Title of the Session School-Based In-Service Training for Teachers 2020

Duration, Date and Venue Pusok National High School-Computer Laboratory

Target Participants and 1 School Principal
Profile 3 Master Teachers
27 Teachers I
21 Teacher III
Objectives of the Session  Identify the different teaching strategies on Critical and Creative Thinking Skills;
 Explain each teaching strategy being introduced
 Understand the difference between Higher order questions and essential questions
 Articulate the benefits of using higher order questions in the classroom.
Key Understanding/Input: This session stage the principle/ concept of Higher thinking skills ; how it would align and integrate to the application of
competency in the Most Essential Learning Competencies (MELC)
References:
Objectives Key Understanding Methodology/Procedure Materials Time Allotment
Time Learning
Session Learning Detailed Description of
& Detailed Content Outline Learner’s Output Resources
Objectives Methodology
Day Materials
 Identify the INTRODUCTORY ACTIVITY Face to Face Learning  Instructional LED TV or
Monday different teaching Plan Projector
strategies on Critical  Film Viewing “ HOTS Snail”
To  Face-to-face learning is an  Instructional Computer
and Creative Thinking  Sharing of insights/ reflections about the
Tuesday instructional method Critical Incident
Skills; material viewed. materials
where course content and
 Class outputs Journal Form
ACTIVITY learning material are
 Explain each /Assessment Pre-and-Post
taught in person to a group
teaching strategy being  PLEANARY ( FACE TO FACE ) of students. This allows for Conference
introduced a live interaction between Notes
 Introduction of Higher- a learner and an
8:00 Oder Thinking Skills instructor.
 Understand the ( HOTS )
AM –  Bloom’s Cognitive
difference between  A focus group discussion
5:00 Higher order questions Taxonomy
involves gathering people
PM and essential questions  Why do we want to teach
Higher-order thinking? from similar backgrounds
 How do we teach Higher- or experiences together to
order thinking? discuss a specific topic of
 Sample of Higher-order interest. In focus group
 thinking teaching discussion participants are
strategies. free to talk with other
 Articulate the group members; unlike
 WOKSHOP ( FOCUS GROUP other research methods it
benefits of using
DISCUSSION ) encourages discussions
higher order questions
with
in the classroom.  Task 1: Socrates Circle
other participants
Socractic circles encourage students to
explore and analyze different
perspectives and interpretations on a
given topic.

 Task 2: Socrates Seminar

The teacher facilitates a group
discussion focused around a specific
learning goal. Questions should be
designed to help students evaluate
their own opinions on the subject and
should be aimed at stimulating a
deeper understanding of the material
 Task 3: Conceptual thinking
Encouraging students to think
conceptually is to encourage them to
make links between different aspects
of their learning.
 Task 4: Inference

When we want students to infer

something from limited evidence, we’ll
routinely ask them to ‘read between
the lines.’
 Task 5: Creative thinking
Creativity relates to originality and
flexibility of thinking. Primary among
these things is creating a classroom
 culture that celebrates originality and
an environment that encourages
experimentation.

ANALYSIS

 What is the implication of

pandemic in the teaching industry?
 In this pandemic , wherein the
everyone has to adapt the “ the new
normal” how can we teach with
application of HOTS in a
diversified learners with
diversified learning environment.?
 Understand the difference between
Higher order questions and
essential questions

APPLICATION
 Maximize different teaching
strategies available in drawing out
the desire outcome which is the
application of the student of the
HOTS

CONCLUDING ACTIVITY
 Film Viewing “From LOTS to HOTS”
 Sharing of insights/ reflections about the
material viewed.
Prepared by:

ZENNIE JEAN P. GELOGO RHODA A. BANCALE

Teacher III/ CPD Coordinator Teacher III/LAC Coordinator

Reviewed by: MARCELINA A. NACORDA

Principal 1
Title of the Session
Duration, Date and Venue
Target Participants and
Profile
Objectives of the Session
Key Understanding/Input:
References:
Objectives Key Understanding Methodology/Procedure Materials Time Allotment
Time Session Learning Detailed Content Detailed Description of Learner’s Output Learning Resources
Objectives Outline Methodology Materials