Using SOLO Taxonomy to Make Observations Like a Scientist Cover

Using SOLO Taxonomy to Make Observations Like a Scientist

How to build on the science capability of gathering and interpreting data in relation to natural phenomena

Discover how productive and rewarding the task of developing curious minds can be. This resource combines SOLO Taxonomy, as an accessible, robust way of making learning visible, with current theories on how students learn and effective pedagogies. Building on Book 1 in this series, it investigates the increasing complexity of the science capability of gathering and interpreting data through a series of simple paired experiments in contexts that are familiar and important to students.

Ages: 5-15 | Pages: 80 | Code: 51078 | ISBN: 9781776555345

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Picture of Pam Hook

Pam Hook

Pam Hook is an educational consultant who advises schools and institutions in New Zealand, Australia, Denmark, Malaysia, Singapore, Hong Kong, Japan and the Pacific Islands on developing curricula and pedagogies for learning to learn based on SOLO Taxonomy. She is a popular keynote speaker at conferences. Pam is author of more than 25 books on SOLO Taxonomy, including titles translated into Danish, and has developed a series of SOLO web-based apps, Apple iPad apps and YouTube videos. She hosts collaborative online communities for SOLO practitioners on Twitter @arti_choke @globalsolo and Pinterest www.pinterest.nz/solotaxonomy.
Picture of Willem Tolhoek

Willem Tolhoek

Willem Tolhoek has been a science educator in New Zealand secondary schools since 2005. He has a passion for developing literacy and engaging students in science. As acting Head of Learning Area in Science for four years, he has worked with Pam Hook to further integrate the use of SOLO Taxonomy into the science curriculum as a way of moving students’ surface-level thinking to a deeper level of understanding. Willem is a proud father of Isobel and is thankful for the support of his partner, Tegan.

Contents

Introduction4
Chapter 1. Teaching in the early years7
What you need to teach effectively11
How do we support children's learning?13
Chapter 2. The language of teaching20
Helping children to talk21
Non-verbal communication26
Chapter 3. The physical environment30
Key considerations about routine33
The enabling environment36
Chapter 4. Recognising that learning is taking place39
Signs we know children are learning40
Meeting individual children's needs to support learning47
Chapter 5. Following the children's lead to support learning52
Involving parents in children's learning54
Quality assessment56
Chapter 6. Children's experiences in each area of learning60
Photocopiable Forms62
Cohort progress analysis example62
Cohort percentage example63
Reflective practice chart64
Impact on learning indicators65
Lesson observation sheet66
References67