LESSON 5.

Strategies for Developing Critical and Creative Thinking and Higher –Order Thinking
Skills

Assessment Task 5
A. Directions: Ask the cooperating teacher to show his or her lesson plan to you. Review the
objectives of each lesson in the lesson plan. Provide examples of educational objectives based
on the following HOTS:
Creating 1. Improvise appropriate accompaniment to given Medieval,
Renaissance, and Baroque elements.
2. Create/ improvise appropriate sounds, music, gestures,
movements, and costumes for a chosen opera.
3. Create artworks guided by techniques and styles from
different art periods.
Evaluating 1. Explain the performance practice (setting, composition, the role of
composer/performers, and audience) of the Medieval, Renaissance,
and Baroque Periods.
2. Evaluate works of art in terms of artistic concepts and ideas using
criteria from the Western Classical art tradition.
3. Reflect on the derive the mood idea or message emanating from
selected artworks of the Neoclassic and Romantic Periods.
Analyzing 1. Relate Medieval, Renaissance, and Baroque music to its historical
and cultural background through dramatization.
2. Analyze the sonata allegro form.
3. Compare the characteristics of artworks produced in the different
art periods.

B. Indicate whether the following HOTS strategies are applied during your class observation by
checking the appropriate box. Write your remarks in the last column.
HOTS Strategies Observed Not Remarks
Observed


1. Teaches the concepts of HOTS She effectively applied the
concepts of HOTS.


2. Promote the use of HOTS when She used it most of the time.
communicating


3. Encourages question and answer She always asks the students
during discussion. questions which is good.


4. Uses visuals and graphic She used visuals like pictures
organizers to connect concepts


5. Uses problem-solving to foster She effectively applied this to
critical thinking. her students.


6. Promotes collaborative learning She was able to apply it.
to generate new ideas.
 
7. Encourages students to elaborate She was good in encouraging
their answers. his students to participate
elaborate their answers.


8. Promotes collaborative learning She presented it clearly.
to generate new ideas.


9. Uses educational objectives that She executed it well.
foster HOTS.


10. Uses assessment that promotes She was able to do that
HOTS. smoothly.

Process Questions
Read carefully and answer the following questions. Based on what you have observed in the class.

1. In what part of the instructional plan can teachers apply HOTS?

Ma’am Kim applied it during the drill, lesson proper, discussion activity, and generalization.

2. How can HOTS improve the students’ learning?

Students in HOT must do more than just recite facts; they must comprehend them, infer from them,
connect them to other facts and concepts, categorize them, manipulate them, combine them in new or
unique ways, and apply them as we seek new solutions.

3. How important is creative and critical thinking in the 21st-century workplace?

Critical thinking is a key soft skill in the workplace. After all, critical thinking helps employees solve
problems and build strategies that make them better at their jobs. For this reason, employers may
look to hire employees who have strong critical thinking skills.

4. What are the things that teachers need to improve on to enrich the students’ HOTS?

Asking divergent questions to the students, (2) using group discussions, (3) informing learning
objectives to the students, (3) giving feedback to invite the students to review, refine, and improve
their understanding of learning materials, and (5) giving motivation to the students to think
critically. 
Reflection
Complete the following:

1. I realized that how important HOTS questions are to students' engagement. The HOTS inquiry
assesses pupils' capacity for learning. The use of HOTS questions also reveals whether or not the
students learn during the discussion.

2. I believe that the HOTS questions helped to gauge how much the students had learned.
Additionally, it enhances their comprehension of the lessons being taught.

3. I feel that that using HOTS in discussion is highly beneficial since it helps learners to voice their
ideas and recite facts.

4. When I welcome a teacher, I will plan to use HOTS in my discussions to encourage my students to
recite, share, and present their ideas in class. Also, I want to know if my students learned anything
from my conversation, and I want to increase their understanding and critical thinking skills.
IV. REFERENCE
Pawilen G. T. et.al ( 2017).Field Study I : A Guide For 21st Century Student Teachers. REX Book Store
Manila, Philippines
Rubric for the Assessment (Answering Template)

Criteria 10 Points 8 Points 6 Points 0 Point

Completeness Responded all Missed 1 to 2 Missed more than No evidence of
items (indicators/ indicators on the 2 indicators on the responding the
lists) based on the pedagogical pedagogical template.
viewed demo content used by content used by
lesson. the demo teacher the demo teacher
based on the based on the
demo lesson. demo lesson. or
the responses are
not complete.
Accuracy Responses are With at least 2 Responses are not No evidence of
accurate as to the responses that are congruent to the responding the
content of the not congruent to viewed demo template.
viewed demo the viewed demo lesson.
lesson. lesson.
Note: 20 points per template

Rubric for the Assessment (Answering Process Questions)

Criteria 5 Points 4 Points 3 Points 0 Point
Details and Answer to the Answer to the Answer to the No
Evidence question provides question provides question does not evidence of
enough details and insufficient details provide details and responding
evidence that support and evidence that evidence that support the
ideas/ support ideas/ ideas/ question.
opinions/arguments. opinions/arguments. opinions/arguments.
Accuracy and Response to the Response to the Response to the No
Organization question is based on question is based on question is based on evidence of
research findings or a mere opinion or a mere opinion or a responding
valid source and is invalid source and is invalid source and is the
accurate as to the partially accurate as totally inaccurate as question.
content of the viewed to the content of the to the content of the
demo lesson or of viewed demo lesson viewed demo lesson
this lesson. It has or of this lesson. It or of this lesson. It
well-organized and has well-organized has dis-organized and
clear beginning, but unclear unclear beginning,
body, and beginning, body, or body, and
conclusion. conclusion. conclusion.
Note: 10 points per Process Question
 Rubrics for Student’s Reflections
4 – Above 3 – Meets 2 – Approaching 1 – Below
Expectations Expectations Expectations Expectations

Reflective The reflection The reflection The reflection The reflection

Thinking explains the explains the attempts to does not
student’s own student’s demonstrate address the
thinking and thinking about thinking about student’s
learning his/her own learning but is thinking
processes, as well learning vague and/or and/or
as implications for processes. unclear about the learning.
future learning. personal learning
process.

Analysis The reflection is The reflection is The reflection The reflection

an in-depth an analysis of attempts to does not move
analysis of the the learning analyze the beyond a
learning experience and learning description of
experience, the the value of the experience but the learning
value of the derived learning the value of the experience.
derived learning to self or others. learning to the
to self or others, student or others
and the is vague and/or
enhancement of unclear.
the student’s
appreciation for
the discipline.

Making The reflection The reflection The reflection The reflection

Connections articulates articulates attempts to does not
multiple connections articulate articulate any
connections between this connections connection to
between this learning between this other learning
learning experience and learning or
experience and content from experience and experiences.
content from other other courses, content from
courses, past past learning other courses,
learning, life experiences, past learning
experiences and/or future experiences, or
and/or future goals. personal goals,
goals. but the
connection is
vague and/or
unclear.