First Steps with SOLO Taxonomy : Applying the model in your classroom - Pam Hook

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First Steps with SOLO Taxonomy

Applying the model in your classroom

By: Pam Hook

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Paperback | 8 November 2016 | Edition Number 1

At a Glance

Paperback
72 Pages

Edition Type
New edition

Age
5 - 18

Dimensions(cm)
29.5 x 20.5 x 1

Paperback

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First Steps with SOLO Taxonomy is filled with practical advice, useful tips, maps, rubrics and templates. This book shows how SOLO strategies and resources can be used to create a common language of learning in any curriculum area and to help students of any age adopt a growth mindset when learning. Supported by these resources, both teachers and students will be able to reap the benefits of a model that makes learning visible so that they can readily use the taxonomy to identify and describe what they are doing, explain how well it is going and predict what they should do next.

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Non-Fiction Education Teaching Skills & Techniques Teaching of a Specific Subject Teachers' Classroom Resources & Material

Contents
Foreword	3
Introduction	8
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
Conclusion	73
References	74
Index of tables and figures	75

First Steps with SOLO Taxonomy

Applying the model in your classroom

At a Glance

Paperback

Contents

Shipping

How to return your order

Defective items

You Can Find This Book In

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