solo taxonomy is a systematic way of describing how a learners understanding develops from simple to complex when learning different subject or tasks. the solo stands for: structure of observed learning outcomes.
Undestanding by design: A curriculum model - Principles of Teaching 1Art Christian V. Dimla
Understanding by Design
Topic from: Principles of Teaching 1
Presenter: Art Christian Vargas Dimla
Pangasinan State University
Bayambang Campus
Bayambang Pangasinan
Many colleges aim to develop students into lifelong learners. This presentation focuses on techniques which foster learning independence. Objectives covered include: learning objectives conducive to independent learning, verbal and non-verbal strategies for building rapport (using rapport to raise student expectations), communication strategies for raising learning independence, building learning confidence, and tutoring strategies for developing learning independence.
This presentation also covers assessments for tracking progression towards learning independence. Rubrics provided include specific behaviors that correlate to varying levels of learning independence, including behaviors that indicate high levels of learning independence – signs a student is prepared to become a lifelong learner.
In most classrooms, the days of memorization-focused teaching are gone. Though, we are still in the midst of a transition to building students’ critical thinking skills. Critical thinking leads students to understand and apply information instead of just remembering facts. Paula Johnson, M.A., an IDRA education associate, describes how teachers can foster critical thinking through the integrated use of: substantive student conversations, visual literacy and higher-order questioning. She also gives examples of how teachers can lead structured and unstructured conversations and how to use graphic organizers and foldables to draw more out of students so that they learn to apply what they are learning to their lives.
Also see the IDRA Classnotes Podcast about this presentation at http://www.idra.org/Podcasts/
solo taxonomy is a systematic way of describing how a learners understanding develops from simple to complex when learning different subject or tasks. the solo stands for: structure of observed learning outcomes.
Undestanding by design: A curriculum model - Principles of Teaching 1Art Christian V. Dimla
Understanding by Design
Topic from: Principles of Teaching 1
Presenter: Art Christian Vargas Dimla
Pangasinan State University
Bayambang Campus
Bayambang Pangasinan
Many colleges aim to develop students into lifelong learners. This presentation focuses on techniques which foster learning independence. Objectives covered include: learning objectives conducive to independent learning, verbal and non-verbal strategies for building rapport (using rapport to raise student expectations), communication strategies for raising learning independence, building learning confidence, and tutoring strategies for developing learning independence.
This presentation also covers assessments for tracking progression towards learning independence. Rubrics provided include specific behaviors that correlate to varying levels of learning independence, including behaviors that indicate high levels of learning independence – signs a student is prepared to become a lifelong learner.
In most classrooms, the days of memorization-focused teaching are gone. Though, we are still in the midst of a transition to building students’ critical thinking skills. Critical thinking leads students to understand and apply information instead of just remembering facts. Paula Johnson, M.A., an IDRA education associate, describes how teachers can foster critical thinking through the integrated use of: substantive student conversations, visual literacy and higher-order questioning. She also gives examples of how teachers can lead structured and unstructured conversations and how to use graphic organizers and foldables to draw more out of students so that they learn to apply what they are learning to their lives.
Also see the IDRA Classnotes Podcast about this presentation at http://www.idra.org/Podcasts/
Ubd - An introduction to Understandings and Transfer GoalsBernd Meyer
An introduction to basic UBD principles and getting yoru head around understandings and transfer goals before considering the big ideas for the cornerstone tasks
Each of the 5 E's describes a phase of learning, and each phase begins with the letter "E": Engage, Explore, Explain, Elaborate, and Evaluate. The 5 E's allows students and teachers to experience common activities, to use and build on prior knowledge and experience, to construct meaning, and to continually assess their understanding of a concept.
Although we are over 20 years into the 21st century, we still struggle to teach these skills that students will need to be successful in the real world. This presentation discusses what these skills are and how you can teach them in your classrooms.
5 Simple Strategies for Working with GiftedTodd_Stanley
Strategies that work with gifted students are just good teaching and work with all children. Included are 5 specific strategies that tend to engage and challenge students.
UbD is an Educational planning approach, where focus is on designing the curriculum, assessments and classroom instructions by looking at the outcome. It is and can be used in all the fields while planning.
Ubd - An introduction to Understandings and Transfer GoalsBernd Meyer
An introduction to basic UBD principles and getting yoru head around understandings and transfer goals before considering the big ideas for the cornerstone tasks
Each of the 5 E's describes a phase of learning, and each phase begins with the letter "E": Engage, Explore, Explain, Elaborate, and Evaluate. The 5 E's allows students and teachers to experience common activities, to use and build on prior knowledge and experience, to construct meaning, and to continually assess their understanding of a concept.
Although we are over 20 years into the 21st century, we still struggle to teach these skills that students will need to be successful in the real world. This presentation discusses what these skills are and how you can teach them in your classrooms.
5 Simple Strategies for Working with GiftedTodd_Stanley
Strategies that work with gifted students are just good teaching and work with all children. Included are 5 specific strategies that tend to engage and challenge students.
UbD is an Educational planning approach, where focus is on designing the curriculum, assessments and classroom instructions by looking at the outcome. It is and can be used in all the fields while planning.
Incept Education has developed the Education Leadership Dialogue, a model that provides exciting 2 day intensive programs for professional learning and futuring processes. It is built on the understanding that education leadership needs to be visible and purposeful across all school and university contexts and that effective learning leadership necessarily involves personnel from across all education roles within institutions.
The following slides represent the ISB Elementary School vision for 2008 and beyond. This deck was the second of a series of presentations on the vision and direction the Elementary School will be taking going forward. Its purpose was to clarify points from the last meeting and build understanding.
This thinking represents our current "temporary fixed position"
How to Plan a OBE Lesson incorporating ICT to support aspects of Learning & Thinking
In the Classroom by Ceanlia Vermeulen attending the
INNOVATE 2008 SCHOOLS’ ICT CONFERENCE
CAPE TOWN 1-3 OCTOBER 2008
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
1. Promoting Deep Learning & Thinking the development of a Powerful Learning Process ...a glimpse of one school’s Journey Manaiakalani Cluster March 2010
5. Imagine the learners world like this So What – to make a difference It – has lots of knowledge, understandings and concepts to explore We – situated in a community I – learner sits at the centre
6. Key competencies ? Connecting to the NZ Curriculum So What – applying key competencies meaningfully It – Using symbols, language and texts Thinking We – relating to others Participating and contributing I – Managing self
7. The thinking required in such a world ? So What – design, problem solve, innovate and create the unknown It – Thinking with, in and about knowledge and understandings We – Caring thinking, emotional intelligence I – Metacognition, thinking about my thinking
10. 3 Keys to Change - Keeping it Simple Vision - Collective direction and purpose Student Profile- What will the student leave the school being able to do as a result of the vision principles Teaching Practice – What pedagogical practices are required to ensure that each student will leave after 6 years as the profile outlines
17. RBS Vision Powerful Learning Developed to help learners deal with the ‘IT’ thinking - that is to make sense of and deal with a multitude of knowledge and understandings
18.
19.
20. There are no easy answers to future problems. Art Costa
21. One of the core functions of 21st century education is learning to learn in preparation for a lifetime of change. David Miliband, 2003
22. We need to produce people who know how to act when they are faced with situations for which they were not specifically prepared. Seymour Papert, 1998
23.
24. Unpacked LLL Embed/Abandon Vision What does the teaching practice look like? 05 05 Interviewing students Strategic direction Student profile clarity Using images Collective AFL Context PL lead teachers 07 Power of student voice Inquiry team 06 08 Lead teachers continued with PL Science Split screen thinking One process not linear Being selective – thinking tools Thinking embedded Based on Solo same as NCEA More than inquiry Cross curricular Creating a shared language 09 PL school wide focus Going deep – using the hub Our Audience PL Pedagogical understanding Change influences Change fundamentals Our steps Ahas
25. The test of successful education is not the amount of knowledge that pupils take away from school, but their appetite to think, know and their capacity to learn. Sir Richard Livingstone, 1941
26. Pedagogy should at its best be about what teachers do that not only helps students to learn but actively strengthens their capacity to think and learn David Hargreaves, 2004
27. To survive , thrive and learn successfully in the predicted future one needs to be able to think!
30. Thinking – What’s out there? Caring, Critical, Creative Michael Pohl Emotional Intelligence Coleman Habits of Mind Art Costa Learning muscles Guy Claxton Thinking Maps David Heryle Organisers Venn Double Bubble T-chart Matrix Define square Part-whole Analysis Sequence Association Thinking Hats De Bono Multiple Intelligences Gardener Whole Brain Thinking Hermann Learning to Learn Thinkers Keys Tony Ryan Questioning Toolkit Jamie MacKenzie Creative Thinking Scamper BAR SCORT Attribute Modification Bloom’s Taxonomy 3 story Intellect Solo Taxonomy Anderson’s Revised Bloom’s Wiederhold’s Questions Matrix (1991) Inspiration Kidspiration Strategies KWHL Think Pair Share Donut 5 senses PMI SWOT Y chart Brainstorming Extended brainstorming Short, long term memory Brain Theory How the brain learns Sensory, auditory, kinesthetic Mapping Memorising Visualising Philosophy for kids
31. What should one cling on to ? Where to start ?
32.
33. Hub Reflect Dialogue Question Imagine Sort It Analyse Classify Compare Contrast Pull apart Explain (why) Understand Order Solve Summarise Connect Collaborate Sort It Order (sequence) Organise Classify Compare Contrast Pull Apart (Part-whole) Solve Summarise Connect Analyse ( Cause and effect ) ( Analogy ) Where does the thinking fit? Get It Define Describe Identify Observe Recall Scan Select List Find Record Check source Get It Find Define Describe Observe Use It Create Debate Design/make/evaluate Evaluate Find a better solution Generalise Imagine Apply Predict Problem solve Synthesize “ What if?” Use It Debate Generalise Imagine Predict Justify “ What if?” Evaluate Find a better solution Synthesize Being selective Solo embedded
37. Cross Curricular More than inquiry Pedagogical Understanding
38. What do you understand by the phrase More than Inquiry?
39. Gather it, find it, observe it, describe it, experience it Make sense of it, organise it, analyse it, classify it, compare it Apply it, make use of it, generalise How does it look in Practice ? Rm 2 - Year 1
40. Moving knowing to understanding The hub is central to deepening knowledge As much time should be spent reflecting, imagining, questioning and dialoguing about a learning experience as was spent doing the actual learning experience We must move away from a hoop hopping mentality of doing a whole lot of activities one after the other. Dialogue clip rm 15 The hub
45. Hub Reflect Dialogue Question Imagine Sort It Analyse Classify Compare Contrast Pull apart Explain (why) Understand Order Solve Summarise Connect Collaborate Sort It Order (sequence) Organise Classify Compare Contrast Pull Apart (Part-whole) Solve Summarise Connect Analyse ( Cause and effect ) ( Analogy ) Lower vs higher thinking? Get It Define Describe Identify Observe Recall Scan Select List Find Record Check source Get It Find Define Describe Observe Use It Create Debate Design/make/evaluate Evaluate Find a better solution Generalise Imagine Apply Predict Problem solve Synthesize “ What if?” Use It Debate Generalise Imagine Predict Justify “ What if?” Evaluate Find a better solution Synthesize
46. Deepening thinking My matrix identifies several relevant comparisons or contrasts, explains why these are relevant and makes a generalisation about the comparison My matrix identifies several relevant comparisons or contrasts and explains why these are relevant My Matrix identifies several relevant comparisons or contrasts My timeline has several ideas sequenced correctly I can explain why they are linked in this order, and predict what might happen next. My timeline has several ideas sequenced correctly and I can explain why they are linked in this order My timeline has several ideas sequenced correctly My timeline has two sequenced idea My definition has several relevant ideas and links these to the whole and looks at the idea in a new way My definition has several relevant ideas and links these to the whole My definition identifies several relevant ideas My definition has one relevant idea My brainstorm has several relevant ideas, I can explain why they are linked to the main idea My brainstorm has several relevant ideas and I can explain why they are linked to the main idea My brainstorm has several relevant ideas My brainstorm has one relevant idea
48. Student Self Assessment I can use the thinking verbs at the use it stage to explain my new learning and I think beyond what I know and create new ideas and understandings {generalise, predict, Evaluate etc} I can use the thinking verbs at the use it stage to explain my new learning. I cannot ‘use it’ on my own. I need support, prompts or scaffolds. Use it Apply it I can sort information using a variety of thinking tools and explain why I have chosen a particular tool and reflect upon/ evaluate my choice of tool I can sort information using a variety of thinking tools and can explain why I have chosen a particular tool I can sort information using a range of thinking tools e.g matrix, venn, part-whole I can sort information using a thinking tool e.g a matrix or venn I cannot ‘sort it’ information on my own Sort it Compare and contrast findings. Make sense of it I can locate and gather relevant information from a range of sources and show how it links to the topic. I reflect, dialogue and question the information I can locate and gather relevant information from a range of sources and show how it links to the topic by starting to use the hub I can locate and get information from a range of sources I can get relevant information from a single source I cannot gather information on my own Get it Gather information together Extended Abstract Relational Multistructural Unistructural Prestructural Profound Deep Shallow 2 Shallow 1 Emergent
49. I make more links and connections between pieces of knowledge to create new ideas or deeper understandings and look at these connections in a new way. – generalise predict evaluate I make more links and connections between pieces of knowledge to create new ideas or deeper understandings. I sometimes have an ‘aha’ and I see a link or connection. I can sometimes make connections with support or modelling. I am unable to make connections or links Connect I can imagine many ideas about what might be (fluency) from many different perspectives (flexibility), I can elaborate these ideas (elaboration) and come up with an original idea (originality) I can imagine many ideas about what might be (fluency) from many different perspectives (flexibility) and I can elaborate these ideas (elaboration) I can imagine many ideas about what might be (fluency) from many different perspectives (flexibility) I can imagine many ideas about what might be (fluency) I am not sure what it means to imagine Imagine I can talk about lots of things I found out and listen to what others say in response and explain how these responses will or will not change my thinking and generalise about what I have found out from dialogue with others I can talk about lots of things I found out and listen to what others say in response and explain how these responses will or will not change my thinking I can talk about lots of things I found out and listen to what others say in response I can talk about I few things I found out I cannot share what I have found out Dialogue I can use a wide range of questions, ‘skinny’ and ‘deep’ to get and connect information. I reflect upon evaluate the effectiveness of the questions I use I can use a wide range of questions, ‘skinny’ and ‘deep’ to get and connect information. I can ask a ‘skinny’ question to ‘get’ information I can ask a ‘skinny’ question I cannot ask a question on my own Question Understands reflection will help learning. Uses it continuously across a range of situations to advance understandings and learning I know reflection is an important and helpful part of the learning process. I can talk about when, what and how I reflect. I am starting to reflect on my learning with support or prompts e.g. question starters What am I learning? How am I going? I cannot reflect and am unsure of what it means. Reflect The HUB – Moving ‘knowing something to understanding it’ I use the hub to ‘make meaning’ and ‘make sense’ of new ideas, knowledge and facts