Work Application Plan (WAP)
For Teacher
I. Profile
Name Office and
Position
Title of PD Programs (Division Training of Teachers Across Learning Areas in Date of Delivery
the Delivery of Instruction PD Program Dapitan City
(Crafting PISA-Style Questions through the HOTS-SOLO Provider Division
Framework)
Name of Immediate Office and
Supervisor Position
II. Background and Rationale of WAP:
The Philippine educational system has emphasized the development of higher-order thinking skills (HOTS) to improve learners'
readiness for real-life challenges. The Division Training on Crafting PISA-Style Questions through the HOTS-SOLO Framework
equips teachers with the skills to design assessments and instructional strategies that address these needs. By adopting the
SOLO (Structure of Observed Learning Outcomes) taxonomy, teachers can better align their pedagogy with international
standards, fostering critical thinking and problem-solving abilities among students.
This WAP is designed to apply the learnings from the training to classroom instruction, focusing on integrating HOTS and SOLO-
based strategies in lesson planning and assessment design.
III. Expected Indicators [anchored on the PD Program Goals]
Professional PD Program Goals Indicators (Subtask) Application Objective
Standards
Enhance teachers’ competencies in Integrate SOLO framework in lesson Enhance learners’ cognitive
PPST (1.5.2, 1.5.3) performing SOLO-based pedagogy. plans and assessments. levels and develop HOTS.
Improve teaching practices
to stimulate critical thinking.
Improve teaching strategies that Design and implement PISA-style
promote HOTS. assessments using the SOLO
framework.
IV. Implementation Plan [the WAP must be implemented within 3 months after the training]
Application Objective [it must be aligned with the PD Program Goals]
Incorporate the SOLO framework to enhance learners’ cognitive abilities and provide learning opportunities to develop higher-
order thinking skills (HOTS).
Specific Task Activities Timeline Expected Outcomes/ Learning
[minimum of two (2)] (Specify activities on the identified (Start-end of MOVs Facilitator
(Aligned with the application objective, what task) each activity) (It represents what is predicted or (Immediate Supervisor or
are the specific tasks of a teacher to enhance intended to happen as a result of peer assigned to guide
the learners’ cognitive level and to provide implementing a specific task or the teacher)
learning opportunities to develop HOTS) initiative)
1. Lesson Planning Integrate SOLO-based Weeks 1–3 MOVs: Approved lesson Subject
activities and objectives plans, formative Coordinators/
into weekly lesson plans. assessments, student Principal
outputs, reflection papers.
2. Designing Assessments a. Develop PISA-style Weeks 4–6 MOVs: PISA-style test Subject
questions aligned with the questions, peer-reviewed Coordinators/
SOLO taxonomy. assessment tools, sample Principal
student responses.
2. Collaborate with Weeks 7– Validated periodical test, Subject
colleagues to finalize items 10 feedback from colleagues Coordinators/
for periodical exams based Principal
on the SOLO levels.
Conduct lessons and Weeks 7– MOVs: Observation reports, Subject
3. Classroom Implementation administer assessments 10 student engagement Coordinators/
using SOLO-based records, assessment Principal
strategies. results.
4. Reflection and Sharing Write a reflection report Weeks 7– MOVs: Reflection paper, Subject
and present insights 10 presentation materials, Coordinators/
during a school-based LAC feedback from colleagues. Principal
session.
Prepared by (name and position): Signature Date
Reviewed by (name and position): Signature Date
Approved by (name and position): Signature Date
RIZA A. PENASO
School Principal II