SOLO should be supplementary to what the pupils are doing and not the focus of it
Going SOLO Learning Matters
What are the key behaviours or ingredients of an effectivelesson as a teacher (green hexagons) and as a learner (red hexagons) As a As a Learner Teacher.
Pick out the most important key behaviours or ingredientsof an effective lessons from a teachers perspective andthen write them onto a green hexagon. As a As a Learner teacherPick out the most important key behaviours or ingredientsof an effective lessons from a learners perspective andthen write them onto a green hexagon.
Can you now link them together to show how the differentideas link to together when we are designing lessons. Tip! pathways The more links you have with differentiation progress each hexagon & between different Challenge Leveled coloured outcomes hexagons the Engaged better!
• SOLO (Structure of Observed Learning Outcomes) is a model of learning that helps develop a common understanding & language of learning that helps teachers (and students) understand the learning process.
To build it you need two thingsFacts, ideas, observations Theories, patterns, systems.
There are 5 stages to building that house - What’s different about each stage.
What do you know aboutRead your 5 statements about what someone knows about X factor.•Which shows the deepest knowledge?•How are they different from each other?•How are they related to each other?
“SOLO Taxonomy provides a simple and robust way of describing how learningoutcomes grow in complexity from surface to deep understanding” Biggs & Collis 1982
I can explain why theI can describe fully the I can explain how an human body is structure and role of enzymes works. optimum conditions & enzymes. what happens if these B grade are altered. C grade A/A* grade
Activate Revision Session Protocol1. Think carefully about which level you should start at. The aim of the session is for you to have a deeper understanding of a particularly tricky topic and make progress. It’s not to see who finishes first or gives up.2. Move onto new tasks in order. You can start at any level (see point 1).3. Read the success criteria for each level carefully.4. Only move up to the next level when you feel confident (see the success criteria’s for guidance). You could always go back a level if needed.5. Be independent of others. Your exam is less than 4 weeks away and no one can help you then, so don’t let them hold you back now.