Solo understanding of learning <ul><li>The main benefit I have found is that students have a clear understanding of the depth of their learning. </li></ul><ul><li>They are training themselves where they are “at” and need to focus on to develop – “self-personalisation”. </li></ul><ul><li>When students come in for the starter they group up with SOLO Kagan all write, pair, share. </li></ul><ul><li>Then for homework develop. </li></ul><ul><li>Previous lesson work students mark work in solo highlighters orange (unistructural), blue (multistructural), pink (Relational), green (Extended Abstract) </li></ul>
Taken from Prezi presentation by Tait Coles <ul><li>Students can engage in effective feedback when they understand learning outcomes through SOLO. </li></ul><ul><li>They can </li></ul><ul><li>“ Feedback” on how well they are going </li></ul><ul><li>“ feed up” on where they are going </li></ul><ul><li>“ feed forward” on the next steps in learning. </li></ul>
Solo Ladder (so far) GOING PLACES IN GEOGRAPHY Extended Abstract As well as the things in L6, I can identify anomolies (odd ones out which don't fit the pattern). I can say how this pattern can change over time. I can give many reasons which are concise, linked and in order of importance. I compare my reasons to geography models and theories I can express my opinions in detail and also explain what different groups of people might think about an issue. I can explain how people and their land in one country can be affected by people in another country. I can explain how we can live sustainably. Relational+ I can say how things are grouped together to make patterns. I can use lots of facts to show the largest and smallest trends. I can put my reasons in order of importance. I can link my reasons together showing cause and effect. I am using G.K.W's when needed. As well as the things in L5, I am also using 'on the one hand, on the other hand'. I can explain why people might not agree with me. I can explain how an issue can affect people on different scales (individual local national international or global). Relational I can start to say how things are grouped together to make patterns using evidence. I can give several reasons. I can back up my ideas with evidence and use a range of Geographical Key Words. I can support my opinion giving 3 or more reasons why I think this. I am using evidence and a range of explaining words. I can link places together. I can compare the similarities and differences of 2 or more places. Multistructural I can say what I can see backing up my answer with some facts/evidence . I can give more than 1 reason to say WHY something is like it is using a few key geography words and because. I can give my opinion with more than 1 reason why I think this. I can back up my opinion with evidence. I can describe places beyond my local area in terms of nature (e.g. land, climate), humans (e.g. transport, housing) and the environment e.g. pollution Unistructural I can say what I see on a picture, map, graph or diagram I can give 1 reason to say WHY something is like it is. I am using the word because . I can agree or disagree with a question or statement giving 1 reason. I am using the word because. I can describe my local area using place names and basic map skills, directions and Geography Key Words DESCRIBING EXPLAINING EXPRESSING AN OPINION INVESTIGATING UNDERSTANDING PLACES
Window Pane Solo Unistructural Multistructural Relational Extended Abstract
Unistructural – identify any feature. Multistructural – describe a specific feature in depth. Relational – describe and explain a range of features that occur in the landform in a specific location. Extended Abstract – describe and explain the landform in a range of contexts and the landform in different locations using the process as a drive for hypothesising reasons for change.