Tuesday, 17 March 2015

Now it's time to actually start trying to apply it. This is a follow up task that was created for a reading group to try and extend their thinking and understand inference.
It seems that in using SOLO it is essential to give kids the language structures to assist them to share their understanding.

I am also wondering about how best to capture student voice ... that might  have to wait until next term.

Gaining a greater understanding of SOLO...

Aha ...Now it's starting to make more sense ... over the past couple of weeks through research discussion and in our Inquiry group we have started to gain a shared understanding and appreciation of SOLO as a thinking Taxonomy.

SOLO has the ability to make learning outcomes visible for students. The Structure of Observed Learning Outcomes (SOLO) Biggs and Collis (1982) is a model of learning  that can be used to observe and describe levels of thinking as they become increasingly complex.

How can we shift our kids from having one idea to eventually being able to see relationships and explain and make connections between the ideas (relational) and ultimately get to a point where ideas are extended beyond the subject?

This is the presentation I created to share my understanding...