Training on HOTS-PLP for Science Teachers

Session 4 - HOTS in Practice (SCIENCE)

Title of Session Session 4: HOTS in Practice / SCIENCE

Supporting HOTS in the Classroom
Session Objectives In the course of the session, participants will successfully be able to:
● develop SOLO-based assessment items on Science Learning Competencies;
● practice writing sample items and rationalization based on the SOLO framework; and
● display perseverance and critical thinking in crafting SOLO-based assessment items.

Session Outputs Accomplished Worksheets 4A to 4D

Session Duration Worksheet 4A – 1:01 – 2:00 P.M. (DAY 3)
and Time Worksheet 4B – 2:01 – 3:00 P.M. (DAY 3)
Worksheet 4C – 3:16 – 4:45 P.M. (DAY 3)
Worksheet 4D and Preparation of SOLO-based Assessment Items - – 8:30 – 11:00 A.M. (DAY 4)

Key Content 1.Components of the HOTS learning package:

a.Table containing details on the subject, grade level, topic, and competencies.
b.Stem/item/prompt
c.SOLO-based items/questions
d.Spaces for responses
e.Section for acceptable answer and rationalization
Methodologies Presentation/Discussion
Brainstorming/Group work
Accomplishment of worksheets
individually
Learning Resource Developing Learners’ Higher Order Thinking Skills in Science for Grades 7,8,9,& 10, A Teacher’s Resource
Package Worksheets A, B, C, D
Time Session Detailed Detailed Description of Learner’s Output Learning Resource
Objective Content Outline Methodology Materials
To set the mood of Presentation of the Facilitator greets the Slide decks 2-3
the participants session objectives participants and introduces
and
himself / herself and sets their
to give an and presentation
overview mood at the same time.
of the session. outline. Facilitator also introduces the
Session Title. (1 min.)

Say:
“Good afternoon, dear
participants! This afternoon, we
focus on Session 4 of this
Training on Higher-Order
Thinking Skills Professional
Learning Package (HOTS-PLP)
for Science Teachers (present
Slide deck 1). This session
(present Slide deck 2) is titled:
“HOTS in Practice Worksheets
4A, 4B, 4C and 4D in Science.
This is simultaneously delivered
in all our Training Classes in
Science with the Facilitators:
Angelita D. Pagobo, Carmencita
B. Lopez. Emily A. Binggas,
Josephine S. Manglallan and
Guilbert R. Aliser.
(Present Slide Deck 3) As to
recall, this training has 7
sessions. We are done with
Session 1, HOTS-PLP Walk-
through. Which was followed
by Session 2, SOLO and HOTS
in the Classroom. Then you
have just accomplished this
morning Session 3, Supporting
HOTS in the Classroom. And
this time, we are in Session 4.”
● Facilitator presents the Slide deck 4-5
objectives, and presentation
outline of the session. (2 min.)

Present Slide Deck 4 and say:

“In this session, you will be to:
develop SOLO-based
assessment items; practice
writing sample items and
rationalization based on the
SOLO framework; and
display perseverance and critical
thinking in crafting SOLO-based
assessment items. This session
will help you achieve the
following:
PPST Strand 1.5. (P & HP)
Strategies for developing critical
and creative thinking, as well as
other higher-order thinking skills
for teachers
This competency is also aligned
with the PPSSH Strand 3.2 –
(P)Teaching performance
feedback for school heads and
PPSS Strand 3.1. (P) Support
for Instructional Leadership for
supervisors.”

Present Slide Deck 5 and say:

“We are going to do the following
activities:
Presentation of the HOTS
learning package; Run through
the parts of the learning
package; Examine how each
item in the package is crafted;
Practice answering questions
based on SOLO-based item
framework; Give rationalization
for a SOLO-based item Craft
 SOLO-based items and justify
each with its level.”

To recall SOLO Review questions ● Facilitator presents 10-item Correct responses Slide Deck 6
levels and learning on the SOLO levels review questions. (Note: This to the given
approaches and learning can be done through physical questions.
approaches group game activity, named,
discussed in the “HOTS Run”)
previous sessions.
Present Slide Deck 6 and Say:
“Let us start our session with
this game named, “Let’s play
HOTS Run!”

● Facilitator gives instructions on

how the review will be
conducted. (1 min.)
Say: “Here is the mechanics of
the game.
1. Each group shall have 3
representatives as players.
2. I will read each question
twice. When I will say go,
the players will choose and
form their line along the
post (A, B, C or D) that
corresponds to their
answer in five seconds.
(Facilitator shall prepare
the posts/label cards A, B,
C and D before the
session)
3. The players who will be in
the wrong posts will be
eliminated and those who
will be in the correct post
will continue to answer the
next questions.” Slide Decks 7-16

● Facilitator allows 30
seconds for reading,
answering, and processing
each question in Slide
Decks 7-16, one after the
other. (5 min)

Slide Deck 7:

Answer: A
Slide Deck 8:

Answer: C
Slide Deck 9:

Answer: C
Slide Deck 10:

Answer: D
Slide Deck 11

Answer: A
Slide Deck 12

Answer: A
 Slide Deck 13
7. Which are learning approaches?
I. Text Structure Strategy
II. Inquiry-based Approach
III. Question-Answer Relationship Strategy
IV. Collaborative and Cooperative Learning

Answer: D
Slide Deck 14

Answer: C

Slide Deck 15
9. Which are the features of
inquiry-based approach?

Answer: B

Slide Deck 16

Answer: A

● Facilitator may opt to give prices

to winners.
Note: Excess time can be used
for clarifications before
proceeding to the session. (1
min)

Worksheet To present This part of ● Facilitator introduces the Analysis of Slide decks 17 - 18
4A as examples of the the session session on SOLO-based Worksheet 4A Worksheet A
Workshop 1 components of will be allotted Assessment Items using Item 1
(47 mins) the HOTS PLPs, for presenting worksheet A and presents
1:13 – 2:00 identify the and analyzing session objectives.
P.M. components of SOLO-based (2 min.)
the HOTS items from the Present Slide Deck 17 and Say:
learning structured stem “Now you have recalled the
package; and and looking into concepts about the HOTS and
analyze how how rationalization SOLO-based Framework that
SOLO-based item for each item is you have learned in the previous
is crafted and given. sessions, let’s proceed to
rationalized. Workshop 1 which is
accomplishing our Worksheet 4
A.”

● Facilitator presents the

Workshop Objectives in Slide
Deck 18.

Present slide deck 18 and say:

“In this workshop, you will be
able to identify the components
of the HOTS learning package,
analyze how SOLO-based item is
crafted; and display collaboration
and cooperation in sharing ideas
with others.”

● Facilitator distributes
Worksheet A to the
participants, asks the
participants to browse the
pages, and explains that it
contains samples of the
different components of the
resource learning package. (2
min.)

● Facilitator asks the

participants to study and analyze
the worksheets and give
feedback, particularly on the
crafting of the items and the
rationalization. Point out that
feedback shall be based on the
previous day’s discussion on
SOLO. (8 min.)

Present slide deck 19 and say: Slide Decks 19 - 23

“This is what you can see in Worksheet A
your Worksheet 4A. This is an
example of a SOLO-based
Assessment Item found in the
resource learning package.
Observe and identify the
different components in it. Note
the level and rationalization in
this item.”

Present slide deck 20 and say:

“In your LRP, you can also see
this table in each item. Observe
and identify the different
components in it.”

Present slide deck 21 and ask:

“What do you notice in this
component of the LRP?”

Present slide deck 22 and ask:

“How about in this component,
what can you say?

Present slide deck 23 and ask:

“What component can you see
in this part?”
Say: “With your group, share
your answers on what are the
different components of the
LRP and how the SOLO-based
Assessment item is crafted.”
● After the time for analyzing the
items in Worksheet A, the
facilitator asks the participants
to share their feedback. Sharing
of feedback shall be done for
every sample in each
worksheet. (5 min.)

● Facilitator asks for feedback for Analysis of Slide decks 24 – 29

the second sample in Worksheet Worksheet 4A Item 2
A. (10 min.)

Present slide deck 24 and say:

“This is another example of a
SOLO-based Assessment Item
found in the resource learning
package. Observe and identify the
different components in it. Note the
level and rationalization in this
item.”

Present slide deck 25 and say:

“In your LRP, you can also see this
table in each item. Observe and
identify the different components in
it.”

Present slide deck 26 and ask:

“What do you notice in the
questions in Part A?”

Present slide deck 27and ask:

“How about in this question, what
can you say?

Present slide deck 28 and ask:

“What component can you see in
this part?”

Present slide deck 29 and ask:

“What do you see in the writer’s
reflection?”
 Say: “With your group, share your
answers on what are the different
components of the LRP and how
the SOLO-based Assessment item
is crafted.”
Analysis of Slide Decks 30-34
● Facilitator asks for feedback for Worksheet 4A Item 3
the third sample in Worksheet
A. (10 min.)

Present slide deck 30 and say:

“Let’s move on to the third
example of a SOLO-based
Assessment Item. Observe and
identify the different components in
it. Note the level and rationalization
in this item.”

Present slide deck 31 and say:

“How is this item similar or different
from the previous items?
Observe and identify the different
components in it.”

Present slide deck 32 and ask:

“What do you notice in the
questions in Part A?”

Present slide deck 33 and ask:

“In this item, what do you notice in
the acceptable answers to the
questions?

Present slide deck 34 and say:

“Read the writer’s reflection and
analyze the SOLO level of the
questions in this item.”

Say: “With your group, share your

answers on what are the different
components of the LRP and how
the SOLO-based Assessment item
is crafted.” Slide deck 35
Note: The remaining time shall be
used by the facilitator to wrap up the
session for Workshop 1 (5 mins)

Present slide deck 35 and say:

“To wrap up Workshop 1, let us
answer these questions: What are the
components of the HOTS Learning
Package?
Are there any similarities in the
components of the three sample
SOLO-based Assessment Items? If
yes, how are they similar to each
other?
Are there any differences in the
components of the three sample
SOLO-based Assessment Items? If
yes, how are they different from each
other?”

Note: Let each question be

answered by the participants.
After they answered the
questions, say, “Congratulations!
You have accomplished
Worksheet 4A! Great job,
everyone!”
Worksheet ● To craft This part of the ● Facilitator presents workshop 2 Answered Slide deck 36
4B as acceptable session will be which is Worksheet 4B. (2 mins) Worksheet 4B
Workshop 2 answers allotted for
(60 mins) based on the analyzing a Present slide deck 36 and say: Answered
(2:01-3:00) three levels of SOLO-based item “Since we have already identified Anticipation-
SOLO model and providing an the components of the LRP, we will Reaction Guide
namely acceptable answer proceed to the next workshop which
unistructural, based on the is all about writing SOLO-based
multistructural given item. Assessment Items.”
and relational
(UMR) and ● Facilitator presents the session Slide deck 37-38
discuss each objectives. (2 mins)
item/answer Present slide deck 37 and say:
that matches “Our second Workshop in this
the three Session, Supporting HOTS in the
levels of the Classroom, is focused on
SOLO model. accomplishing Worksheet 4B.”
Present slide deck 38 and say:
“In this workshop, you will be able to
analyze how SOLO-based item is
crafted, practice writing acceptable
answers in the sample items based
on the SOLO framework; and
display cooperation and
collaboration in accomplishing the
worksheet.”

● Facilitator gives the Anticipation- Slide deck 39

Reaction Guide in checking the
prior knowledge of the participants.
(5 min.)

Present slide deck 39 and say:

“But before that, I would like you
to answer first this Anticipation-
Reaction Guide to check your
prior knowledge.”

Distribute the guide and say:

“You answer this in five minutes.”

After 5 minutes, say: “Time’s up.

We park first our Guide and
proceed with our review. We will
 use that again after the
workshop.”

● Facilitator asks questions Slide decks 40 - 45

regarding the discussion in the
previous session. (5 min)

Present slide deck 40 and ask:

“Look at illustration. What do you
mean by unistructural level of
SOLO Model?”

Let the participants answer the

question and discuss the
unistructural level while
presenting slide decks 40 and 41.

Present slide deck 42 and ask:

“How about this second
illustration? How would you
describe the multistructural level
of SOLO Model?”

Let the participants answer the

question and discuss the
multiistructural level while
presenting slide decks 42 and
43.

Present slide deck 44 and ask:

“How would you describe the
relational level of SOLO Model?”

Let the participants answer the

question and describe the
relational level while presenting
slide decks 44 and 45.
Slide deck 46
● Facilitator gives worksheet 4B
with three items. The topics are
both Biology for Grades 7 and 9
and Chemistry for Grade 9.
(5mins)
 Present slide deck 46 and say:
“We are now ready to answer
Worksheet 4B. Read item
number 1 and give acceptable
answers for unistructural,
multistructural and relational
levels of SOLO model. What is in
the worksheet? (Expected
answer: SOLO-based
Assessment Items)
What is the competency in item
1?(Let a participant read the
competency).
So in this SOLO-based
Assessment Item 1, what will you
fill-in? (Expected Answer:
Acceptable Answer). Take note
the level of item1 is at the
unistructural level.

The worksheet is composed and

provided with competency, stem,
question and rationalization. The
column in the acceptable answer Slide decks 47 – 48
will be your task. Do it honestly
and religiously. “

● Facilitator lets each participant

answer the worksheet
individually, but the group leader
will consolidate the answers of
each member. They are going to
present and defend their answers
on how it falls to unistructural,
multistructural and relational. The
facilitator allows the participants
to answer item 1 and process it
through the guide questions in
the Analysis in 10 min.

Analysis: (10 mins)

Ask the guide questions:
1. Based on your consolidated
 answers, when can we say
that the acceptable answers
are unistructural,
multistructural and relational
levels of SOLO model? Slide decks 49 – 51
(present slide deck 47)
2. What do you mean by
unistructural, multistructural
and relational? (present slide
deck 48)
● Facilitator proceeds to the
abstraction part.

Abstraction (15 mins)

Ask:
1. In the SOLO-based
Assessment, how can we
describe that the stem is
good? (Present slide deck
49)
2. Why is it important to have a
good stem?
3. If you have a good stem, can
you make questions on the
three levels of SOLO model
namely the unistructural,
multistructural and relational?
(Present slide deck 50)
4. As teachers, how are you Slide decks 52 – 55
going to help learners’
thinking skills in the
unistructural level become
multistructural and relational?
(Present slided deck 51)

Application (10 mins)

● Facilitator allows the participants
the time to answer items 2 and 3
individually but to be reported by
group.

Present slide deck 52 and say:

“Let us proceed to item 2 and
 complete the acceptable answer
with a multistructural level
question, Give the main or major
organ of circulatory and
respiratory systems?”

Present slide deck 53 and say:

“Then proceed to item 3 with the
relational question, How do
circulatory and respiratory works
together?”
Present slide deck 54 and say:
“You are given 5 minutes to
complete items 2 and 3. You
will present your consolidated
group answers then after.”

Let each group present their

answers. Slide deck 56

Present slide deck 55 and ask:

What do you think is your impact
or contribution in helping
learners develop their higher-
order thinking skills?
Assessment:
Facilitator lets the participants
answer the Anticipation-Reaction
Guide (Reaction Column). (5 mins)

Present slide deck 56 and say:

“Let’s go back to our Anticipation-
Reaction Guide. At this time, you
are given 5 minutes to answer the Slide deck 57
reaction column. This will check
and compare whether your prior
knowledge shown in the
Anticipation Column agrees with
the Reaction Column. This will
measure how much you have
gained knowledge in this second
workshop.”
Closure:
 Facilitator projects the screen the
quote (1 min)
Present slide deck 57 and say:
“To end this workshop, let us reflect
on this quote by Alvin Toffler, in the
Future Shock, saying that, “The
illiterate of the 21st century will not
those who cannot read and write,
but those who cannot learn, unlearn
and relearn. Thank you, dear
participants, for accomplishing our
Workshop 2!”

Health Break: Present slide deck

58

Worksheet To craft This part of the ● Facilitator presents Answered Slide deck 59
4C as acceptable session is allotted workshop 3 which is Worksheet 4C
Workshop 3 answers based for analyzing a Worksheet C. (2 mins)
(75 mins) on the three SOLO-based item
3:16-4:30 levels of SOLO and providing an Present slide deck 59 and
model namely acceptable answer say:
unistructural, based on the “Hello, dear participants!
multistructural given item with How are you at this
and relational rationalization moment? Well, it is time for
(UMR) us to move on to the third
Workshop which is the
To give
accomplishment of
rationalization of Slide deck 60
items based on Worksheet 4C.”
the three levels
of the SOLO ● Facilitator presents the
model namely workshop objectives. (2
unistructural, mins)
multistructural
and relational. Present slide deck 60 and
say:
“In this workshop, you will
be able to cite acceptable
answers in the given sample
SOLO-based Assessment
items; practice writing
sample items and Slide deck 61
rationalization based on the Anticipation-Reaction
SOLO framework; and Guide Sheets
 display critical thinking in
answering the worksheet.”

● Facilitator gives the

Anticipation-Reaction Guide
in
checking the prior knowledge of
the participants. (5 mins)

Present slide deck 61 and say:

“But before we answer this
worksheet, let us answer first
the Anticipation-Reaction
Guide.
Worksheet C
Slide deck 62
Directions: Write check ()in the Anticipation Column if the statement is correct and (x) if it is incorrect. You answ

After five minutes, say:

“Time’s up and let’s proceed.”
● Facilitator distributes worksheet
4C with three items. The topics
are Biology for Grade 10 and
Earth and Space for Grade 7
and Chemistry for Grade 10. (5
mins)

Present slide desk 62 and say:

“Look at Worksheet 4C. What
components of the Assessment
Item do you need to fill in?
(Expected answer: acceptable
answer and rationalization)
So in this workshop, you fill in
these two columns. Start first
with the item 1 in five minutes
and consolidate your answers
with your groupmates.”
● Facilitator lets each participant
answer the worksheet
individually, but the group leader
will consolidate the answers of
each member. They are going to Slide decks 63 - 64
present and defend their
answers on how it falls to
unistructural, multistructural, and
relational. The facilitator allows
the participants to answer item 1
and process it through the
questions in the analysis part.

Analysis: (15 mins)

Present slide deck 63 and say:

“Please be guided with the
following questions:
1. Based on your consolidated
answers, when can we say
that the acceptable answers
are unistructural,
multistructural and relational?
2. What are your bases in
formulating your acceptable
answers in unistructural
multistructural and relational?
(Present slide deck 64)

Abstraction (20 mins) Slide decks 65-67

Present slide 65 and say:

“Based on our group discussions,
1. How did you formulate the
rationalization in
unistructural, multistructural
and relational levels of
SOLO model?
2. Which level of SOLO model
you find difficult to formulate
acceptable answers and
rationalization? Why? (Present
slide deck 66)
3. What are your strategies in
formulating acceptable
answers and rationalization
based on the given stem? How
did you do it? (Present slide
deck 67)” Slide decks 68 – 70

Application (20 mins)

The facilitator allows the

participants to answer items 2
and 3 individually but to be
reported by group.

Present slide deck 68 and say:

“You can now finish the
Worksheet 4C items 2 and 3.”

Present slide deck 69 and say:

“This is item 2 with the given
multistructural question: Based on
the diagram, name at least one
(1) phase of menstrual cycle and
determine what days that this
phase started and ended. Provide
the acceptable answers and
provide rationalization.”

Present slide deck 70 and say:

“This is item 3 with the given
question: Based on the diagram,
can you describe the processes
involved in menstrual cycle?
Provide acceptable answers and
rationalization.”

Note: The facilitator processes

the answers of the participants
using the guide questions Slide deck 71
posted above.

Assessment: (5 mins)
The facilitator will let the
participants answer the
Anticipation-Reaction Guide
(Reaction Column).

Present slide deck 71 and say:

“Now that you have accomplished
Worksheet 4C, let us check how
much you have learned in this
workshop. Please get your
Anticipation-Reaction Guide and
answer the Reaction Column in Slide deck 72
five minutes.”

Closure:
The facilitator will project the
screen the quote (1 min)

Present slide deck 72 and say:

“Let us end in this third workshop
with this quote from Albert
Einstein that Education is not the
Learning of Facts, but training
the mind to think. Let us reflect
 on this as we end this third day
of our Training of HOTS-PLP.
We will continue our Session 4
Workshop 4 tomorrow morning.
Thank you! God bless us all!
Worksheet To formulate This session is ● Facilitator gives a short recall of Accomplished Slide deck 73
4D as SOLO-based allotted for the previous workshops in Worksheet D
Workshop 4 items/answers crafting, analysis Session 4
(105 mins) and explain how and, further
(8:30 – 10:15 an item/answer discussions on the Present slide deck 73 and say:
A.M.) matches a different SOLO “Good morning, everyone! This
SOLO level levels.
morning, we are going to
proceed to the last workshop of
To practice
writing sample Session 4 of this training. As to
items and recall, Session 4 is all about
rationalization Supporting HOTS in the
based on the Classroom. You are able to
SOLO accomplish yesterday,
framework Worksheets 4A, 4B, and 4 C.
Worksheet 4D will be Slide deck 74
accomplished this morning.”

● Facilitator presents the

session/workshop. (2 mins)

Present slide deck 74 and say:

“Let us now proceed to our fourth
workshop of the Session,
Supporting HOTS in the
Slide deck 75
classroom.”
Worksheet D, laptop and
● Facilitator gives the workshop
projector (presentation
objectives. (1 min) gadgets)

Present slide deck 75 and say:

“In this workshop, you will be
able to construct SOLO-based
questions with acceptable
answers
practice writing sample items and
rationalization based on the
 SOLO framework; and
display critical thinking and Slide deck 76
perseverance in doing the task. “

● Facilitator shows the table

containing necessary details:
such as subject, grade level,
A unistructural
topic, competencies (PISA and K
(U) response is
one where the to 12 Curriculum), and Higher
focus is on a Order Thinking Strategy Adopted
single attribute. It of Worksheet 4D item 1. (3 mins)
might involve
writing a single Present slide deck 76 and say:
sentence with one “As to recall, what are the
main idea, components of the HOTS-PLP?”
undertaking one Let the participants identify the Worksheet 4D Item 1
algorithm, or components of the learning Slide deck 77
providing one resource package.
reason or
suggestion, or
● Facilitator gives each participant
identifying one
a copy of Worksheet 4D Item 1
relevant piece of
information from and lets each use one’s laptop
the stimulus, etc. (word doc) for group output. (3
The key to this mins)
level is in the Present slide deck 77 and say:
name. The prefix “Here is our Worksheet 4C. This
‘uni’ stands for time, what are the components in
‘oneness’. So, the the SOLO-based Assessment in
‘structure’ of the Item 1 you need to accomplish? Participants’ outputs
response is a (Expected answer: Unistructural
single aspect that Question, Acceptable Answer
is relevant to the and Rationalization).
question or
activity. In same
manner, a ● Facilitator asks participants to
unistructural complete Worksheet 4D Item 1
questions are a and consolidate their answers by
type of question writing in the manila paper.
that typically elicit, (Note: Participants have to
straightforward accomplish worksheet 4D item 1
response, These with a Unistructural Question,
are questions that Unistructural response and a
are characterized rationalization for the formulated
by the following: questions.) (10 mins)
(1) Single
focus; (2) Closed- ● Facilitator asks the
ended; representative of each group to
(3 )Low cognitive present their output. (10 mins)
demand; (4)
Limited scope; (5)
● Facilitator processes the
Objective
assessment; (6) outputs by the following
Lack of depth; and questions: (10 mins)
quick response.

Analysis: (10 mins) Slide decks 78-83

Present slide deck 78 and ask
about the Unistructural Questions:
a. Looking at the group output, do the
questions focus on a single idea or
concept?
b. Do they require a close-ended
answer or an open-ended answer?
(Present slide deck 79)
c. Do their answers require higher-
order thinking or just a quick
response? (Present slide deck 80)

Acceptable Unistructural Response:

a. Describe the group's unistructural
response. (Present slide deck 81)
b. Can you find the acceptable answer
in a unistructural response from the
stem? (Present slide deck 82)
Rationalization:
a. What makes your question
unistructural? (Present slide deck
83)
Slide deck 84
● Facilitator presents the slide with Group’s output
answers from the teacher’s
resource, after the processing of
the output.
 Present slide deck 84 and say:
“Now, let us try to compare your
answers to this completed
SOLO-based Assessment of Item
1. Do you have the same Slide deck 85
answers?”

● Facilitator gives each participant

a copy of Worksheet 4D Item 2
and lets each use one’s laptop
for group output.

Present slide deck 85 and say:

A multistructural “This time, let us try the second
(M) response is Item with the same competency:
one that includes Predict the effect of changes in
several relevant one population on other
independent pieces populations in the ecosystem.
of information from But this time, you construct a
the stimulus or multistructural question and Slide deck 85
comprises a provide acceptable answers and
number (i.e., more rationalization.”
than 1) usually
sequential actions, ● Facilitator asks the participants to
explanations, complete Worksheet 4D Item 2
algorithms, etc. The and lets the leader of the group
key to this level is consolidate their answers by
in the name. The writing on the manila paper. They
prefix ‘multi’ stands have to accomplish the
for ‘many’. So, the worksheet 4D item 2 with a
structure of the Multistructural Question,
response contains Multistructural response and a
more than one rationalization for the formulated
aspect that is questions. (10 mins)
relevant to the Slide decks 86 - 92
question or activity. ● Facilitator lets each group’s
Further the different representative present their
aspects are seen to output. (10 mins)
be independent of
one another. There ● Facilitator asks the following
is no integration of processing questions: (10 mins)
pieces of
information or Present slide deck 86 and ask
seeing inter-related about the constructed
aspects. In the like Multistructural Questions:
same manner, a
multistructural a. Looking at the group outputs do the
question is a type questions require learners to
of questioning organize ideas? In what manner?
technique that b. Do they require a close-ended
encourages answer or an open-ended answer?
learners to organize What did you do to answer the
information, make question? (Present slide deck 87)
comparisons, and c. Do their answers require a higher-
contrast, organize order thinking or just a quick
information, identify response? (Present slide deck 88)
patterns, promote
critical thinking, Acceptable Multistructural
typically open- Response
ended, and go :
beyond a simple a. Describe the group's multistructural
recall response.(Present slide deck 89)
b. Can you find the acceptable answer
to a multistructural question from
the stem? What does it require you
to do? (Present slide deck 90)
c. What indicates that a learner’s level
of thinking is multistructural?
(Present slide deck 91)

Rationalization:

What makes your question Slide decks 93

multistructural? (Present slide deck Group’s output
92)

● Facilitator presents the slides

with answers from the
teacher’s resource
after the processing of the
output.
Slide deck 94
Present slide deck 93 and say:
“Now, let us try to compare your
 answers to this completed
SOLO-based Assessment of
Item 2. Do you have the same
answers?”

● Facilitator gives each participant

a copy of Worksheet 4D Item 3.

Present slide deck 94 and say:

“Let us practice more with Item 3
still with the same competency: Slide deck 94
Predict the effect of changes in
one population on other
populations in the ecosystem.
But this time, you construct a
relational question and provide
acceptable answers and
rationalization.”

A relational (R) ● Facilitator asks the participants

response is one to complete Worksheet 4D Item
that integrates all 3 and let the leader consolidate
relevant pieces of their answers by writing on the
information or data manila paper. They have to
from the stimulus.
accomplish worksheet 4D Item
These aspects in Slide decks 95 - 101
the stimulus are 3 with a Relational Question,
now linked to one Relational response, and a
another resulting in rationalization for the formulated
an overall questions. (10 mins)
coherence, a
pattern, to the data ● Facilitator lets each group’s
presented and any representative present their
approach to be output. (10 mins)
undertaken.
There is no ● Facilitator processes the
inconsistency outputs by the guide questions:
within the known (10 mins)
system. A
relational question
is a type of Present slide deck 95 and ask
questioning about the Relational Questions:
technique that a. Looking at each group's
encourages outputs, what does the
learners to explore relational question is asking the
the relationships, learners to do?
connections, and b. Do their answers require higher-
interaction order thinking or just a quick
between different response? (Present slide deck
elements or
96)
concepts. It
c. Based on the questions
requires students
to identify formulated, what skills are being
patterns, developed in the learners?
cause-and-effect (Present slide deck 97)
relationships, and Acceptable Relational Response:
dependence within a. Describe the group
a given topic.
relational response.
Relational questions
center around the (Present slide 98) Slide deck 102
connections and b. Do their answers require
interactions higher-order thinking?
between different (Present slide deck 99)
elements or c. Based on your responses,
concepts. Overall, what particular skills were
relational questions demonstrated? (Present
aim to foster a slide deck 100)
deeper
understanding of the Rationalization:
topic by a. What makes your
encouraging question relational?
learners to explore (Present slide deck 101)
the underlying
concepts ● The facilitator presents the slides
relationships and with answers from the teacher’s
connections. They resource after the processing of
help learners to see the output. (5 mins)
the bigger picture
and develop a more
Present slide deck 102 and say:
holistic and
interconnected view “Now, let us try to compare your
of the subject answers to this completed
matter. They SOLO-based Assessment of
promote a deeper Item 3. Do you have the same
understanding of the answers?”
topic by exploring
the complex web of
 relationships and
dependencies that
exist within them

Abstraction To wrap up the The levels of SOLO ● Facilitator wraps up the Intensified Slide decks 103-109
for Session session of the Model are session by presenting the understanding of
4 SOLO prestructural, illustration of the SOLO the SOLO
(10:16- framework unistructural, model. (6 mins) framework.
10:22 A.M.) multistructural,
relational and
Present slide deck 103 and
extended abstract.
say:
“Now you already have the
skill in crafting the SOLO-
Based Assessment Items, let
us wrap-up the things that
you have learned about the
SOLO framework.”

Present slide deck 104 and

say:
“In the Basic Response
Structure (1982), the SOLO
framework focused on the
different types of responses
based on the kinds of data
used.”

Present slide deck 105 and

ask:
“Can anyone from Group 1
discuss the Prestructural
Response?”

Present slide deck 106 and

ask:
“Can anyone from Group 2
discuss the Unistructural
Response?”

Present slide deck 107 and

 ask:
“Can anyone from Group 3
discuss the Multistructural
Response?”

Present slide deck 108 and

ask:
“Can anyone from Group 4
discuss the Relational
Response?”

Present slide deck 109 and

ask:
“Can anyone from Group 5
discuss the Extended
Response?”

Application for To develop This time is ● Facilitator distributes the Slide decks 110 - 111
Session 4 SOLO-based allotted for the template to be used for the
(10:23 – 10: assessment preparation of the final output of this session
55 A.M.) items on Science final Session 4 and discusses its
Learning output which is accomplishment in
Competencies developing SOLO- assignment mode. (22
based assessment
mins.)
items on Science
Learning
Competencies Present slide deck 110 and say:
“Now you are already skilled
in constructing SOLO-based
assessment items, you can
develop your own SOLO-
based assessment items.
Look at the template that you
are going to accomplish. This
will be submitted individually
but you can work by group
according to the competency
assigned to you.
 Present slide deck 111 and
say:
“This is an example so that
you will be guided in crafting
your output. Note that the
components are still the
same. But only the
presentation is in a different
manner so that you will have
more space to write on.”

Closure To give ● Facilitator ends the session Slide decks 112-115

(10:55 – 11:00 motivational by giving any motivational
A.M.) quotes for the quotes that participants can
participants to reflect on. (5 min.)
reflect on
Present slide deck 112 and
say:
“To end this session, let us
reflect on this quote by
McKinsey, 2007, “The
quality of an education
system cannot exceed the
quality of its teachers.”

Present slide deck 113 and say:

“And let’s have this saying:
The recent emergence of
ChatGPT and other artificial
intelligence tools has led to
further calls to lurch back to the
exam hall.”

Present slide deck 114 and say:

“We have also this saying that
for teachers, as for students, the
most effective evaluation comes
from someone who sits beside
us and helps us grow.”

Present slide deck 115 and say:

 “With this, Thank you! Have a
nice day!”

This session guide is enhanced by:

CARMENCITA B. LOPEZ
Education Program Supervisor – Science
City of Naga Division

ANGELITA D. PAGOBO
Principal IV
Lapu-lapu City Division

EMILY A. BINGGAS
Prinicipal I
Mandaue City Division

JOSEPHINE S. MANGLALLAN
Principal II
Mandaue City Division

GUILBERT R. ALISER
Principal I
Carcar City Division