Republic of the Philippines DEPARTMENT OF EDUCATION Region – IX Zamboanga Peninsula Division of Zamboanga Sibugay TRAINING ON HIGHER-ORDER THINKING SKILLS PROFESSIONAL LEARNING PACKAGE (HOTS-PLP) FOR ENGLISH, SCIENCE, & MATH TEACHERS Pretest and posttest 1. Which of the following is/are a higher-order thinking skill/s? i. Comparing different views. ii. Making informed generalization. iii. Listing information previously memorized. iv. Recalling ideas or experiences in a sequence. a. i and ii b. i and iii c. ii and iii d. ii and iv 2. How many levels of SOLO are there? a. 3 b. 4 c. 5 d. 6 3. What does SOLO stand for? a. Standard of Observed Learning Outcome b. Standard of Observed Learner’s Outcome c. Structure of Observed Learning Outcome d. Structure of Observed learner’s Outcome 4. What is the SOLO level where conclusions can be help open for logical alternatives? a. Unistructural b. Multistructural c. Relational d. Extended abstract 5. What is the SOLO level illustrated in the figure? a. Unistructural b. Multistructural c. Extended abstract d. Relational e. Others: 6. What learning approach does the teacher exhibit when he/she engages learners in different kinds of questions, gets them to develop different skills, gives them varied assignments, and gets them to work together? a. metacognitive b. cooperative and collaborative c. critical thinking and problem-solving d. Inquiry-based e. Others: 7. Which SOLO level shows higher-order thinking? a. Prestructural b. Unistructural c. Multistructural d. Relational e. Others 8. SOLO Model provides a structured framework for students to use to progress their thinking and learning. How can Mathematics instructional leaders use the SOLO Model? a. The SOLO Model assists in planning a lesson to create opportunities for practice to improve student’s higher-order thinking skills in the classroom. b. The SOLO Model leads to encourage higher-order thinking where students develop a habit of seeking to learn more. c. The SOLO Model strengthens the provision of technical assistance to ensure quality Mathematics education management towards the development of higherorder thinking skills among learners. d. The SOLO Model requires an appropriate teaching style that involves the students in HOTS. 9. Refer to the figure below containing a sample super item, with stem (Question 4) and one of the questions (Question 4a1). Which level of the SOLO model is targeted/represented by question 4 a1? Question 4. Jane was asked to simplify the given expression involving operations on integers [(81) ÷ (−9) + (−4)] - [(2)(−4) + (6)]. His solution was given below. Student (June’s) Attempt: [(81) ÷ (−9) + (−4)] - [(2)(−4) + (6)] 1 [(−9) + (−4)] - [(2)(−4) + (6)] 2 [(−9) + (−4)] - [(−8) + (6)] 3 [−9 − 4)] - [(2)(−8) + 6] 4 [−13] - [2] 5 6 −13 – 2 7 = −15 Question 4 a1. Is the solution correct? Justify your answer. Your Answer: a. b. c. d. e. Unistructural Multistructural Relational Extended Abstract Others 10. Analyze the question below and identify its SOLO level. Romeo sold 4 jackfruits weighing 1.8 kg, 1.1 kg, 1.3 kg, and 1.2 kg amounting to a total of Php 837. How much is a kilogram of jackfruit? a. Unistructural b. Multistructural c. Relational d. Extended Abstract e. Others: 11. Which of the following statements is/are best to remember when writing rationalizations? I. II. Keep it concise but complete. Focus on two things – explain why the answer is at the same solo framework level (or multiple possible levels) with the question and check on the accuracy of the concept. III. Ensure the connection among the required competency, stem, question and acceptable answer. IV. Do not accept the answer of the students if it goes beyond a unistructural or multistructural level question. a. I only b. I and II c. I, II, and III d. I, II, III, and IV 12. To which classroom teaching-learning process may a teacher used SOLO? a. Objective setting/motivation b. Review of previous lesson c. Assignment setting d. Assessment of learning 13. Which of the following statement best describes SOLO as a framework? Choose one. a. It connects students’ prior and new learning. b. It requires students to connect ideas. c. It appreciates students’ skills. d. it supports learning. 14. Which best explains a prestructural response? a. It has no significance. b. It is not clear. c. It is wrong. d. It does not connect ideas. 15. Which statement supports the use of SOLO in determining the level of the students’ performance? a. SOLO shows student knowledge via his or her responses. b. Students show evidence of knowledge through observable outcome. c. Responses may be labelled using SOLO codes. d. SOLO shows interplay between what is taught and what is learned. 16. Liza has this output for an assignment: A table showing the average prices of products of the Philippines with matching icons showing from which province the products are from. Liza shows evidence of: a. b. c. d. Unistructural presentation Multistructural presentation Relational presentation Prestructural presentation 17. Danilo has three triangles. Triangle A is a big isosceles triangle. Triangle B is a smaller version of A while Triangle C is a right triangle. Which question aligns with the relational level? a. Based on the features presented, which pair of triangles are similar? b. What should Danilo do to prove that triangle. c. What is the base of length of Triangle B if triangle A has dimensions 10 cm, 15 cm and 15 cm and if the leg of triangle B is 3 cm less than Triangles A’s legs? d. How is Triangle B different from triangle C? 18. How is triangle B different from triangle C? a. Mathematical Modelling b. Metacognitive Approach c. Assessing Mathematical Literacy d. Mathematical Reasoning & Computational Thinking 19. Which statement/s describe the extended abstract level? I. Multiple information given. II. Relationships and connections are shown. III. irrelevant information is raised. IV. Generalization was made and applied in a different context. a. I, II, and III b. I, II, and IV c. I, III, and IV d. I, II, III, and IV 20. Jake is a Grade 7 learner from San Vicente National High School. His test scores in each test out of 100 in Mathematics were as follows: 78, 90, 75, 80, 88, 95, 86, 94. Which among the following illustrates a relational question? a. Determine the range of the test scores of Jake in Mathematics. b. Determine the average test score of Jake in Mathematics. c. If there will be an additional test in Mathematics, what should be the minimum score of Jake in order to increase his average test score by 1 point? d. What is the mean of the first five scores of Jake?
