The process and content of the implementation of SOLO follows the identification of why you want to introduce SOLO as a common language across the school. For example schools may identify the purpose as • establishing high expectations linked to student capabilities • encouraging reflective thought and action • developing questioning • using digital tools as explicit learning interventions • enhancing purposeful self and peer assessment (formative and summative)
and or create SOLO displays help - many schools purchase ols, hand signs symb O SOL posters, banners and flipcharts with s. and verbs for display in learning area
g about learning Along with using SOLO hand signs when talkin nts can stude and ers tasks, outcomes and questions; teach ble arrow mova a with d) use separate SOLO symbols (laminate student / tions ques / tions on whiteboards to code learning inten responses etc. as they occur.
the HookED The SOLO symbols can be downloaded from website: able-resources/ http://pamhook.com/free-resources/download SOLO symbol ED Hook the or created in different colours using generator: enerator/ http://pamhook.com/solo-apps/solo-symbol-g
You should also consider how to measure the progress and growth in adopting SOLO as a common language across the school and how to measure the effect of the classroom based use of SOLO on teaching and learning – Teacher inquiry/action research into the effect size of the change in X when SOLO is used by students to look at their own learning – what am I doing – how well is it going – what should I do next.
An important first step is to help students distinguish between functioning (performance or “doing” outcomes) and declarative (describing or “written and oral language”) knowledge.
SOLO Functioning Knowledge Rubric Generator - Success Criteria (SOLO Differentiated) – Functioning Knowledge Outcomes English, Français, Japanese and Te Reo Māori versions http://pamhook.com/solo-apps/functioning-knowledge-rubricgenerator/ SOLO Declarative Knowledge Rubric Generator - Success Criteria (SOLO Differentiated) – Declarative Knowledge Outcomes English, Français, Japanese and Te Reo Māori versions http://pamhook.com/solo-apps/declarative-knowledge-rubricgenerator/ One way this can be done is by introducing behaviours for learning (New Zealand Curriculum Key Competencies: Thinking, managing self, relating to others, participating and contributing, using language symbols and text) in an identified context and asking students to work in groups to imagine what an element of one of these would look like at different levels of SOLO for functioning and declarative knowledge outcomes. Many examples are on the HookED wiki. Comic strip creating programs can be used along with freeze frame photos of student imaginings of functioning knowledge outcomes at different levels of SOLO.
Next introduce a common language of learning across the department by aligning academic verbs with SOLO levels. Identify specific verbs associated with thinking like a scientist, a geographer, and artist etc. Describe the cognitive complexity of tasks (Learning intentions), outcomes (success criteria) and next steps using SOLO levels.
task and outcome can be at different levels
Learning intention: LI: [verb][content] [context] - [SOLO Level of task] Success criteria – Differentiate outcomes for task using SOLO Use the HOT and HookED SOLO visual mapping and self assessment rubrics as effective strategies to teach students the process steps of each verb - describing, comparing etc and encourage them to use the maps to draft their written language outcomes.
a) Departments can make lists of the learning strategies they use with students - and code these against SOLO for students. E.g. SOLO Hexagons – refer HookED wiki. http://pamhook.com/wiki/SOLO_based_approaches_ and_effective_strategies b) “Thinking Team” can create a “School Wide Thinking toolbox” where the thinking strategies commonly used are coded against SOLO Learning outcomes - and hyperlinked to how to use pages and exemplars of students work with the strategy - you can even create SOLO coded rubrics with success criteria for using these strategies. SOLO Taxonomy and Thinking Skills: http://pamhook.com/wiki/HOT_SOLO_Presentations c) Departments can make lists of the ict and e-learning strategies they use with students - and code these against SOLO for students. Refer http://pamhook.com/wiki/ICT_interventions d) e-learning Teams can create a “School Wide e-learning toolbox” where commonly used e-learning strategies are coded against different SOLO Learning outcomes SOLO Taxonomy and Web2.0: http://pamhook.com/wiki/HOT_SOLO_Presentations e) Students can make their own thinking and e-learning toolboxes
Instructions on how to use the maps can be found in Hook and Mills (2011) and on the HookED wiki: http://pamhook.com/wiki/ Feed_Up#SOLO_Visual_Maps This step takes careful planning to ensure the SOLO maps and self assessment rubrics are aligned with suitable learning experiences. Introduce differentiated success criteria (self assessment rubrics) when students write from the maps. There are generic visual rubrics available for every map. On school server, on HookED wiki and in the ER books
cognitive stretch a) Departments critique existing planning for rence - Code – NZC Principles of high expectations and cohe against SOLO learning intentions and learning experiences Taxonomy O Taxonomy b) Departments plan new material - using SOL process of - unpack AO and AS against SOLO levels using constructive alignment etc Learning Intention Generator: ntion-generator/ http://pamhook.com/solo-apps/learning-inte tions: SOLO Taxonomy and writing learning inten ntations http://pamhook.com/wiki/HOT_SOLO_Prese c) Students plan research using constructive
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Encourage students to co-construct the rubri
levels as exemplars Share examples of student work at different of the text that ons secti and work with students to highlight the ideas. Take text ded exten or show loose ideas, connected ideas ture of the struc the s show at one SOLO level and modify it so it class sets of ide prov ols scho level above or the level below. Some s and self map O SOL the de SOLO maps and rubrics, others inclu others and diary k ewor hom assessment rubrics in every student’s cs. rubri create wall displays of the maps and ed on HookED The following Issuu presentations can be view / tions enta Slideshows http://pamhook.com/pres • HOT Maps and SOLO taxonomy. ing. • SOLO Taxonomy and assessing student think ition. cogn meta • SOLO Taxonomy, HOT maps and map implementation You can track the HOT and HookED SOLO ys of map use and surve with nts process for teachers and stude levels of understanding. * SOLO Level of use: directed or prompted; Prestructural - no use; Unistructural - use if and why to use so when how, of Mutistructural - use but not sure egic use - can strat or l osefu makes mistakes; Relational - purp use in new ways in use tive adap explain why; Extended abstract response to student needs
a) Departments critique existing assessment tasks against levels in SOLO Taxonomy b) Departments create new assessment tasks differentiated using SOLO Taxonomy c) Research/Inquiry Team creates a generic assessment for the student research/inquiry process d) Departments identify assessments that students find challenging and build explicit assessment rubrics with success criteria and student exemplars etc e) Teacher feedback to students uses SOLO levels – e.g. uses SOLO hand signs f) Student feedback to teachers uses SOLO levels g) Students self-assess using SOLO - hand signs, success criteria and SOLO levels. h) Students use SOLO levels to identify next steps when feeding back to teachers.