Do Your Learners Do the Thinking? Developing Learners’ Higher-Order Thinking Skills (HOTS) In English/Reading for Grades 7, 8, 9 & 10 A Teacher's Resource A Professional Learning Package on the PPST Indicators 1.5.2 and 1.5.3
This Teacher’s Resource is designed to set up instructional support for you to implement teaching strategies effectively in helping learners develop higher-order thinking skills through the PPST Indicator 1.5.2 and Indicator 1.5.3; thus, responding to the demands of the Program for International Student Assessment (PISA) and other international and national assessments. Developing Higher-Order Thinking Skills (HOTS) among learners is crucial to prepare them to face and manage the challenges of the 21st -century academic and social environment as well as to help them reach their full potential. Through this learning package, you will be able to determine and obtain essential methods and resources for equipping learners with lifelong critical-thinking competencies. Likewise, this learning package will be relevant to your professional practice in enhancing your knowledge and skills in the identified PPST indicators.
Objective
This project aims to develop PLPs for Mathematics, Science, and English/Reading for teachers in grades 7 to 8 and grades 9 to 10. Specifically, the project aims to • develop HOTS items/questions for each learning area using the SOLO model with answers and advice; • develop guide materials for teachers on pedagogy and assessment practices that promote HOTS; and • develop guide materials intended for master teachers, school heads, and supervisors to support them in their mentoring roles in schools with a focus on helping beginning teachers.
Curriculum Information
Education Type
Professional Development
Grade Level
Learning Area
English
Content/Topic
Intended Users
Teachers, School Heads, Supervisors
Competencies
Copyright Information
Developer
Philippine National Research Center for Teacher Quality (RCTQ), a partnership between the Philippine Normal University and the SiMERR National Research Centre--University of New England
