Using SOLO as a Framework for Teaching Cover

Using SOLO as a Framework for Teaching

A case study in maximising achievement in science

Maximise achievement. Using SOLO as a Framework for Teaching shows how this powerful model can be transferred simply and effectively into all aspects of everyday teaching and learning. It allows the development of challenging hierarchical learning intentions and brings clarity to both the teacher and the student on what the intended learning is to be.

Categories: Science, SOLO Taxonomy
Ages: 5-16 | Pages: 56 | Code: 5618 | ISBN: 9781927143551

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Picture of Steve Martin

Steve Martin

Steve Martin is a recipient of the Prime Minister’s Award for Excellence in Science Teaching (2010), New Zealand’s top teaching award. This was awarded in recognition of the work he does inspiring students to higher levels of achievement through the innovative use of the SOLO taxonomy and ICT. He won the Most Inspiring Individual Award in the 2011 New Zealand Innovators Awards for his virtual lesson project and the Microsoft Distinguished Teacher Award in 2009. In 2013 he was recognised as one of 250 Expert Educators in the world by Microsoft. Steve is an Honorary Professional Teaching Fellow at Auckland University and has been teaching for 17 years. He holds a BSc(Hons) and a Master’s Degree in Educational Leadership and Management.

Contents

Foreword3
Acknowledgements4
Introduction6
SOLO Taxonomy in action6
Surface and deep learning8
Passive and active learning8
Using SOLO Taxonomy to construct a learning log9
1. Getting started10
Exemplar : Constructing a unit of work at the primary school level11
Exemplar : Constructing a unit of work at the secondary school level14
A practical guide to constructing a unit of work17
2. Putting it all together18
Success criteria from a student's perspective18
Sequencing groups and developing learning intentions and success criteria18
Learning log exemplars20
3. The pedagogy behind the learning log24
Providing clarity in teaching and learning24
Accessibility to all students24
Providing challenging learning intentions for all students25
Encouraging intrinsic motivation26
A cognitive centre27
Self managing28
Differentiation29
Formative interpretations30
Learning-focused relationships30
4. The pyramid of a lifelong learner32
Overview of the levels of the pyramid32
5. Assessing prior knowledge34
Breaking down global intentions under SOLO levels34
Using learning intentions from the learning log36
6. Self assessment37
Methods of self assessment during a unit37
Generalised self assessment at the end of a unit38
7. Peer assessment40
Building individual learning intentions into peer assessment40
Using extended answers in peer assessment41
8. Tracking and progress43
9. The use of questions47
Questions from the teacher47
Questions from students47
10. Lesson planning50
Elements of a lesson plan50
11. The impact of SOLO Taxonomy and the learning log53
Quantitative data53
Perceptions from teachers53
Perceptions from students54
Conclusion56