First Steps with SOLO Taxonomy Cover

First Steps with SOLO Taxonomy

Applying the model in your classroom

Use this resource to reap the benefits of a model that suits both teachers and students. Make learning so transparent that all involved can readily use SOLO taxonomy to identify and describe what they are doing, explain how well it is going, and predict what the next steps are.

Categories: SOLO Taxonomy
Ages: 5-18 | Pages: 72 | Code: 5950 | ISBN: 9781776552559

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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.

Contents

Foreword3
Introduction8
1. What is SOLO Taxonomy all about?9
What is SOLO Taxonomy?9
Where did SOLO come from?10
What does SOLO do?11
How does SOLO distinguish between declarative and functioning knowledge?12
What does SOLO assume?15
Which learning areas and age groups does SOLO apply to?17
Do teachers and students agree about the SOLO level of a learning outcome?17
Where can I find out more about SOLO?17
2. Why does sharing SOLO with students matter?18
Learning is all about effort and effective strategies18
Re-positioning "knowing nothing" and "needing help to start"18
Mistakes, errors and "not knowing" are opportunities to learn19
Making visible the gap between what students know and the desired learning goal19
Identifying effective teaching and learning approaches to reach a learning goal20
Identifying effective thinking and e-learning strategies to reach a learning goal20
Assessing both functioning and declarative knowledge outcomes21
A generic measure of learning outcomes across subjects and levels22
Differentiating learning intentions to challenge all learners25
Measuring complexity of learning task and outcome independently25
Setting explicit, proximate and hierarchical learning goals26
A useful, quick measure of prior knowledge for students and teachers27
A nuanced language for metacognitive reflection28
A framework for assessing a student's declarative knowledge29
A clear indication of student progress in learning across a lesson or topic29
A framework for thinking about questions, questioning and questioners34
3. How can we apply SOLO in the classroom?36
Introducing SOLO as a model for learning in the classroom36
Introducing SOLO through systems thinking and SOLO hexagons40
Introducing SOLO as part of the academic language of the classroom43
Introducing SOLO in everyday acts of teaching65
Conclusion73
References74
Index of tables and figures75