermore, my
dies. grandparents always
remind me to do good
An excerpt from “The Origin of this and be kind so that I can
World”(Maranao) from the Anthology of go to heaven if it is time
Philippine Myths, by Damiana L. Eugenio. for me to leave the earth.

Note: Print this back-to-back with the next page.

This HOTS Professional Learning Packages was developed through the Philippine National Research Center 3
for Teacher Quality (RCTQ), a partnership between the Philippine Normal University and the SiMERR
National Research Centre--University of New England, with support from the Australian Government.
 Capacity Building for Mentors on the Higher Order Thinking Skills
Professional Learning Packages (HOTS-PLPs) for Science, Mathematics and English/Reading

Name: Division: Worksheet No. 4B

Position: Region: Plenary Session No. 7
Note: Print this back-to-back with the next page.
Item 1
Competency Stem Question Acceptable Answer Rationalization

Use the Instructions: Read the text carefully and Unistructural: The answer is explicitly
appropriate answer the question that follows. What do you think Singaporeans are even more stated in the text and
reading style makes Singaporeans diverse, because of the English discusses one general
language.
(scanning, All English-speaking communities are diverse? idea which makes it
skimming, speed diverse, and Singapore is no unistructural.
reading, exception. Singapore is even more diverse than
intensive some other places because English is only one of
reading, etc.) for several languages they speak. Many people learn
one’s purpose English as a second language.
(Grade 8) EN8RC- Nearly all Singaporeans proficient in
Ii-7 English speak SCE (Singapore Colloquial English)
in specific social settings and Standard English in
others. They do this to express their relationship
to the situation and to the people they are
speaking to. SCE has grammar very different
from Standard English; for example, tense and
number are not marked. There are syntactic rules
that are different from those in Standard English.

This HOTS Professional Learning Packages was developed through the Philippine National Research Center 1
for Teacher Quality (RCTQ), a partnership between the Philippine Normal University and the SiMERR
National Research Centre--University of New England, with support from the Australian Government.
 Capacity Building for Mentors on the Higher Order Thinking Skills
Professional Learning Packages (HOTS-PLPs) for Science, Mathematics and English/Reading

Item 2
Competency Stem Question Acceptable Answer Rationalization

Read closely to Read the poem carefully and answer the question that Multistructural: To answer the
get explicitly follows. Based on the The speaker different from the question, there is a
Theperson she talks about in the
and implicitly poem, in what aspects of religion, food, need to identify words
stated Underneath We’re All the Same aspects is the language, color and even in his or ideas that
information by Amy Maddox speaker different way of wearing. demonstrate
(Grade 10) from the person differences between
He prayed--it wasn’t my religion.
EN10RC-IIf-13.1 she talks about? the speaker and the
He ate--it wasn’t what I ate.
person she describes
He spoke--it wasn’t my language.
in the poem. It is not
He dressed--it wasn’t what I wore.
necessary to relate the
He took my hand--it wasn’t the color of mine.
identified
But when he laughed--it was how I laughed, and
characteristics with
When he cried--it was how I cried.
one another which
makes it
multistructural.

This HOTS Professional Learning Packages was developed through the Philippine National Research Center 2
for Teacher Quality (RCTQ), a partnership between the Philippine Normal University and the SiMERR
National Research Centre--University of New England, with support from the Australian Government.
 Capacity Building for Mentors on the Higher Order Thinking Skills
Professional Learning Packages (HOTS-PLPs) for Science, Mathematics and English/Reading

Item 3
Competency Stem Question Acceptable Answer Rationalization

Explain Below are the results of a study Relational: The question will elicit a
illustrations from conducted by the Labor Force Survey Your task is to report the Type text here relational response
linear to (LFS) on the registered highest results of the survey to the because the learners will
nonlinear texts unemployment rate across all regions in class. How will you explain the The data shows the results of be required to go through
and vice versa the country in April 2020 as posted in the information provided? the study conducted by the various thinking
(Grade 10) Philippine Labor Force Survey (LFS) on processes to come up
the registered highest unemp-
EN10RC-IIb-11.2 Statistics Authority’s website. loyment rate accross all regions with an appropriate
in the Philippines in April 2020 answer. First, they need
as posted in the Philippine to present what the data
Statistics Authority's website
which Bangsamoro Autonomous is all about. Then, discuss
Region in Muslim Mindanao main points/findings –
garnered 29.8 and 8.3 datas could be from the least to
while Region X earned the
least or lowest numbers among the most important. The
all. For me, the survey tells as next could be formulating
an alarming number of cases conclusions based on the
about labor force in the whole
regions in the philippinels. findings. Lastly, they can
in addition to this, trafficking is considered a crime
add insights frompunishable
other to a maximum
resources to support the
idea.

This HOTS Professional Learning Packages was developed through the Philippine National Research Center 3
for Teacher Quality (RCTQ), a partnership between the Philippine Normal University and the SiMERR
National Research Centre--University of New England, with support from the Australian Government.
 Capacity Building for Mentors on the Higher Order Thinking Skills
Professional Learning Packages (HOTS-PLPs) for Science, Mathematics and English/Reading

Name: Division: Worksheet No. 4C

Position: Region: Plenary Session No. 7
Note: Print this back-to-back with the next page.
Item 1
Competency Stem Question Acceptable Rationalization
Answer

Read the announcement from the Unistructural: The purpose is to

Gather current Department of Health on their Facebook What is the purpose of warn the public
information page in April 2020 and answer the the announcement? about spraying or
from question that follows. misting
newspapers disinfectants to kill
and other print the virus.
and non-print
media
(English 8)

This HOTS Professional Learning Packages was developed through the Philippine National Research Center 1
for Teacher Quality (RCTQ), a partnership between the Philippine Normal University and the SiMERR
National Research Centre--University of New England, with support from the Australian Government.
 Capacity Building for Mentors on the Higher Order Thinking Skills
Professional Learning Packages (HOTS-PLPs) for Science, Mathematics and English/Reading

Item 2
Competency Stem Question Acceptable Rationalization
Answer

Scan for Instructions: Read the text carefully and Multistructural: He learned to get up
specific answer the questions that follow. Based on the text, how and look or create
information has Eugene overcome the circumstance he
(English 8) Eugene dela Cruz is a young man who is the obstacles he faced? wants, studied so
hard and worked his
beyond his years and he capitalizes on
way to always be on
building his strengths as his ultimate gateway top of the class, won
to excellence rather than dwelling on his competitions he
weaknesses. Due to his lack of a home full of joined; and, held
love, warmth, and support early on in his life, tutorial classes to
he has learned to get up and look for the make ends meet.
circumstance he wants, and whenever he
does not find it, he creates it. Throughout high
school, he studies so hard and works his way
to always be on top of the class, champions
competitions he joins and holds tutorial
classes to make ends meet. Consequently, he
has repeatedly proven himself and the world –
that one’s mess of a life could be turned into
an art – a masterpiece of battle scars!

This HOTS Professional Learning Packages was developed through the Philippine National Research Center 2
for Teacher Quality (RCTQ), a partnership between the Philippine Normal University and the SiMERR
National Research Centre--University of New England, with support from the Australian Government.
 Capacity Building for Mentors on the Higher Order Thinking Skills
Professional Learning Packages (HOTS-PLPs) for Science, Mathematics and English/Reading

Item 3
Competency Stem Question Acceptable Rationalization
Answer

Determine the Read the excerpt from The Lion King Relational: The author used
purpose of the and answer the questions that foreshadowing to
author follow. What do you think is bring across the
(Grade 10) the purpose of the message that life is
1 Simba: Dad? author through temporary. There
2 Mustafa: Hmm? Mustafa’s character in will come a time
3 Simba: We’re pals, right? saying, “whenever you when parents will
4 Mustafa: Right. feel alone, just leave their children,
5 Simba: And we’ll always be remember that those yet as parents, they
together, right? kings will always be will always be there
6 Mustafa: Simba, let me tell there to guide you. to watch and guide
you something my father And so will I?” their children even
told me. Look at the stars. dialogue and what after they have died.
The great kings of the past real-life situations can
are looking down at us be reflected in the
from above.
7 Simba: Really?
8 Mustafa: Yes. So, whenever
you feel alone, just
remember that those kings
will always be there to
guide you. And so will I.

This HOTS Professional Learning Packages was developed through the Philippine National Research Center 3
for Teacher Quality (RCTQ), a partnership between the Philippine Normal University and the SiMERR
National Research Centre--University of New England, with support from the Australian Government.
 Capacity Building for Mentors on the Higher Order Thinking Skills
Professional Learning Packages (HOTS-PLPs) for Science, Mathematics and English/Reading

Name: Division: Worksheet No. 4D

Position: Region: Plenary Session No. 7
Item 1
Unistructural
Competency Stem Acceptable Answer Rationalization
Question

Ten Leading Languages Spoken Generally Spoken at Home

Gather current Source: Philippine Census, 2020
information from
newspapers and As a multilingual country, the Philippines has up to
other print and 187 languages. Based on the Philippine Census in 2020
non-print media shown in Table 1 below, ten of these languages proved to be
(Grade 7) the most widely spoken in the country.
EN7RC-II-g-2.1

This HOTS Professional Learning Packages was developed through the Philippine National Research Center 1
for Teacher Quality (RCTQ), a partnership between the Philippine Normal University and the SiMERR
National Research Centre--University of New England, with support from the Australian Government.
 Capacity Building for Mentors on the Higher Order Thinking Skills
Professional Learning Packages (HOTS-PLPs) for Science, Mathematics and English/Reading

Item 2
Multistructural
Competency Stem Acceptable Answer Rationalization
Question

Ten Leading Languages Spoken Generally Spoken at Home

Gather current Source: Philippine Census, 2020
information from
newspapers and As a multilingual country, the Philippines has up to
other print and 187 languages. Based on the Philippine Census in 2020
non-print media shown in Table 1 below, ten of these languages proved to be
(Grade 7) the most widely spoken in the country.
EN7RC-II-g-2.1

This HOTS Professional Learning Packages was developed through the Philippine National Research Center 2
for Teacher Quality (RCTQ), a partnership between the Philippine Normal University and the SiMERR
National Research Centre--University of New England, with support from the Australian Government.
 Capacity Building for Mentors on the Higher Order Thinking Skills
Professional Learning Packages (HOTS-PLPs) for Science, Mathematics and English/Reading

Item 3
Acceptable
Competency Stem Relational Question Rationalization
Answer

Ten Leading Languages Spoken Generally Spoken at Home

Gather current Source: Philippine Census, 2020
information from
newspapers and As a multilingual country, the Philippines has up to
other print and 187 languages. Based on the Philippine Census in 2020
non-print media shown in Table 1 below, ten of these languages proved to be
(Grade 7) the most widely spoken in the country.
EN7RC-II-g-2.1

This HOTS Professional Learning Packages was developed through the Philippine National Research Center 3
for Teacher Quality (RCTQ), a partnership between the Philippine Normal University and the SiMERR
National Research Centre--University of New England, with support from the Australian Government.
 Republic of the Philippines
Department of Education
National Educators Academy of the Philippines

Workplace Application Plan (WAP) Template for HOTS-PLPs

I. Profile

Name Office and Position

Title of PD Programs HOTS - Professional Learning Packages Date of Delivery

(PLPs) in Mathematics, Science, and
English/Reading PD Program National Educators Academy of the Philippines
Provider in collaboration with RCTQ
Name of Immediate Supervisor Office and Position

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 Professional ● Enhance teachers’ ● Provide technical assistance in Provide technical assistance and
Standards for competencies in integrating Basic SOLO instructional leadership support in
Teachers (PPST performing SOLO-based Framework into the teaching implementing the teacher’s workplace
indicators 1.5.2 and pedagogy. and learning process. application plan that incorporates
1.5.3), the Philippine effective SOLO-based pedagogy.
Professional ● Improve teaching ● Provide technical assistance to
Standards for strategies and practices teachers to incorporate effective
School Heads that promote the SOLO-based pedagogy on the
(PPSSH indicator development of higher following:
3.2.2), and the order thinking skills of a. instructional / lesson
Philippine the learners. plan,
Professional b. strategies,
Standards for c. methods,
Supervisors (PPSS d. techniques, and
indicator 3.1.2). e. tactics.

● Lead Professional Learning

Communities (PLCs) through
LAC and INSET at schools
supporting HOTS-PLPs.

● Conduct coaching and

mentoring to teachers to
improve their teaching practice.

● Provide appropriate
instructional leadership

2
 support strategies on HOTS-
PLPs for continuous
improvement of the teaching-
learning process on various
levels [division, district, school,
and or learning center].

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]

Provide technical assistance and instructional leadership support in implementing the teacher’s workplace application plan that
incorporates effective SOLO-based pedagogy.

Specific Task Activities Timeline Expected Outcomes/ Learning Facilitator

[minimum of two (2)] (Specify activities on the (Start-end of each activity) MOVs (Immediate Supervisor or
(Aligned with the application (It represents what is predicted
objective, what are the specific
identified task) peer assigned to guide the
or intended to happen as a teacher)
tasks of a mentor to support the result of implementing a specific
teachers in the application of task or initiative)
HOTS-PLPs)
[e.g. increased teacher’s
1. [e.g. conduct classroom [e.g. review the instructional [e.g. during classroom efficiency in employing SOLO [e.g. identify the names]
observation] plan on integration of SOLO observation] framework in the teaching and

SAMPLE SAMPLE SAMPLE SAMPLE

framework] learning process]

MOVs: enhanced lesson plan,

formative assessment, and COT

SAMPLE
results]

3
 Prepared by (name and position): Signature Date

*Reviewed by (name and position): Signature Date

**Approved by (name and position): Signature Date

*for school head: reviewed by the PSDS, **approved by the Chief EPS of CID

*for supervisor: reviewed by the CID Chief and **approved by the ASDS or SDS
4