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

Learning Facilitators

2
 Training on Higher-Order Thinking Skills Professional Learning
Package (HOTS-PLPs) for English, Science, & Math Teachers
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 session, participants will be able to…

• 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
🔥 Training on Higher-Order Thinking Skills PLP 4
Presentation Outline

Presentation of the HOTS learning package

Run through the parts of the learning package.

Examine how each item in the package is crafted.

Practice answering question based on SOLO-
based item framework.
Give rationalization for a SOLO-based item
Craft SOLO-based items and justify its level

🔥 Training on Higher-Order Thinking Skills PLP 5

Priming Activity

Let’s recall…

🔥 Training on Higher-Order Thinking Skills PLP 6 6

 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

🔥 Training on Higher-Order Thinking Skills PLP 7 7

 2. How many levels are there in SOLO Taxonomy?

A. 3 C. 5
B. 4 D. 6

Ans: C

🔥 Training on Higher-Order Thinking Skills PLP 8 8

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

Ans: A

🔥 Training on Higher-Order Thinking Skills PLP 9 9

 4. If a question asks for a specific answer or only one piece
of relevant data?

A. Multistructural C. Relational
B. Prestructural D. Unistructural

Ans: D

🔥 Training on Higher-Order Thinking Skills PLP 10 10

5. SOLO Model is anchored with Bloom’s Taxonomy.

True or False

Ans: True

🔥 Training on Higher-Order Thinking Skills PLP 11 11

6. SOLO thinking is consistent with how the brain learns.

True or False

Ans: True

🔥 Training on Higher-Order Thinking Skills PLP 12 12

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

Ans: D
🔥 Training on Higher-Order Thinking Skills PLP 13 13
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

Ans: C
🔥 Training on Higher-Order Thinking Skills PLP 14 14
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

Ans: B
🔥 Training on Higher-Order Thinking Skills PLP 15 15
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

Ans: A
🔥 Training on Higher-Order Thinking Skills PLP 16 16
SOLO-based Assessment Items

WORKSHOP 1: Worksheet 4A
Session Objectives
At the end of the session, participants will be
able to…
• 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 SOLO framework.

🔥 Training on Higher-Order Thinking Skills PLP 18

WRITER’S REFLECTION
 Health Break

🔥 Training on Higher-Order Thinking Skills PLP

Writing SOLO-based
Assessment Items
 Supporting HOTS in the Classroom:

WORKSHOP 2: Worksheet 4B

37
Session Objectives
At the end of the session, participants will be
able to…
• 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 SOLO framework.
🔥 Training on Higher-Order Thinking Skills PLP 38
 Anticipation-Reaction Guide
Directions: Write check (√)in the Anticipation Column if the statement is correct and (x) if it is
incorrect.
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.
🔥 Training on Higher-Order Thinking Skills PLP 39 39
 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.

🔥 Training on Higher-Order Thinking Skills PLP 40 40

🔥 Training on Higher-Order Thinking Skills PLP 41 41
 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.

🔥 Training on Higher-Order Thinking Skills PLP 42 42

🔥 Training on Higher-Order Thinking Skills PLP 43 43
 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.

🔥 Training on Higher-Order Thinking Skills PLP 44 44

🔥 Training on Higher-Order Thinking Skills PLP 45 45
 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.

Competency Stem Question Acceptable Rationalization

Answer
Explain how the The circulatory system, which is made up of Unistructural The response is
respiratory and the heart and blood vessels, supports the unistructural
circulatory respiratory system by bringing blood to and State the essential requiring the learner
systems work from the lungs. The circulatory system helps gas that this to provide a single
together to deliver nutrients and oxygen from the lungs to athlete will require response, which
transport tissues and organs throughout the body. It to continue simply requires rote
nutrients, gases, also helps remove carbon dioxide and waste exercising. learning or
and other products. For example, when exercising, memorization.
molecules to and humans rely on the respiratory and circulatory
from the different systems working together to ensure an
parts of the body. adequate supply of oxygen and essential
(Grade 9) nutrients to cells and removal of waste
products from cells in the body.

🔥 Training on Higher-Order Thinking Skills PLP 46 46

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

🔥 Training on Higher-Order Thinking Skills PLP 47 47

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

🔥 Training on Higher-Order Thinking Skills PLP 48 48

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?
🔥 Training on Higher-Order Thinking Skills PLP 49 49
2. What do you mean by
unistructural, multistructural
and relational?

🔥 Training on Higher-Order Thinking Skills PLP 50 50

Abstraction: Guide Questions

1. Why is it important to have

a good stem?

🔥 Training on Higher-Order Thinking Skills PLP 51 51

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?

🔥 Training on Higher-Order Thinking Skills PLP 52 52

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

🔥 Training on Higher-Order Thinking Skills PLP 53 53

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

🔥 Training on Higher-Order Thinking Skills PLP 54 54

 Application: Answer the items 2 and 3.

Let the participants answer the

items 2 and 3 in Worksheet 4B for
10 minutes.

🔥 Training on Higher-Order Thinking Skills PLP 55 55

 Anticipation-Reaction Guide
Directions: Write check (√)in the Reaction Column if the statement is correct and (x) if it is incorrect.

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 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.

🔥 Training on Higher-Order Thinking Skills PLP 56 56

🔥 Training on Higher-Order Thinking Skills PLP 57 57
🔥 Training on Higher-Order Thinking Skills PLP
Supporting HOTS in the Classroom:

WORKSHOP 3: Worksheet 4C

59
Session Objectives
At the end of the session, participants will be
able to…
• 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 SOLO framework.
🔥 Training on Higher-Order Thinking Skills PLP 60
 Anticipation-Reaction Guide
Directions: Write check (√)in the Anticipation Column if the
statement is correct and (x) if it is incorrect.
Anticipation Statement Reaction

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.

🔥 Training on Higher-Order Thinking Skills PLP 61 61

 Activity: Group Activity
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.

Competency Stem Question Acceptable Rationalization

Answer
Describe the The menstrual cycle of humans is controlled by Unistructural .
feedback a number of hormones that are produced by
mechanisms different glands in the body. The diagram below What hormone
involved in shows the changes that occur in the uterine which is
regulating lining of a female during a menstrual cycle, identified by the
processes in which are controlled by hormones. On average black arrow on
the female the menstrual cycle lasts 28 days with menses the diagram?
reproductive (or bleeding) signifying the end of a cycle and
system. onset of another.
Learning
Code:
S10LTIIIc-35

🔥 Training on Higher-Order Thinking Skills PLP 62 62

 Activity: Group Activity
Competency Stem Question Acceptable Rationalization
Answer

Describe the The menstrual cycle of humans is Multistructural

feedback controlled by a number of hormones that Based on the
mechanisms are produced by different glands in the diagram, name at
involved in body. The diagram below shows the least one (1)
regulating changes that occur in the uterine lining of phase of
processes in the a female during a menstrual cycle, which menstrual cycle
female reproductive are controlled by hormones. On average and determine
system. the menstrual cycle lasts 28 days with what days that
Learning Code: menses (or bleeding) signifying the end this phase started
S10LTIIIc-35 of a cycle and onset of another. and ended.

🔥 Training on Higher-Order Thinking Skills PLP 63 63

 Activity: Group Activity
Competency Stem Question Acceptable Rationalization
Answer
Describe the The menstrual cycle of humans is Based on
feedback controlled by a number of hormones that the diagram,
mechanisms are produced by different glands in the can you
involved in body. The diagram below shows the describe the
regulating changes that occur in the uterine lining processes
processes in the of a female during a menstrual cycle, involved in
female reproductive which are controlled by hormones. On menstrual
system. average the menstrual cycle lasts 28 cycle?
Learning Code: days with menses (or bleeding)
S10LTIIIc-35 signifying the end of a cycle and onset of
another.

🔥 Training on Higher-Order Thinking Skills PLP 64 64

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

🔥 Training on Higher-Order Thinking Skills PLP 65 65

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

🔥 Training on Higher-Order Thinking Skills PLP 66 66

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

🔥 Training on Higher-Order Thinking Skills PLP 67 67

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?

🔥 Training on Higher-Order Thinking Skills PLP 68 68

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

🔥 Training on Higher-Order Thinking Skills PLP 69 69

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

🔥 Training on Higher-Order Thinking Skills PLP 70 70

 Anticipation-Reaction Guide
Directions: Write check (√)in the Anticipation Column if the statement is correct and (x) if it is incorrect.
Anticipation Statement Reaction

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.

🔥 Training on Higher-Order Thinking Skills PLP 71 71

🔥 Training on Higher-Order Thinking Skills PLP 72 72
 Health Break

🔥 Training on Higher-Order Thinking Skills PLP

Supporting HOTS in the Classroom:

WORKSHOP 4: Worksheet 4D

74
Session Objectives
At the end of the session, participants will be
able to…
• 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 SOLO
framework.
🔥 Training on Higher-Order Thinking Skills PLP 75
🔥 Training on Higher-Order Thinking Skills PLP 76
 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 7
No.

Item 1
Competency Stem Unistructural Acceptable Rationalization
Question Answers
Predict the A food chain represents a series of
effect of events in which energy in the form
changes in of food is transferred from one
one population organism to another in an
on other ecosystem. The following food chain
populations in was drawn by a student during their
the ecosystem. science lesson.

🔥 Training on Higher-Order Thinking Skills PLP 77 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 7
No.

Item 1
Competency Stem Unistructural Acceptable Rationalization
Question Answers
Predict the A food chain represents a series of Place the grass, Grass = Requiring the
effect of events in which energy in the form grasshopper producer, students to
changes in of food is transferred from one and chicken provide place the
one population organism to another in an under the Consumers = three organisms
on other ecosystem. The following food appropriate grasshopper and under the label
populations in chain was drawn by a student biological label. chicken that fits. It is based
the during their science lesson. upon rote learning
ecosystem. or memorization.

🔥 Training on Higher-Order Thinking Skills PLP 78 78

 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 7
No.

Item 2
Competency Stem Multistructural Acceptable Rationalization
Question Answers
Predict the A food chain represents a series
effect of of events in which energy in the
changes in form of food is transferred from
one one organism to another in an
population ecosystem. The following food
on other chain was drawn by a student
populations during their science lesson.
in the
ecosystem.

🔥 Training on Higher-Order Thinking Skills PLP 79 79

 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 7
No.

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

Item 3
Competency Stem Relational Acceptable Rationalization
Question Answers
Predict the A food chain represents a series of
effect of events in which energy in the form
changes in of food is transferred from one
one organism to another in an
population on ecosystem. The following food
other chain was drawn by a student
populations in during their science lesson.
the
ecosystem.

🔥 Training on Higher-Order Thinking Skills PLP 81 81

 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 7
No.

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

🔥 Training on Higher-Order Thinking Skills PLP 82 82

 N
CT IO
A
S TR
AB

🔥 Training on Higher-Order Thinking Skills PLP 83 83

 Basic Response Structure (1982)

Cue Response
X
X irrelevant

X
relevant

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

Cue Response
X
X PRESTRUCTURAL
X

R
Kinds of data used:

X = irrelevant or inappropriate
= related and given in display
= related and hypothetical, not given
 Basic Response Structure (1982)

Cue Response
X
X UNISTRUCTURAL
X

R
Kinds of data used:

X = irrelevant or inappropriate
= related and given in display
= related and hypothetical, not given
 Basic Response Structure (1982)

Cue Response
X
X MULTISTRUCTURAL
X

R
Kinds of data used:

X = irrelevant or inappropriate
= related and given in display
= related and hypothetical, not given
 Basic Response Structure (1982)

Cue Response
X
X RELATIONAL
X

R
Kinds of data used:

X = irrelevant or inappropriate
= related and given in display
= related and hypothetical, not given
 Basic Response Structure (1982)

Cue Response
X
X EXTENDED
X ABSTRACT

R1
Kinds of data used:
R2
X = irrelevant or inappropriate
= related and given in display
R3
= related and hypothetical, not given
🔥 Training on Higher-Order Thinking Skills PLP
 Thank you.

neap.pddu@deped.gov.ph

🔥 Training on Higher-Order Thinking Skills PLP 93 93

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

🔥 Training on Higher-Order Thinking Skills PLP 94 94