First Steps with SOLO Taxonomy
Applying the model in your classroom
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|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 strategies||18|
|Re-positioning "knowing nothing" and "needing help to start"||18|
|Mistakes, errors and "not knowing" are opportunities to learn||19|
|Making visible the gap between what students know and the desired learning goal||19|
|Identifying effective teaching and learning approaches to reach a learning goal||20|
|Identifying effective thinking and e-learning strategies to reach a learning goal||20|
|Assessing both functioning and declarative knowledge outcomes||21|
|A generic measure of learning outcomes across subjects and levels||22|
|Differentiating learning intentions to challenge all learners||25|
|Measuring complexity of learning task and outcome independently||25|
|Setting explicit, proximate and hierarchical learning goals||26|
|A useful, quick measure of prior knowledge for students and teachers||27|
|A nuanced language for metacognitive reflection||28|
|A framework for assessing a student's declarative knowledge||29|
|A clear indication of student progress in learning across a lesson or topic||29|
|A framework for thinking about questions, questioning and questioners||34|
|3. How can we apply SOLO in the classroom?||36|
|Introducing SOLO as a model for learning in the classroom||36|
|Introducing SOLO through systems thinking and SOLO hexagons||40|
|Introducing SOLO as part of the academic language of the classroom||43|
|Introducing SOLO in everyday acts of teaching||65|
|Index of tables and figures||75|