Slide 1 Purpose of the Slide: to give the title,

venue, and date of the training/session

TRAINING ON HIGHER-ORDER THINKING Say: Welcome back to the HOTS-PLP
SKILLS PROFESSIONAL LEARNING PACKAGE
(HOTS-PLP) FOR ENGLISH, SCIENCE, AND training session.
MATH, TEACHERS
Other Notes: Faci may add more ad
libs.
Date and Venue

Slide 2 Training on Higher-Order Thinking Skills Professional Learning Package

(HOTS-PLPs) for English, Science, & Math Teachers
Purpose of the Slide: to give an
PPST Strand 1.5. Strategies for developing critical and creative thinking, as well as other higher-order thinking skills

Session 4:
overview of the sessions
Session 3:
HOTS in Practice

Session 5:
Say: To refresh your memory, there
Supporting HOTS in the Classroom
through Learning Approaches Workplace Application Plan

Session 6:
are 7 sessions for this training--
Session 2: Facing the Forces
SOLO and HOTS in the Classroom
represented by these 7 matchsticks.
Session 1:
HOTS-PLP Walk-through
Session 7:
Professional Learning Community
in Schools
What session are we now?
Other Notes:
Training on Higher-Order Thinking Skills PLP 2 2

Slide 3 Purpose of the Slide: to give the title

of the session and name of the RP/LF
Session 2A
SOLO and HOTS in the Classroom Say: I am _____________ and I will
be facilitating the session 2A: SOLO
and HOTS in the Classroom. This is a
Name of Resource Person / Learning Facilitator three-part session.

Other Notes: Faci may add more ad

3

libs.
Slide 4 Session 2A Objectives Purpose of the Slide: To give the
objective/aim of the session
At the end of the session, participants will be able to… Say: In this session, we will discuss
● discuss what multitasking is and its effect
what multitasking is and its effect,
● differentiate higher-order from lower-order thinking skills differentiate higher-order from lower-
● state the importance of HOTS to learners
order thinking skills, and state the
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
importance of HOTS to learners
PPSS Strand 3.1. (P) Support for Instructional Leadership

Training on Higher-Order Thinking Skills PLP 4

Other Notes:

Slide 5 Presentation Outline Purpose of the Slide: to provide an

overview of the topics covered in the
What multitasking is and its effect
session
Meaning of HOTS
Say: In an hour or less, we hope to
Difference between LOTS and HOTS
cover the following topics and
activities to achieve our objectives.
Importance of HOTS to learners

Other Notes: Faci may add more ad

Training on Higher-Order Thinking Skills PLP 5

libs.

Slide 6 Activity: Kaya mo ba ‘yan? Purpose of the Slide:

● To situate the participants in the
1. The class will be grouped into three(3)
2. The group will give samples of the following:
prevalence of multitasking in
1- Multitasking done at home everyday experience.
2- Multitasking done in the school
3- Multitasking done during a seminar/training
1. Each group should give at least 5 samples of the assigned Say: Let’s begin with a group activity
situation
titled Kaya mo ba yan?.
Training on Higher-Order Thinking Skills PLP 6 6

Other Notes: Read the instructions.

You may adjust the grouping.
Slide 7 Purpose of the Slide:
Analysis: ● To situate the participants in the
● Have you experienced the same on what has been
prevalence of multitasking in
presented by your classmates?
● Given the situations below, is the effect of multitasking
everyday experience.
good or not? Why?
➔ in accomplishing one’s work
➔ to the brain Notes to the Presenter:
● Do our learners practice multitasking ? Cite examples. ● Allow the participants to respond to
the questions.
Training on Higher-Order Thinking Skills PLP 7

Slide 8 Purpose of the Slide:

● To situate the participants in the
prevalence of multitasking in
everyday experience.

Notes to the Presenter:

● Allow the participants to respond to
the questions.
Training on Higher-Order Thinking Skills PLP 8

Slide 9 Purpose of the Slide:

Many people believe they can do two or more ● To provide research bases on the
tasks equally effectively at the same time.
Research shows that this is not the case!!! negative effects of multitasking.

Notes to the Presenter:

Evidence is compelling that the brain can only
direct attention on one activity, issue/task at a ● In the Research Literature, multi-
time. The long-term effect of trying to multi-task
changes the brain – but not in a positive way! tasking is referred to as task-
switching. There are two aspects to
Training on Higher-Order Thinking Skills PLP 9

this: (i) Goal Switching, or the

decision to go one ‘way’ or another;
and (ii) Role Activation, or changing
from the ‘rules’ of the previous task
to the rules of the new. Emphasize
that significant amounts of time are
lost when switching between tasks.
Even more time is lost and more
errors are made as the tasks
become more complex.
 ● Critically, multi-tasking teaches the
brain bad habits. The brain learns
to constantly jump (Switch) from
one task to another, making it
difficult to concentrate on only one
job for an extended period of time.
Emphasize that too much multi-
tasking trains your brain to have a
shorter and less efficient attention
span.
● Lastly, emphasize that practice
does not help with multi-tasking as
the brain is hard-wired to focus on
one task at a time. It is not possible
for a person to change this basic
brain architecture.

Slide 10 Purpose of the Slide:

This means that when faced with undertaking more than one
● To provide research bases on the
attention demanding activity at the same time, the brain has negative effects of multitasking.
to switch between tasks and cannot do them together well.

Notes to the Presenter:

● In the Research Literature, multi-
tasking is referred to as task-
switching. There are two aspects to
Training on Higher-Order Thinking Skills PLP 10

this: (i) Goal Switching, or the

decision to go one ‘way’ or another;
and (ii) Role Activation, or changing
from the ‘rules’ of the previous task
to the rules of the new. Emphasize
that significant amounts of time are
lost when switching between tasks.
Even more time is lost and more
errors are made as the tasks
become more complex.
● Critically, multi-tasking teaches the
brain bad habits. The brain learns
to constantly jump (Switch) from
one task to another, making it
difficult to concentrate on only one
job for an extended period of time.
Emphasize that too much multi-
tasking trains your brain to have a
shorter and less efficient attention
span.
● Lastly, emphasize that practice
does not help with multi-tasking as
the brain is hard-wired to focus on
 one task at a time. It is not possible
for a person to change this basic
brain architecture.

Slide 11 Purpose of the Slide:

When participants multi-task in class or
workshops – what is said is not heard, and ● To emphasize that focus is
information on slides is not processed. important in understanding HOTS
and in teaching it to their mentees.
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
Notes to the Presenter:
thinking, do not check emails, etc. ● After failing to process an
information due to multitasking,
Training on Higher-Order Thinking Skills PLP 11

participants tend to re-focus on the

presentation. However, they are
now unable to go deeply into what
was said. Emphasize that, as
research does not support any
positives with multi-tasking,
cognitive growth is limited in those
who continue to multi-task. Their
ability to concentrate decreases
and their brain will favor
superficial/surface thinking.
● Remind the participants the
importance of working on one task
without interruptions., as
interruptions are multi-tasking in
disguise. They may prevent brain
interruptions by turning off phones,
email notifications, and others.
● Lastly, remind participants that with
multitasking, one becomes less
able to concentrate and undertake
higher-order functioning since their
brains will continually seek other
stimulus. Emphasize that while it
will take some effort to change the
practice of multitasking, it is still
possible to do otherwise.
Slide 12 Purpose of the Slide:
● To emphasize that focus is
Educators need to be on top of their game. important in understanding HOTS
If you continually multi-task you will not be! and in teaching it to their mentees.

Notes to the Presenter:

● After failing to process an
Training on Higher-Order Thinking Skills PLP
information due to multitasking,
12 12

participants tend to re-focus on the

presentation. However, they are
now unable to go deeply into what
was said. Emphasize that, as
research does not support any
positives with multi-tasking,
cognitive growth is limited in those
who continue to multi-task. Their
ability to concentrate decreases
and their brain will favor
superficial/surface thinking.
● Remind the participants the
importance of working on one task
without interruptions., as
interruptions are multi-tasking in
disguise. They may prevent brain
interruptions by turning off phones,
email notifications, and others.
● Lastly, remind participants that with
multitasking, one becomes less
able to concentrate and undertake
higher-order functioning since their
brains will continually seek other
stimulus. Emphasize that while it
will take some effort to change the
practice of multitasking, it is still
possible to do otherwise.
Slide 13 Purpose of the Slide:
● To proceed to the next topic in the
session – arriving at a common
Can we consider the effect of multitasking a
contributory factor in the development of one’s understanding on higher-order and
thinking skills? lower-order thinking skills.

Notes to the Presenter:

● Present the questions first on the
Training on Higher-Order Thinking Skills PLP 13

screen. Allow the participants to

respond to the questions and share
their thoughts to the plenary. After
the sharing of insights, proceed to
the presentation of the succeeding
paragraphs.
● Higher-order thinking is not on its
own. Emphasize that one cannot
have higher-order thinking without
lower-order thinking; hence, this
should not be a one-over-the-other
case.
Slide 14 Purpose of the Slide:
● To proceed to the next topic in the
What do you mean by higher-order thinking? session – arriving at a common
understanding on higher-order and
lower-order thinking skills.
What is the difference between higher-order thinking and
lower-order thinking?
Notes to the Presenter:
● Present the questions first on the
Training on Higher-Order Thinking Skills PLP 14

screen. Allow the participants to

respond to the questions and share
their thoughts to the plenary. After
the sharing of insights, proceed to
the presentation of the succeeding
paragraphs.
● Higher-order thinking is not on its
own. Emphasize that one cannot
have higher-order thinking without
lower-order thinking; hence, this
should not be a one-over-the-other
case.

Slide 15 Purpose of the Slide:

Higher-order thinking involves doing more than simply
● To proceed to the next topic in the
recalling facts and repeating back exactly what has been session – arriving at a common
learned.
understanding on higher-order and
Higher-order thinking requires the brain to ‘do something’ (to lower-order thinking skills.
think) – building on what the learner has already
acquired.
Notes to the Presenter:
● Present the questions first on the
Training on Higher-Order Thinking Skills PLP 15

screen. Allow the participants to

respond to the questions and share
their thoughts to the plenary. After
the sharing of insights, proceed to
the presentation of the succeeding
paragraphs.
● Higher-order thinking is not on its
own. Emphasize that one cannot
have higher-order thinking without
lower-order thinking; hence, this
should not be a one-over-the-other
case.
Slide 16 Lower-order and higher-order thinking
Purpose of the Slide:
● To show the relationship between
What is LOTS?
lower-order and higher-order
It is about routine application of previously acquired/learnt thinking skills.
information, such as:

✔listing information previously memorized; Notes to the Presenter:

✔following a taught procedure or plan;
✔recalling ideas or experiences in a sequence; ● Allow the participants to go back to
✔answering familiar or practiced questions.
their responses to the questions
Training on Higher-Order Thinking Skills PLP 16

presented in the previous slide. Let

them compare their responses to
what is presented in this slide.
● Connect the listed ideas in the two
columns to emphasize the
relationship between LOTS and
HOTS. For instance, in relating
separate bits of information, it is
important to know first what those
bits of information are. Another
example, in thinking critically and
carefully about issues, it is
important to know enough first
about the issues at hand.
● Emphasize that lower-order thinking
is a pre-requisite for higher-order
thinking, which means that a
student cannot apply or use higher-
order thinking if they do not
possess the lower-order thinking.
For instance, one cannot go up in
the stairs on in a ladder without
going through the first steps. At this
point, relate the earlier discussion
on the brain structure and
emphasize that the same principle
exactly applies to how our brain
works.
Slide 17 Lower-order and higher-order thinking
Purpose of the Slide:
What is HOTS?
● To show the relationship between
lower-order and higher-order
It is when one is required to:
thinking skills.
✔relate separate bits of information;
✔address problems or questions not encountered previously;
✔think critically and carefully about issues;
✔compare and contrast different views; Notes to the Presenter:
✔consider different/alternative perspectives;
✔organize their own thinking;
✔make informed generalizations.
● Allow the participants to go back to
their responses to the questions
Training on Higher-Order Thinking Skills PLP 17

presented in the previous slide. Let

them compare their responses to
what is presented in this slide.
● Connect the listed ideas in the two
columns to emphasize the
relationship between LOTS and
HOTS. For instance, in relating
separate bits of information, it is
important to know first what those
bits of information are. Another
example, in thinking critically and
carefully about issues, it is
important to know enough first
about the issues at hand.
● Emphasize that lower-order thinking
is a pre-requisite for higher-order
thinking, which means that a
student cannot apply or use higher-
order thinking if they do not
possess the lower-order thinking.
For instance, one cannot go up in
the stairs on in a ladder without
going through the first steps. At this
point, relate the earlier discussion
on the brain structure and
emphasize that the same principle
exactly applies to how our brain
works.
Slide 18 Purpose of the Slide:
Lower-order and higher-order thinking
● To show the relationship between
What is LOTS? What is HOTS?

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

lower-order and higher-order
previously acquired/learnt information,
such as: ✔relate separate bits of information; thinking skills.
✔address problems or questions not
✔listing information previously encountered previously;
memorized; ✔think critically and carefully about issues;
✔following a taught procedure or
plan;
✔compare and contrast different views;
✔consider different/alternative perspectives; Notes to the Presenter:
● Allow the participants to go back to
✔recalling ideas or experiences in a ✔organize their own thinking;
sequence; ✔make informed generalizations.
✔answering familiar or practiced
questions.
their responses to the questions
Training on Higher-Order Thinking Skills PLP 18

presented in the previous slide. Let

them compare their responses to
what is presented in this slide.
● Connect the listed ideas in the two
columns to emphasize the
relationship between LOTS and
HOTS. For instance, in relating
separate bits of information, it is
important to know first what those
bits of information are. Another
example, in thinking critically and
carefully about issues, it is
important to know enough first
about the issues at hand.
● Emphasize that lower-order thinking
is a pre-requisite for higher-order
thinking, which means that a
student cannot apply or use higher-
order thinking if they do not
possess the lower-order thinking.
For instance, one cannot go up in
the stairs on in a ladder without
going through the first steps. At this
point, relate the earlier discussion
on the brain structure and
emphasize that the same principle
exactly applies to how our brain
works.
Slide 19 Purpose of the Slide:
● To emphasize that higher-order
Reminder to teachers…
thinking, although differs at grade
Higher-order thinking activities are needed for all levels, must be developed among
learners; elementary, secondary and tertiary. The key
message is… HOTS is about learners doing their own
all learners.
thinking.

Notes to the Presenter:

● There may be people who think that
Training on Higher-Order Thinking Skills PLP 19

higher-order thinking can only be

done in secondary schools or at the
university level. Remind the
participants that learners can still do
higher-order thinking at their own
level. When young learners
undertake relevant higher-order
thinking, the way they think about
learning changes. Emphasize the
teachers must allow their learners
to think for themselves at their own
level. For instance, rote learning
higher-order skills (e.g., recalling
complex responses) is simply
teachers still doing the thinking and
learners only remembering what to
do.
● As teachers in charge of developing
higher-order thinking among
learners, it is also important to
display and integrate competencies
found in PPST Domain 3 and
Domain 4 – understanding the
various contexts of learners and
applying developmentally-
appropriate principles in the
teaching-and-learning process.
● Remind the participants on the
relationship between LOTS and
HOTS – that higher-order thinking
must be built upon what the learner
already knows at a lower-order.
Slide 20 Purpose of the Slide:
● To emphasize that higher-order
Reminder to teachers…
thinking, although differs at grade
Be reminded, however, that differences in a learner’s
background can mean that higher-order thinking by one levels, must be developed among
person may be lower-order thinking by another person; hence,
higher-order expectations need to be directed at grade-
all learners.
appropriate tasks and build on what the learner already knows
at a lower-order.
Notes to the Presenter:
● There may be people who think that
Training on Higher-Order Thinking Skills PLP 20

higher-order thinking can only be

done in secondary schools or at the
university level. Remind the
participants that learners can still do
higher-order thinking at their own
level. When young learners
undertake relevant higher-order
thinking, the way they think about
learning changes. Emphasize the
teachers must allow their learners
to think for themselves at their own
level. For instance, rote learning
higher-order skills (e.g., recalling
complex responses) is simply
teachers still doing the thinking and
learners only remembering what to
do.
● As teachers in charge of developing
higher-order thinking among
learners, it is also important to
display and integrate competencies
found in PPST Domain 3 and
Domain 4 – understanding the
various contexts of learners and
applying developmentally-
appropriate principles in the
teaching-and-learning process.
● Remind the participants on the
relationship between LOTS and
HOTS – that higher-order thinking
must be built upon what the learner
already knows at a lower-order.
Slide 21 Purpose of the Slide:
● To emphasize that higher-order
thinking, although differs at grade
levels, must be developed among
all learners.

Higher order thinking - YouTube

Notes to the Presenter:
● There may be people who think that
Training on Higher-Order Thinking Skills PLP 21

higher-order thinking can only be

done in secondary schools or at the
university level. Remind the
participants that learners can still do
higher-order thinking at their own
level. When young learners
undertake relevant higher-order
thinking, the way they think about
learning changes. Emphasize the
teachers must allow their learners
to think for themselves at their own
level. For instance, rote learning
higher-order skills (e.g., recalling
complex responses) is simply
teachers still doing the thinking and
learners only remembering what to
do.
● As teachers in charge of developing
higher-order thinking among
learners, it is also important to
display and integrate competencies
found in PPST Domain 3 and
Domain 4 – understanding the
various contexts of learners and
applying developmentally-
appropriate principles in the
teaching-and-learning process.
● Remind the participants on the
relationship between LOTS and
HOTS – that higher-order thinking
must be built upon what the learner
already knows at a lower-order.
Slide 22 Purpose of the Slide:
● To emphasize that higher-order
thinking, although differs at grade
Higher order thinking - YouTube levels, must be developed among
all learners.

Notes to the Presenter:

● There may be people who think that
Training on Higher-Order Thinking Skills PLP 22

higher-order thinking can only be

done in secondary schools or at the
university level. Remind the
participants that learners can still do
higher-order thinking at their own
level. When young learners
undertake relevant higher-order
thinking, the way they think about
learning changes. Emphasize the
teachers must allow their learners
to think for themselves at their own
level. For instance, rote learning
higher-order skills (e.g., recalling
complex responses) is simply
teachers still doing the thinking and
learners only remembering what to
do.
● As teachers in charge of developing
higher-order thinking among
learners, it is also important to
display and integrate competencies
found in PPST Domain 3 and
Domain 4 – understanding the
various contexts of learners and
applying developmentally-
appropriate principles in the
teaching-and-learning process.
● Remind the participants on the
relationship between LOTS and
HOTS – that higher-order thinking
must be built upon what the learner
already knows at a lower-order.
Slide 23 Purpose of the Slide:
Application: D. I. Y. ● To emphasize that higher-order
(Do It Yourself)
thinking, although differs at grade
What were your key takeaways so far?
levels, must be developed among
• How are you at multitasking?
• How is HOTS important to our learners? all learners.
• How do you ensure that your brain is ready to
take on HOTS?
Notes to the Presenter:
● There may be people who think that
Training on Higher-Order Thinking Skills PLP 23

higher-order thinking can only be

done in secondary schools or at the
university level. Remind the
participants that learners can still do
higher-order thinking at their own
level. When young learners
undertake relevant higher-order
thinking, the way they think about
learning changes. Emphasize the
teachers must allow their learners
to think for themselves at their own
level. For instance, rote learning
higher-order skills (e.g., recalling
complex responses) is simply
teachers still doing the thinking and
learners only remembering what to
do.
● As teachers in charge of developing
higher-order thinking among
learners, it is also important to
display and integrate competencies
found in PPST Domain 3 and
Domain 4 – understanding the
various contexts of learners and
applying developmentally-
appropriate principles in the
teaching-and-learning process.
● Remind the participants on the
relationship between LOTS and
HOTS – that higher-order thinking
must be built upon what the learner
already knows at a lower-order.
Slide 24 Purpose of the Slide:
● To recap the discussions in the
previous slides before proceeding
He who learns but does not think,
is lost! He who thinks but does not to the introduction to the Basic
learn is in great danger.- SOLO model.
Confucius

Notes to the Presenter:

● Allow participants to respond to the
24 24

questions and share their insights

Training on Higher-Order Thinking Skills PLP

to the plenary. At this point,

participants may already be
mentioning about concepts related
to the Bloom’s Taxonomy,
especially in the discussion of
LOTS and HOTS.

Slide 25 Purpose of the Slide: to express

gratitude and share contact detail
Say: Thank you so much for learning
Thank you. with us today. See you in our next
session. For any questions and
[email protected] clarifications about the design and
learning resources, you may contact
NEAP through
Training on Higher-Order Thinking Skills PLP 25 25

[email protected].
Other Notes:

Slide 26 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. B. 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

Training on Higher-Order Thinking Skills PLP 26 26