Welcome back to our class.

It’s quite a long break we had from the time we did our 2nd
live chat session due to the deferment as our platform underwent maintenance. Let us go back
to your past chat sessions. May I ask you what specific lesson in the past 2 live chat sessions or
in doing your assignments that have struck you most and how did it influence you in your role
as a teacher especially at this time that education is delivered remotely? Please explain.
Developing higher order thinking skills helped me improve my traditional way of thinking that I have
acquired during my elementary to college years. I am lucky enough to be enrolled in this SEAMEO Guro
21 Course 2 wherein I am learning a lot because of thorough discussions of the different topics, issues or
situations which elicit my thinking skills using the i-Flex Learning Management System. What struck me
most from the past discussions is my role as a teacher which is critical because I must also develop the
thinking skills of my students, so they can deal with new and unique problems and situations with
confidence. Using the Modular Distance Learning, I see to it that the learning tasks develops critical
thinking of my students.

In many discussions we heard of so many idioms, insights that deepened our thinking the way
we perceived things. How do you describe a teacher regarded as the sage on the stage? What
kind of learners they produce? Explain by citing specific instances.
The teacher as the “sage on the stage” is teacher-centered education or 'traditional' education. In
this view of learning the teacher is the expert who owns all the knowledge and transmits it to the
students. Because of this notion, learners are merely listeners or scavengers of information fed
by the teachers.

You're right Daisy. developing the critical minds of the learners is dependent on how the
teachers provide opportunities that requires cortical thinking competence of the teachers.
Agree with you Arnel on the challenges of internet connectivity. Technology at this time is no
longer a luxury but a necessity. But we should be creative in your approaches given the
limitations, insufficiencies. We can go hybrid, offline, or use improvised versions of the original
gadgets. The important value is on being resourceful.

Good realization Mark Gil. The children must be the ones to dominate the task performance
rather than the teacher.

At this time, kindly explain the primary goal of the 21st century education.
For me the primary goal of the 21st century education is to produce students who can face a globally
competitive work environment who possess intellectual curiosity, problem-solving, as well as critical and
creative thinking for them to be able to succeed in college and find a better job.

Finish this. A thinking classroom integrates both content and process. This means that…
A thinking classroom integrates both content and process. This means that it promotes more
systematic reflection upon the thinking skills and processes involved in teaching and learning instead
of focusing on the subject content alone.

We have discussed Bloom’s Taxonomy in the past. Can you recall what is this all about and to
what is it intended?

Bloom's taxonomy was developed to provide a common language for teachers to

discuss and exchange learning and assessment methods. Specific learning outcomes
can be derived from the taxonomy, though it is most commonly used to assess learning
on a variety of cognitive levels.

In the Revised “Blooms Taxonomy”, creating is associated with…

 In the Revised “Blooms Taxonomy”, creating is associated with p utting elements together to form
a coherent or functional whole. This encourages students to demonstrate their knowledge by
building something tangible or conceptual.

What is Portfolio-Based Assessment and explain what type of rubric is most appropriate to
evaluate students’ performance? Explain…

Portfolio-Based Assessment is a systematic and purposeful collection of the evidence

which reflect the success, performance, and efforts of the students in one or more areas
over a period of time. Holistic rubric is most appropriate to evaluate student’s
performance because its emphasis is on what the learner is able to demonstrate, rather
than what s/he cannot do.

If for example you are giving an essay to your learners on their stance about Mandatory
Vaccination, how will you check their output? Please design sample scoring rubrics for
evaluating student essays?
Sample Scoring Rubrics for Evaluating Student Essay About Mandatory Vaccination
Focus/ Main
1-The essay poorly addresses topic and includes irrelevant ideas
2-The essay is focused on topic and includes few loosely related ideas
3-The essay is focused on the topic and includes relevant ideas
4-The essay is focused, purposeful, and reflects clear insight and ideas

Support
1-Provides little or no support for the main point
2-Supports main point with some underdeveloped reasons and/or examples
3-Supports main point with developed reasons and/or examples
4-Persuasively supports main point with well-developed reasons and/or examples

Organization & Format (Paragraphs, Transitions)

1-Little or no organization of ideas to build an argument
2-Some organization of ideas to build an argument
3-Organizes ideas to build an argument
4-Effectively organizes ideas to build a logical, coherent argument

Language Use, Style & Conventions (Sentence structure, word choice, grammar, spelling,
punctuation)
1-Little or no use of elements of style; Many errors in grammar,spelling, and punctuation, makes
reader’s comprehension difficult
2-Some use of elements of style; Contains frequent errors in grammar, spelling, and punctuation
3-Appropriate use of elements of style; Uses correct grammar, spelling, and punctuation with few
errors
4-Effective and creative use of elements of style to enhance meaning; Uses correct grammar,
spelling, punctuation throughout with very few errors

Originality (Expression of the theme in a creative way)

1-No experimentation nor enhancement of concepts; No adherence to the theme
2-Very little experimentation to enhance concepts; Does not exhibit creativity
3-Sufficient experimentation with language and usage to enhance concepts; Applies basic creative
skills to relay ideas
4-Distinctive experimentation with language and usage to enhance concepts; Applies higher order
thinking and creative skills to relay complex idea

Would you know how to differentiate ANALYTIC RUBRICS from HOLISTIC RUBRICS?
Please discuss..
Holistic Rubrics is a single criterion rubrics (one-dimensional) used to assess participants' overall
achievement on an activity or item based on predefined achievement levels. It may use a percentage
or text only scoring method. On the other hand, Analytic Rubrics is a two-dimensional rubrics with
levels of achievement as columns and assessment criteria as rows. This allows you to assess
participants' achievements based on multiple criteria using a single rubric. With analytic rubrics,
levels of achievement display in columns and your assessment criteria display in rows. Analytic
rubrics may use a points, custom points, or text only scoring method.
How would you convert rubric scores to the grades or descriptive feedback? Please show.
To convert a rubric score to a percentage grade, you will need to assign points to each level of the
scale, and you may need to weight the dimensions logically than mathematically. For instance, in a
rubric with four dimensions, each dimension will count for 25% of the score (and grade), unless you
weight one dimension more than the others. For this example, we will not weight any dimensions.
With each dimension counting 25%, or 25 out of 100, the top score should be equal to 25, or at least
23 points (23*4 = 92). If you feel that Level 2 of the scale is worth between a B and a C, then the
score for Level 2 should be between 17 and 22 points. The lowest level takes a little more thought,
and the lowest score for that level will depend on how low you want to allow the score of a
completed assignment to be. In this example, a student who was scored a level 2 in each dimension
could receive a grade between 72 and 88.
How to Convert Rubric Scores to the Grades or Descriptive Feedback
Step 1: Determine the % value of each rubric level (e.g., 100%, 95%, 85%, 75%, 60%).
Step 2: Determine the traits you are going to assess.
Step 3: Determine the point value of each trait.
Step 4: Input a student’s scores based on your writing rubric.

STEP 1: DEFINE THE CRITERIA-To start with, I have to get clear on what the final product should
look like.
STEP 2: DISTRIBUTE THE POINTS- For a 100-point assignment, I might distribute points as
follows, adding them right into the rubric with a space for inserting the student’s score when the task
has been grade.
STEP 3: SHARE THE RUBRIC WITH STUDENTS AHEAD OF TIME-This part is crucial. Even if
students are not included in the development of the rubric itself, it’s absolutely vital to let them study
that rubric before they ever complete the assignment.
STEP 4: SCORE SAMPLES- Another powerful step that makes the rubric even more effective is to
score sample products as a class, using the rubric as a guide.
STEP 5: ASSESS STUDENT WORK (ROUND 1)-After students have been given time to plan,
draft, and revise their writing—a time where the teacher can watch their work in progress, advising
them, and regularly referring to the rubric as a guide—students submit their “finished” pieces for a
grade.
STEP 6: ASSESS STUDENT WORK (ROUND 2)
When students have improved their work and re-submitted it, if they have gotten much closer to
achieving the criteria, this would be an appropriate time to assign points to go into the grade book.
How would you differentiate between lower order thinking skills and higher order thinking
skills?

In your self-rating competency checklist, which competency is you strongest? Your weakest?
Explain why so?
In my self-rating competency checklist, the competency that I am strongest is integrating HOTS in
instruction since I am already using HOTS in my teaching. I had attended trainings before that
somehow enhanced my thinking skills and is incorporated in my teaching strategies. And my
knowledge, attitudes, and skills about this was even more developed because of this course. On the
other hand, what I consider as my weakest is explaining the rationale for a thinking classroom. I had
known a little regarding it and I need to learn more about it.
In my self-rating competency checklist, integrating higher order thinking skills in instruction is the
strongest because prior to this course, I am already using HOTS in my activities, assessment, and this
is advantage of being a Math teacher while competencies that involve thinking classroom are the
weakest since its my first time to encounter the term and I am just learning how to make my
classroom a thinking classroom.

Briefly enumerate and describe each of the four characteristics/ elements of a thinking
classroom.
The Four Elements of a Thinking Classroom are: 1. Teaching for thinking- This emphasizes the
role of a teacher to create an effective thinking classroom climate like organizing students’
seating arrangements in such a way that it promotes interactivity and active learning, and
positive interaction.
2. Teaching of thinking- This refers to teaching of thinking as the direct instruction of the thinking
process. Each process taught is aligned to student development and to higher-order, more
complex thinking operations. This uses thinking strategies and tools that employ a variety of
creative and critical thinking techniques, such as the following: mindmapping techniques; visual
tools; and metacognitive skills
3. Teaching about thinking- This puts the responsibility on the students to be self-reflexive, that
is, not just to think and know. Rather, they need to think about their own thinking and knowing,
and then relate it to their goals for learning. This encompasses five essential strategies that
include the following: learning to learn; multiple intelligences; learning styles; great thinkers; and
epistemic cognition.
4. Teaching with thinking- It is about structuring the interaction with thought-provoking activities
that require the intense involvement of learners. Learning with the element of teaching with
thinking is shaped by an internal process and by social interaction.

Higher-order thinking involves the learning of complex judgmental skills such as critical
thinking and problem solving. The lower-order thinking skills include, Remembering,
Understanding, and Applying. In order to reach the higher level of thinking skills, the lower-
order of thinking skills must be achieved first.
The lower-order thinking skills which include Remembering, Understanding, and
Applying involve memorization, while higher-order thinking skills which include
Analyzing, Evaluating and Creating require understanding and applying the acquired
knowledge.
You have defined exhaustively a thinking classroom. How will you transform your classroom
into a thinking classroom? Now let us talk about “What is the role of HOTS in the context of a
thinking classroom”?
I can transform my classroom into thinking classroom by allowing my students to use a wide range
of thinking skills. I need to equip them with higher cognitive skills rather than mere memorization of
facts and rote learning. Integrating HOTS in my daily life as a teacher is very important if I want my
students to become ready for the requirements of the twenty-first century.
Following the rule of the thumb in converting rubric scores to grades do to not directly convert rubric
scores into percentages. To convert a rubric score to a percentage grade, I need to assign points to
each level of the scale and I need to weight the dimensions. Rubric Score Score in Percentage (%) 20
100 18-19 95 16-17 90 14-15 80 12-13 70 10-11 60 8-9 50 6-7 40 5 35
Let’s go back and work on Activity 1.1 and answer the following questions assigned to you. 1.In
your Opinion, why did the Ministry of Education issue the new directive to schools? (Jennilyn,
Jenny & Arnel) 2. If you were one of the teachers in that school, what questions would you
raise in response to this new directive? (Raymund, Rhodora & Luzviminda) 3. Why would you
have this Concern? (Mary Ann, Mark Gil & Leonida) 4. Have you experienced a similar
situation in your school? What was your reaction (Daisy, Teresa & Karen).
Yes, we have experienced a similar situation in our school wherein the teachers are very
hesitant to embrace the curriculum changes or new directives from higher authorities. But as
one of the instructional leaders in our school, all the queries that they have in mind must be
answered so that together, we can focus on the advantages and create an optimistic view for
changes to better improve our teaching.

In the Philippine context, why did we venture on K to 12 curriculum from our previous R-
BEC? Why do we need also to transform our existing curriculum?
One of the many reasons why there has been a shift of curriculum is to decongest what has
been considered congested curriculum in the past.
What do you understand about Economics shifting from the traditional industrial base to an
information and service base? Why this shift?
There are lot of sources of information for us to access either in printed or virtual form. The
shift maybe attributed to the fact that success of a country is heavily dependent on skills,
creativity and innovation.
Well, a good curriculum should undergo review, restructuring every 3 years to be relevant to
the changing times. It may have minor revisions and do not necessarily undergo overhauling.
But it has to undergo change to be responsive to the changing times.
Let us take for example your school principal or immediate superior has called you for a
meeting and issue a memo on changing your existing classroom into a thinking classroom, how
will you do this task effectively? How will you overcome any inadequacies you might have?
In order to transform our classroom into thinking classroom, maybe we can attend series of LAC
sessions on how to implement this and ask our principal to invite some experts that can share their
best practices related to teaching thinking in order to help all of us achieve our goal. There will be
challenges along the way that we will encounter but we must learn from the inadequacies that we
might have because these are part of success in the implementation process.

From your personal experience can you cite at least one indicator or proof to each of the four
elements of thinking classroom and describe its result, or its contribution to the instructional
goals of thinking classrooms.
1. Teaching for Thinking- I see to it that my classroom is conducive to learning and provides a safe
environment where students can interact with their fellow classmates. I vary the groupings quarterly
so that students can exchange their ideas to their classmates.
2. Teaching of Thinking- I have used graphic organizers many times to my students and these helped
a lot to organize ideas in their mind and emphasize important ideas. These contributed to student
development and to higher order, more complex thinking skills.
3. Teaching about Thinking- When I give learning tasks to my students, I do consider their multiple
intelligences therefore varied activities are presented for them to choose from.
4. Thinking with Thinking- To develop authentic tasks to my students, I give them activities that
require intense involvement such as conducting an interview or interacting with community
members.

Mind mapping, visual tools, metacognition skills are some of the thinking stages and tools that
employ a variety of creative and critical thinking techniques. Using any of these 3, choose one
to explain COVID-19 Pandemic its causes and effects, suggested measures to fight against this
crisis.
Using Fishbone Diagram as one of the visual tools, students will be asked to state the causes and
effects of Covid-19 Pandemic. Through this they will be asked to explain Covid-19 and suggest
measures to fight this crisis. Visual tools facilitate students’ understanding as information and ideas
are organized and connected.
What are the elements of teaching with thinking and how do you infuse this in your teaching
process?
The elements of teaching with thinking are internal process and social interaction. The internal
process involves the students in constructing meanings in their minds through hands on learning, the
application of graphic organizer, the use of multiple intelligences, case studies and problem-based
learning. Social interaction would include activities such as dialogue with others and the use of
cooperative learning. In giving Science experiments to my students, they are provided hands-on
experience and discover on their own ideas and give conclusion based on gathered facts. And by
collaborating with their classmates, they develop sense of responsibility with their own learning.
With all these discussions we have, how do you now envision a thinking classroom? Please
discuss your viewpoint. How do you compare Traditional Curriculum versus Thinking
Curriculum? Cite examples?
I envision a thinking classroom as a place that produce students of the future who can solve
problems, think critically and evaluate information and ideas and plan for the future. It also promotes
and emphasizes higher order thinking skills. Traditional Curriculum is designed in a progressive way
while Thinking Curriculum is a more systematic reflection upon the thinking skills and processes.
Example is in giving learning tasks, the traditional curriculum uses one size fits all while in thinking
curriculum, learning tasks must be varied for our diverse learners.

In 10 minutes, please work in activity 1.8 found in your module, pages 35-38 and share your
scores in each of the step and discuss what do all these scores mean? Any feedback, realization
on the matter? Kindly discuss.
Activity 1.8
Step 1(Knowledge about Teaching HOTS):
Total score for Part I is 32.
The percentage score for Part I is 80%.

Step 2(Pedagogical Skills for Teaching HOTS):

Total score for Part II – Pedagogical Skills About Teaching HOTS
is 27.
The percentage score for Part II 90%.

Step 3
3.1 (Beliefs and Attitudes about Teaching HOTS):
Score is 36.

3.2 (Beliefs and Attitudes about Teaching HOTS):

Score is 8.

3.3 (Beliefs and Attitude about Teaching HOTS)

Total score for Part III – Beliefs and Attitude Skills about
Teaching HOTS is 44.
Percentage score for Part III 80%.
 My total score is 80% for Parts I, II and III which means I have a
sound knowledge, good pedagogical skills, and a positive attitude
about teaching HOTS. This is because I have acquired lot of
insights and learnings from all the discussions in the modules.
However, there is still room for improvement if I am aiming to be
a HOTS teacher in my thinking classroom. I can do more readings
about research findings in HOTS to develop my skills further.
Let's extend a bit and do this. For another 10 minutes, please work on the activity 1.9. Follow
instruction and share your scores and what do these mean.
Activity 1.9.
My percentage score is 86% which means I am using HOTS extensively in my classroom. This is
because what I have learned for the past 2 weeks are gradually being put into practice. But I must
admit that there are still lot of things for me to learn specifically on areas that needs improvement.

Please show one specific example of an activity to each of the following on the topic “Save
Mother Earth” that you will apply in your lesson teaching 1. In depth-learning 2. Real Life
Tasks 3. Holistic Learning 4. Links Learning with Students’ Background
“Save Mother Earth”
1. In depth-learning- Using mind mapping techniques, ask the students to reflect on the question:
What are the different causes that contribute to disturbance of Mother Earth?
2. Real Life Tasks- Divide the class into four. One will observe the pollutants in land, water, and air
by using a field trip to their backyard or within their community, nearby river or going to a poultry
farm.
3. Supports Holistic Learning
The rapporteur of each group must report to other groups what their group has observed. Then, they
will have to compare their observations with that of other groups.
4. Links Learning with Students’ Backgrounds
Based on the data they have gathered, assign each group to make a poster or slogan on how they can
save Mother Earth.

In the self-rating competency checklist, my highest rating is for integrating HOTS in my classes.
Since I also have a Values Education (Edukasyon sa Pagpapakatao) as one of my teaching load, most
of the time integration of HOTS is commonly used in my class, particularly on Case/Situation
analysis where my learners developed their thinking creatively and critically. The lowest score I’ve
got is designing a rubric for performance. It is indeed very hard and challenging on my part on how
to design my own rubric in order cater the needs and develop a list of criteria, traits or dimensions
which associated on the tasks given. Sometimes it s time consuming on part also.