Objectives:

Terminal Objective:
• Integrate HOTS activities in the classroom.

Enabling Objectives:
• Define higher order thinking skills
(HOTS).
• Discuss the advantages and
disadvantages of integrating HOTS in
teaching and learning activities.
• Give examples of HOTS activities.
• Show appreciation of HOTS by actively
participating in the discussion

INSET
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Jens Martensson 3
Jens Martensson
DEVELOPMENTALLY SEQUENCED
TEACHING AND LEARNING PROCESSES

• These refer to the order of activities that

keep learners engaged in the content
and purposely scaffolds learners
towards achieving the lesson’s
objectives by maximizing allotted class
time.

INSET
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DEVELOPMENTALLY SEQUENCED
TEACHING AND LEARNING PROCESSES

• 1. SCAFFOLDING IS EVERYTHING.
Scaffolding refers to a variety of instructional
strategies used to guide or support learners
progressively toward better understanding and
greater independence in the learning process
(The Glossary of Education Reform, 2015).

INSET 2019
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DEVELOPMENTALLY SEQUENCED
TEACHING AND LEARNING PROCESSES

• 2. KEEP LEARNING ACTIVITIES

CONTEXTUALIZED. One of the priorities in
coming up with developmentally-sequenced
teaching and learning processes is to make
learning activities contextualized, if possible,
tailor-made for the context of situation and the
type of learners that we have.

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DEVELOPMENTALLY SEQUENCED
TEACHING AND LEARNING PROCESSES

• 3. FOCUS ATTENTION ON THE

OBJECTIVE. The objective of the lesson goes
hand-in-hand with the target learning
competency from the curriculum guide. To
match our aim of providing developmentally-
sequenced teaching and learning processes,
our activities should be geared towards the
objective of the lesson.

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DEVELOPMENTALLY SEQUENCED
TEACHING AND LEARNING PROCESSES

4. ASSESSMENT IS A MUST. In trying to help

learners develop the competencies set in the
curriculum guide, the teacher should not only
give inputs but also provide assessment
activities to identify learners’ learning status
and, at the same time, create appropriate
instructional decisions

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My Plans for “Gorgon’s Head”
1. Refer to the Curriculum Guide and the Learner’s
Material (pp. 35-36).
2. Fill in the needed parts in the DLL.
3. Make the reviews engaging for women.
4. Give thought-provoking questions.
5. Integrate Mulan’s story (from Grade 8).
6. Have learners do sustained silent reading.
7. Focus on discrimination in the society.
8. Use the activities/tasks from the Learner’s Material.
9. Assessment - if time will permit...
10. Identify famous oral literary pieces for homework.

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GRADE 10 DAILY LESSON LOG Date: July 11, 2017 Monday
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives Write the LC Code for
each
Determine the effect of textual aids on the
understanding of the text
The learner demonstrates understanding of how
world literature and other text types serve as ways
of expressing and resolving personal conflicts; how
strategies in linking textual information, repairing,
enhancing communication and public speaking,
and in incorporating emphasis markers in
persuasive texts, different forms of modals,
reflexive and intensive pronouns are used.
The learner composes a short but powerful
persuasive text using a variety of persuasive
techniques and devices.
EN10RC-lb-2.15
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 Mythological Story: The Gorgon’s
II. CONTENT Head by Anne Terry
III. LEARNING Learners’ Material and Multimedia
RESOURCES Presentation
A. References
1. Teacher's Guide
Pages pp. 24-26
2. Learner's Materials
Pages pp. 35-36
3. Textbook Pages
4. Additional Materials
from Learning Resource
(LR) portal

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IV. PROCEDURES
B. Other Learning Resources
A. Reviewing previous lesson or Review the plight of a discriminated woman through a
presenting new lesson song.

B. Establishing a purpose for the Ask learners the connection of Mulan's life to the concept
lesson of discrimination.
C. Presenting examples/instances of Relay other instances where discrimination occurs in the
the new lesson society.
D. Discussing new concepts and
practicing new skills #1 Task 2 - DISCRIMINATION CHECK, p. 32
E. Discussing new concepts and
practicing new skills #2 Task 12 - MY COAT OF ARMS, pp. 43-44
F. Developing mastery
( Leads to Formative
Assessment 3)
G. Finding practical applications of
concepts and skills in daily living

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H. Making
Generalizations and
abstractions

I. Evaluating Learning
J. Additional activities for Have learners identify famous oral
application or literary pieces and share them before
remediation the class.

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GRADE 10 DAILY LESSON
LOG Date: July 11, 2017 Monday
Determine the effect of textual aids on the Determine the effect of textual aids
understanding of the text on the understanding of the text
I. OBJECTIVES (EN10RC-IB-2.15).
The learner demonstrates understanding of
how world literature and other text types
serve as ways of expressing and resolving
personal conflicts; how strategies in linking
textual information, repairing, enhancing
communication and public speaking, and in
incorporating emphasis markers in
persuasive texts, different forms of modals,
A. Content Standards reflexive and intensive pronouns are used.
The learner composes a short but powerful
persuasive text using a variety of persuasive
B. Performance Standards techniques and devices.
C. Learning Competencies/
Objectives Write the LC
Code for each EN10RC-lb-2.15

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IV. PROCEDURES
B. Other Learning
Resources
A. Reviewing previous Review the plight of a discriminated Have learners share the life
lesson or presenting new woman through a song. lessons they learned from the
lesson story of Nick Vujicic.
Make learners listen to the
song, “Reflection” from the
B. Establishing a purpose Ask learners the connection of Mulan's movie Mulan and react on its
for the lesson life to the concept of discrimination. message
C. Presenting
examples/instances of Relay other instances where
the new lesson discrimination occurs in the society.
D. Discussing new
concepts and Task 2 - DISCRIMINATION CHECK, p.
practicing new skills #1 32

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E. Discussing new concepts and Task 12 - MY COAT OF ARMS, pp. Group the class into five (5) and let each group do
practicing new skills #2 43-44 sustained silent reading of the featured text.
F. Developing mastery
( Leads to Formative As a group, let them dissect the main text by
Assessment 3) answering relevant questions.
G. Finding practical applications Have learners discuss how the characters from the
of concepts and skills in daily text conquered discrimination issues, and encourage
living them to relate it to real-life scenarios

H. Making generalizations and Lead learners into completing “The Hero in Me” Chart
abstractions where they will be listing the acts of heroism and
struggles of the main character of the narrative. They
are to provide their realizations about these details.

Prompt each group to design a coat of arms featuring

I. Evaluating Learning
J. Additional activities for
application or remediation
Perseus’ line of defenses to kill the Gorgon. A holistic
rubric will be used.
Have learners identify famous oral Have learners identify famous oral literary pieces that
literary pieces and share them before center on heroism and human fallacies for class
the class. sharing.

Jens Martensson 17
Observation Notes:
The teacher was able to manage and implement all the planned activities written on her DLL. She
started with a review of the previous concepts which relate to the new knowledge presented in the
featured lesson. The motivation engaged the learners well with the lesson because they are familiar to
the song the teacher played and were able to relate realistic examples of issues with regard to
discrimination and prejudices. I think the story-anticipation guide helped the learners build knowledge
about the narrative text on their own. It gave a little hint about how to teach learners independent
learning. That’s commendable. In terms of the collaborative activity, where learners need to do
sustained silent reading, at first, they were unsure of how to start reading the text as a group, but this
mechanism was given clarification and justifications by the teacher. She scaffolded each group until
they were able to get a feel of the collaborative activity. After which, each member of the group was
doing his or her job to finish the given task. Another difficulty is the complexity of the questions
provided in the learners’ material. It seemed that the questions are too challenging for a majority of
learners. The teacher, right there and then, changed the way questions were structured for easy
understanding. This made accomplishing the task easier for the learners until such time that they were
already accomplishing the postreading activities independently. It was a successful delivery of the
lesson because the objective of the lesson was met and the learners were able to generalize or
abstract learning from the text. All the groups artistically and effectively produced and presented their
coat of arms as part of the evaluation. They really enjoyed each presentation! The assignment given
allows for extension of learning. The teacher started and ended her delivery of the lesson within the
given time. It was an excellent job for the teacher. Jens Martensson 18
What is HOTS?
• Higher Order Thinking Skills (HOTS) refer
not only to absorbing information but also to
processing and utilizing information to make
decisions.
• These include careful observation of the
world, mental representation of what is
observed or imagined, abstraction from
complexity, pattern recognition and
development, symbolic and metaphoric
representation, and qualitative judgment
(Rabkin & Redmond, 2005).

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What is HOTS?
• Critical thinking is thoughtful thinking. It
involves challenging an idea. It is being
engaged in evaluative thinking, and potentially
leading to new knowledge (Moon, 2008).
• Metacognition refers to what a person knows
about what, how, and why he/she thinks, and
how he/ she can regulate his/her own thinking
(Weiner, Reynolds, Freedheim, & Miller,
2003).

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Benefits of integrating HOTS in Instruction
• Enhancement of students’ critical thinking
skills
• Improvement of ways of thinking and skills in
problem-solving
• Encourages active learning
• Promotes involvement and interest in
learning
• Academic success leading to success in
future career.
Jens Martensson
Drawbacks of Integrating HOTS in Instruction

•Time consuming to implement

•Requires intensive planning
for questions and exercises
by the teacher
•Skills are difficult to measure
Jens Martensson
Let’s try this:
Write a question about photosynthesis.

What can you say about these

questions? Compare your questions with these:
1. Why is photosynthesis not
1. Define photosynthesis. performed by human beings?
2. What organisms use 2. What will happen to plants if
photosynthesis? they are kept away from the
sun? Why?
3. Does photosynthesis
3. How is photosynthesis
occur among humans? accomplished?
4. What is the main 4. What will happen if plants
energy source for suddenly lose the ability to do
photosynthesis? photosynthesis?

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Jens Martensson
The Revised Bloom’s Taxonomy identifies a
category of objectives called ‘cognitive’
objectives in the development of HOTS:
1) Remembering: This involves recall of information.
2) Understanding: This involves the lowest level of
understanding where the reader knows what is being
communicated and can use it in its immediate context.
3) Applying: This consists of the application of ideas,
principles, generalized methods and theories to particular
concrete situations.

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4. Analyzing: This involves breaking down a
communication into its organization, constituent
elements, and their interrelationships.
5. Evaluating: This involves the qualitative or
quantitative judgments about the value of ideas,
methods, and solutions.
6. Creating: This involves developing an innovative
pattern or structure from elements.

Jens Martensson
The Revised Bloom’s Taxonomy
1) Remembering
• Retrieving from memory previously learned material
• Recalling facts or whole theories
• Recognizing relevant knowledge

Verbs include:
Describe Duplicate Find
Identify Label List
Locate Memorize Name
Order Recall Recognize
Relate Repeat Reproduce
Show State Tell

Jens Martensson
 Label
• Define Label the capitals on this map of
Define mercantilism.
the United States
• Who
• Locate
Who was the author of Billy
Budd? Locate the glossary in your
textbook.
• What
What is the capital of England? • Match
Match the following inventors
• Name with their inventions.
Name the inventor of the
telephone. • Select
Select the correct author of War
• List
and Peace from the following list.
List the 13 original colonies.
• Underline
Underline the noun.
Jens Martensson 28
The Revised Bloom’s Taxonomy
2) Understanding
• Grasping the meaning of the material
• Interpreting (explaining or summarizing)
• Inferring outcomes or effects

Verbs include:
Classify Compare Demonstrate
Describe Differentiate Discuss
Distinguish Explain Express
Identify Indicate Find more information about
Interpret Locate Outline
Paraphrase Predict Report
Recognize Restate Put into words
Review Select Summarize
Translate Visualize Give examples

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• Explain
Explain the law of inertia using an
example from an amusement park.
• Interpret
Interpret the information found in this
pie chart.
• Outline
Outline the main arguments for and
against year-round education.
• Discuss
Discuss what it means to use context
to determine the meaning of a word.
• Translate
Translate this passage into English.
• Restate
Restate the steps for a bill to become
a law in your own words.
• Describe
Describe what is happening in
this Civil War picture.
• Identify
Identify the correct method for
disposing of recyclable trash.
• Which
Which statements support
implementing school uniforms?
• Summarize
Summarize the first chapter of To Kill a
Mockingbird.
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The Revised Bloom’s Taxonomy
3) Applying
• Ability to use leaned materials in a situation
• Apply rules, laws, methods, theories

Verbs include:
Apply Calculate Choose
Classify Complete Construct
Demonstrate Dramatize Employ
Examine Illustrate Interpret
Manipulate Modify Operate
Practice Put into practice Relate
Schedule Show Sketch
Solve Use Write

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• Solve
Using the information you have
learned about mixed numbers, solve
the following questions.
• Use
Use Newton's Laws of Motion to
explain how a model rocket works.
• Predict
Predict whether items float better in
fresh water or salt water.
• Construct
Using the information you have
learned about aerodynamics,
construct a paper airplane that
minimizes drag.
• Perform
Create and perform a skit that
dramatizes an event from the civil
rights era.
• Demonstrate
Demonstrate how changing the
location of the fulcrum affects a
tabletop lever.
• Classify
Classify each observed mineral based
on the criteria learned in class.
• Apply
Apply the rule of 70 to determine how
quickly $1,000 would double if earning
5 percent interest.

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The Revised Bloom’s Taxonomy
4) Analyzing
• Breaking materials down into parts
• Understanding organization
• Clarifying and concluding

Verbs include:
Advertise Analyze Appraise
Calculate Categorize Choose
Compare Contrast Criticize
Deduce Differentiate Discriminate
Distinguish Examine Experiment
Explain Identify Investigate
Organize Question Separate

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• What?
What is the function of the liver in
the body?
• What is the main idea of the story
"The Tell-Tale Heart"?
• What assumptions do we have to
make when discussing Einstein's
Theory of Relativity?
• Analyze
Analyze President Lincoln's
motives for delivering
the Gettysburg Address.
• Identify
Identify any biases that might
exist when reading an
autobiography.
• Examine
Examine the results of your
experiment and record your
conclusions.
• Investigate
Investigate the propaganda
techniques used in each of the
following advertisements.

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The Revised Bloom’s Taxonomy
5) Evaluating
• Making judgements based on criteria and standards
• Supporting judgement with evidence obtained from checking and critiquing

Verbs include:
Appraise Argue Assess
Attach Choose Compare
Criticize Estimate Determine
Defend Estimate Determine
Discuss Evaluate Judge
Justify Predict Prioritize
Rate Recommend Select
Support Value Verify

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• Evaluate
Evaluate the accuracy of the
movie The Patriot.
• Find
Find the errors in the following
math problem.
• Select
Select the most appropriate action • Judge
that you should take against a
school bully. Justify your answer.
• Decide
Decide on a meal plan for the next
week that includes all the required
servings according to the Food
Guide Pyramid.
• Justify
Are the arts an important part of a
school's curriculum? Justify your
answer.
• Debate
Debate the pros and cons
of charter schools.
Judge the importance of students
reading a play by Shakespeare
while in high school.
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The Revised Bloom’s Taxonomy
6) Creating
• Putting parts together to form a coherent whole
• Reorganizing elements into a new pattern or structure through
generating, planning or producing

Verbs include:
Arrange Assemble Collect
Compare Compose Construct
Create Design Develop
Devise Discuss Formulate
Hypothesize Imagine Invent
Manage Organize Plan
Predict Prepare Propose
Report Schematize Set up
Support Write

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• Create
Create a haiku about a desert animal.
• Invent
Invent a new board game about
Industrial Revolution inventors.
• Compose
Compose a new piece of music that
includes chords in the key of C major.
• Propose
Propose an alternative way to get
students to clean up after themselves
in the lunchroom.
• Plan
Plan an alternative meal to serve
vegetarians during Thanksgiving.
• Design
Design a campaign to help stop
teenage smoking.
• Formulate
Formulate a bill that you would
like to see passed in Congress.
• Develop
Develop an idea for a science fair
project that focuses on the effects
of pollution on plant life.
Jens Martensson 38
Teaching Strategies that Enhance Higher-
Order Thinking (Janelle Cox)
1. Help students understand what HOTS is.
2. Encourage questioning.
3. Connect concepts.
4. Teach students to infer.
5. Use graphic organizers.
6. Teach problem-solving strategies.
7. Encourage creative thinking.
8. Use mind movies.
9. Teach students to elaborate their answers.
10.Teach QARs (Question – Answer – Relationship)

INSET 2019
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Examples of Activities that Promote Higher
Order Thinking (Dr. Bob Kizlik)
1. Apply a rule 10. Distinguish
2. Classify 11. Estimate
3. Compose 12. Identify
4. Construct 13. Interpret
5. Define 14. Locate
6. Demonstrate 15. Name
7. State a rule 16. Translate
8. Describe 17. Order
9. Diagram

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Integrating HOTS Activities in the
Classroom
1. Make a Mystery Bag (Church, 2004)
• This fun activity does not only make the children enjoy their lesson
but will also encourage them to use higher order thinking skills,
including creative problem–solving and inductive/deductive
reasoning.
2. Turn Away From Textbooks (Clayton, 2003)
• In a history class, ask students to read newspaper accounts
instead. The articles could then be analyzed in class through
small groups.
• In all other subjects, ask students to write, draw, perform, or
create activities that will engage them in active learning.

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Integrating HOTS Activities in the
Classroom
3. Problem-Based Strategies
Sample Activity: Your community is
prone to destructive typhoons. In
groups of 5, think of a possible
structure of a typhoon-proof house.
Explain the reasons behind its
structure.
Jens Martensson
Integrating HOTS Activities in the
Classroom
4. Effective Questioning Strategies
a. Who were the characters in the story?

b. Why was the mouse so eager to go to the seashore?

c. Why were his parents alarmed by his decision?

d. What challenges did he encounter on his way to the

seashore?

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Integrating HOTS Activities in the
Classroom
4. Effective Questioning Strategies
e. What do you think did the parents mean when they say
“the world is full of terror” Do you agree with what they
said? Why or why not?

f. What could be another way for the mouse to pursue his

dream?

g. If you were to pursue your own dream, how would you

do it?

Jens Martensson
Integrating HOTS Activities in the
Classroom

Effective Questioning Strategies

Jens Martensson
Integrating HOTS Activities in the
Classroom
5. Plus, Minus, Interesting (PMI) Strategy

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Integrating HOTS Activities in the
Classroom
6. Role, Audience, Format and Topic (RAFT) Strategy

Jens Martensson
7. Make a puzzle or
a game about the
topic or study

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8. Write a biography of any one of the
characters: Writing a biography needs
an in depth analysis of characters. This
can also be taken up as a follow up
activity of ‘interview with -------------
(character)’
.

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9. Dramatise the content: One of the
best collaborative activities,
dramatisation brings out the best from
all the students involved as everyone
has something to contribute..

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10. Conduct a debate about an
issue of special interest: Debating
is a skill which needs a critical
analysis of the issue. It also brings
out the best reasoning abilities of
students.
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11. Write a different ending to the story
/play: This activity would bring out the
critical thinking and creative skills of
students, the teacher may ask the
students to justify the ending that they
have thought of for the particular story
/ play.
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12. Make an
acrostic

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13. Teach Students to Elaborate Their Answers
• Higher-order thinking requires students to really
understand a concept, not repeat it or memorize it.
Encourage students to elaborate their answers and
talk about what they are learning. Ask parents to
reinforce this at home, as well by asking the right
questions that make students explain their answers in
more detail, or to answer their child’s question with a
more detailed response.

Jens Martensson 54
14. Use Graphic Organizers
• Graphic organizers provide students with a nice way to frame their thoughts in an organized manner. By
drawing diagrams or mind maps, students are able to better connect concepts and see their
relationships. This will help students develop a habit of connecting concepts

Jens Martensson 55
Let’s Try This:

•Think of an activity that

integrates HOTS in a
lesson in your field of
specialization.
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As an Ending..,
We teachers get our SATISFACTION from
the intelligent ones,
feel INSPIRATION from the mediocre ones,
and SAVE our souls from the dumb ones:)
Thank
You !!!
Jens Martensson 63