An Action Research Project with SOLO Taxonomy Book 2 Cover

An Action Research Project with SOLO Taxonomy Book 2

How to introduce and use SOLO and to tell if it is making a difference

For a simple and robust way of classifying surface, deep and conceptual learning outcomes in the classroom, schools and teachers are increasingly turning to SOLO Taxonomy. This book shows how anyone can reap the benefits SOLO offers by integrating it into the classroom setting. It identifies a range of well-tested, practical strategies, along with online and other resources that will support its implementation. Strongly grounded in classroom experience, it also features a case study of how SOLO was integrated as a model of learning across one school. It also draws on students' and teachers' comments about their first-hand experiences of SOLO.

Ages: 5-18 | Pages: 56 | Code: 5935 | ISBN: 9781776552221

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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 Tabitha Leonard

Tabitha Leonard

Tabitha Leonard is an education consultant (Acquire-ED, www.acquire-ed.com), specialising in facilitating and coaching action research learning projects. Before that, she was the professional learning coordinator at St Kentigern College, Auckland, New Zealand for five years, where she worked with heads of department and many different teams to coordinate and lead the pedagogy of teaching and learning. Educational change initiatives she led focused on the implications of SOLO Taxonomy for learning pedagogies and on growing visible learning by using SOLO rubrics. She has also worked with educational leaders and classroom teachers to build their capacity as inquiring practitioners through quality action research projects. Other roles have involved facilitating for the University of Auckland’s Kohia Centre, with a focus on e-learning, and presenting at uLearn.
Picture of Derrick Venning

Derrick Venning

Derrick Venning lives in an ex-pat village in South Yorkshire, England where he finds constant motivation and inspiration for helping young people from disadvantaged backgrounds in building their futures. An experienced Head of Science, he specialises in turning around struggling departments. Derrick has also successfully led a range of whole-school initiatives, from those aimed at improving behaviour and outcomes of disadvantaged students to initiatives to prepare his school for the rigour of new government performance measures.

Contents

Introduction4
The value of teaching as inquiry5
What this resource offers you5
1. Clarifying terms6
What is evidence-based teaching?6
What is teaching as inquiry?7
What is the classroom-based use of SOLO Taxonomy?9
2. Teaching as inquiry with SOLO Taxonomy12
Why are you doing it?12
What is the question?13
What counts as an answer?13
What do they already know and do?14
Approaches to answering teaching as inquiry questions15
3. Using words as evidence – qualitative data20
Tools for collecting and using qualitative data20
Thematic analysis22
Interpretative phenomenological analysis35
4. Using numbers as evidence – quantitative data39
Quick tips for visualising and interpreting quantitative data39
Effect size39
Randomised controlled trials42
Conclusions53
References54
Index of figures, tables and templates55
Acknowledgements56