Using SOLO as a Framework for Teaching
A case study in maximising achievement in science
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|SOLO Taxonomy in action||6|
|Surface and deep learning||8|
|Passive and active learning||8|
|Using SOLO Taxonomy to construct a learning log||9|
|1. Getting started||10|
|Exemplar : Constructing a unit of work at the primary school level||11|
|Exemplar : Constructing a unit of work at the secondary school level||14|
|A practical guide to constructing a unit of work||17|
|2. Putting it all together||18|
|Success criteria from a student's perspective||18|
|Sequencing groups and developing learning intentions and success criteria||18|
|Learning log exemplars||20|
|3. The pedagogy behind the learning log||24|
|Providing clarity in teaching and learning||24|
|Accessibility to all students||24|
|Providing challenging learning intentions for all students||25|
|Encouraging intrinsic motivation||26|
|A cognitive centre||27|
|4. The pyramid of a lifelong learner||32|
|Overview of the levels of the pyramid||32|
|5. Assessing prior knowledge||34|
|Breaking down global intentions under SOLO levels||34|
|Using learning intentions from the learning log||36|
|6. Self assessment||37|
|Methods of self assessment during a unit||37|
|Generalised self assessment at the end of a unit||38|
|7. Peer assessment||40|
|Building individual learning intentions into peer assessment||40|
|Using extended answers in peer assessment||41|
|8. Tracking and progress||43|
|9. The use of questions||47|
|Questions from the teacher||47|
|Questions from students||47|
|10. Lesson planning||50|
|Elements of a lesson plan||50|
|11. The impact of SOLO Taxonomy and the learning log||53|
|Perceptions from teachers||53|
|Perceptions from students||54|
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