SOLO Taxonomy in Learning Support Cover

SOLO Taxonomy in Learning Support

Building academic and social success

Designing ecologies for learning support that set suitably high and realistic expectations for achievement is of immense importance to students with special education needs, as well as to their teachers and families. In this book, three educator authors draw on their wealth of experience to demonstrate how SOLO Taxonomy can be and has been used to create those ecologies in combination with existing learning support frameworks. This powerful model helps to make learning outcomes visible to all those participating in learning support.

Categories: SOLO Taxonomy
Ages: 5-18 | Pages: 76 | Code: 5866 | ISBN: 9781776550357

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Picture of Pam Hook

Pam Hook

Pam Hook is an educational consultant (HookED, www.pamhook.com) 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 Rachel Hogan

Rachel Hogan

Rachel Saxton has taught science for the past 11 years in New Zealand and the United Kingdom. As a specialist classroom teacher for four years, she facilitated the introduction of SOLO Taxonomy to her school and supported its development within all curriculum areas as well as in a pastoral context. Thereafter, as head of learning support, she led the development of the Learning Support Department in the modern learning environment of Lincoln High School, Canterbury, New Zealand. Rachel is passionate about giving students the tools they need to access the curriculum. She continues to facilitate the use of SOLO as a common language of learning.
Picture of Roxy Hickman

Roxy Hickman

Roxy Hickman has taught for over 13 years, across both mainstream and special education settings, as a classroom teacher, e-learning coordinator and senior manager. In the past few years, she has taken time out to start a family. She has also worked with CORE Education as a blended e-learning facilitator. In this role she was part of the special education needs national team, who actively promote Universal Design for Learning in schools and facilitate professional development for teachers.

Contents

Introduction4
Belonging, being and becoming4
Creating an effective learning support ecosystem5
Making SOLO Taxonomy part of the ecosystem6
1. Using SOLO in learning support7
What is SOLO Taxonomy?7
What is Universal Design for Learning?11
Using SOLO with UDL for academic and social success14
2. Connections, nodes and structures22
Connections for belonging22
Nodes for collaboration and communication24
Structures for monitoring connections and nodes27
3. Planning for academic and social success33
Planning for academic success (constructive alignment)33
Planning for social success: Managing behaviours for learning with others40
4. Making meaning with multiliteracies50
A meta-language for multiliteracies50
The value of many literacies51
Using SOLO when making and creating meaning53
Using SOLO in project-based learning71
Conclusions72
References73
Index of tables and figures74