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PD Completion Report Neap

This 3-day training workshop aimed to train 79 teachers from Prosperidad National High School on using the Higher Order Thinking Skills Professional Learning Packages (HOTS-PLPs). The training covered the Structure of the Observed Learning Outcome (SOLO) framework, indicators from the Philippine Professional Standards, and applying collaborative expertise to develop higher-order thinking in students. Evaluation results and recommendations were submitted. The training supported the Department of Education's priority of building teacher capacity in developing higher-order thinking skills.

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JEURDECEL MARTIZANO
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757 views

PD Completion Report Neap

This 3-day training workshop aimed to train 79 teachers from Prosperidad National High School on using the Higher Order Thinking Skills Professional Learning Packages (HOTS-PLPs). The training covered the Structure of the Observed Learning Outcome (SOLO) framework, indicators from the Philippine Professional Standards, and applying collaborative expertise to develop higher-order thinking in students. Evaluation results and recommendations were submitted. The training supported the Department of Education's priority of building teacher capacity in developing higher-order thinking skills.

Uploaded by

JEURDECEL MARTIZANO
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Republic of the Philippines

Department of Education
Caraga Administrative Region
Division of Agusan del Sur
PROSPERIDAD NATIONAL HIGH SCHOOL
Purok 22, Poblacion, Prosperidad, Agusan del Sur
________________________________________________________________________________________________________
National Educators Academy of the Philippines

PD COMPLETION REPORT FORM

PD Program Owner: JEURDECEL C. MARTIZANO


Contact Person: Jeurdecel C. Martizano Designation: Master Teacher I
Contact No.: 09091702399 Email Address:
[email protected]
Program/Course Title: UGNAYAN SA ESKWEHAN: THREE-DAY IN-SERVICE
TRAINING-WORKSHOP ON THE HIGHER ORDER THINKING SKILLS
PROFESSIONAL LEARNING PACKAGES (HOTS-PLPS) FOR TEACHERS OF
PROSPERIDAD NATIONAL HIGH SCHOOL
Date/s of Conduct: January 24-26, 2024
Venue: Prosperidad NHS Covered Court
Total No. of Participants: 79 Male: 18 Female: 61
Executive Summary:
With the shift on the view of education as a simple transmission of information
from the teachers to the learners, education now is considered as a tool to meet and
successfully combat the challenges brought about by the times.
And to be able to reshape education according to these growing demands, DepEd
works not only to ensure access to quality education, but also to sustaining
improvements in instruction and learning outcomes. It works to strengthen teacher
professional development, improve availability and use of learning resources, and
bolster education system capacity and commitment to support effective instruction,
such as on the teaching and inculcating among learners the critical thinking skills.
Critical thinking is a higher-order thinking skill. Higher-order thinking skills go beyond
basic observation of facts and memorization. They are what we are talking about
when we want our students to be evaluative, creative and innovative.
When most people think of critical thinking, they think that their words (or the
words of others) are supposed to get “criticized” and torn apart in argument, when in
fact all it means is that they are criteria-based. These criteria require that we
distinguish fact from fiction; synthesize and evaluate information; and clearly
communicate, solve problems and discover truths. According to Paul and Elder (2007),
“Much of our thinking, left to itself, is biased, distorted, partial, uninformed or down-
right prejudiced. Yet the quality of our life and that of which we produce, make, or
build depends precisely on the quality of our thought.” Critical thinking is therefore
the foundation of a strong education.
When Philippines, for the first time in 2018, took part in the Programme for
International Student Assessment (PISA), the said assessment measured 15-year-
olds’ ability to use their higher-order thinking skills (HOTS) in Reading, Mathematics
and Science to meet real-life challenges. Of the 79 countries that participated in the
PISA, the Philippines ranked last in Reading and second last in Mathematics and
Science. These results suggest that most Filipino students are not ready for life after
school.
These areas of learners’ poor performance were interestingly identified in an
analysis of teachers’ performance in the Teacher Development Needs Study (TDNS,
2014). One of the salient results of the TNDS was many teachers did not engage in
higher-order thinking irrespective of their particular discipline. Moreover, the poor
assessment results for Filipino learners, therefore, necessitate a reform initiative
directed at supporting the strengthening of teachers’ subject knowledge and pedagogy
to improve learner performance. To assist in this reform initiative, the National
Educators Academy of the Philippines (NEAP) and the Research Center for Teacher
Quality (RCTQ) collaborate to develop Higher Order Thinking Skills (HOTS) -
Professional Learning Packages (PLPs) in Mathematics, Science, and English/Reading
for teachers in grades 7 and 8, and grades 9 and 10.
The HOTS-PLPs are anchored to the Structure of the Observed Learning Outcome
(SOLO) Framework as it describes the increasing sophistication (the increasing
quality) of responses in handling certain tasks/questions relevant to a particular
activity or domain. In particular, the SOLO levels provide concepts of teaching and
learning that every teacher needs to acquire and use accurately and consistently to
improve the learner’s thinking and understanding from simple to complex.

In 2021, NEAP collaborated with RCTQ to start the development of the PLPs for
mentors and teachers. The PLPs
 have a theoretical focus on the Structure of the Observed Learning Outcome
(SOLO) model by Biggs and Collis (1982);
 address the appropriate indicators in the Philippine Professional Standards for
Teachers (PPST indicators 1.5.2 and 1.5.3), the Philippine Professional
Standards for School Heads (PPSSH indicator 3.2.2), and the Philippine
Professional Standards for Supervisors (PPSS indicator 3.1.2);
 support the development and application of collaborative expertise in teachers,
master teachers and school heads to underpin their own development through
the Learning Action Cells (LAC); and
 respond to professional development needs identified in DM 50, s. 2020 or the
DepEd Professional Development Priorities for Teachers and School Leaders
for School Year 2020-2023.

In 2023, NEAP, as the professional development arm of DepEd, started


implementing the PLPs, providing access to all teachers and school leaders in the
country. NEAP has closely collaborated with representatives from the Curriculum and
Teaching strand, as well as the Research Center for Teacher Quality (RCTQ) in
developing additional resources and providing technical assistance to the field
stations.
With the identification of the Capacity Building of teachers and school leaders
on the Higher Order Thinking Skills as among the priority development
program priorities of the Department of Education under the MATATAG Agenda
and the need for the National Training down to the regional training to be
cascaded to the division office, as well in the school setting, which are all
driven by the same intent of improving the competencies of teachers in
developing HOTS questions, thus the conduct of the In-Service Training on the
Higher Order Thinking Skills (HOTS) Professional Learning Packages (PLPs) for
Teachers of Prosperidad National High School is hereby proposed.
M and E Analysis

(Please see attached Evaluation Results)

General Comments and Issues Encountered

(See Process Observations Tools)

Other Issues:

(See Process Observations Tools)

Photo Documentation

(Please see PD Documentation Report Template)

Recommendations

I hereby declare the information provided in this program completion report is true and correct and there
have been no misleading statements, omission of any relevant facts nor any misinterpretation made. I
further allow DepEd-NEAP to investigate the authenticity of all the documents submitted.

I agree that DEpEd-NEAP to be the co-owner of all the data gathered and the copyright of any
publication of the use of these data.

Signed:

Program Manager:

Signature:

Date:

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