HOT SOLO Define Map - Revision history

PamHook at 21:49, 21 July 2014

2014-07-21T21:49:02Z

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	'''HOT SOLO Define Self Assessment Rubric'''		'''HOT SOLO Define Self Assessment Rubric'''
−	[http://pamhook.com/solo-apps/declarative-knowledge-rubric-generator/ Text based self assessment rubric ]	+
		+	[http://pamhook.com/solo-apps/declarative-knowledge-rubric-generator/ Text based self assessment rubric ]

	'''Student Use Examples'''		'''Student Use Examples'''
	{{HookEDwiki navbar}}		{{HookEDwiki navbar}}

PamHook at 21:43, 21 July 2014

2014-07-21T21:43:42Z

← Older revision		Revision as of 21:43, 21 July 2014
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	'''HOT SOLO Define Self Assessment Rubric'''		'''HOT SOLO Define Self Assessment Rubric'''
−		+	[http://pamhook.com/solo-apps/declarative-knowledge-rubric-generator/ Text based self assessment rubric ]

	'''Student Use Examples'''		'''Student Use Examples'''
	{{HookEDwiki navbar}}		{{HookEDwiki navbar}}

PamHook at 04:34, 5 July 2014

2014-07-05T04:34:12Z

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	The HOT SOLO Define Map and self assessment rubric is used to clarify the meaning of unknown ideas, vocabulary and terms.		The HOT SOLO Define Map and self assessment rubric is used to clarify the meaning of unknown ideas, vocabulary and terms.
		+
		+	[[File:HOT Define Template 2010V1.pdf]]

PamHook at 21:50, 10 February 2014

2014-02-10T21:50:06Z

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	== HOT SOLO Define Map ==		== HOT SOLO Define Map ==
		+
		+	'''What is it?'''
		+
		+	The HOT SOLO Define Map and self assessment rubric is used to clarify the meaning of unknown ideas, vocabulary and terms.
		+
		+
	[[File:HOT SOLO Define Map.png]]		[[File:HOT SOLO Define Map.png]]

PamHook: /* HOT SOLO Define Map */

2014-02-10T21:04:19Z

HOT SOLO Define Map

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	Note: The HOT SOLO define map can be used on a daily basis to develop new understandings of the topic you are teaching. Place another idea into the centre box and move the words that are not relevant to that idea into the “not relevant” outer rectangle and repeat the process above. By repeating this process and adding to the HOT SOLO define map regularly you start to build a contextual overview of the topic. By moving ideas and vocabulary in and out of the relevant box depending on their relevance to the main idea students understand that definition involves sorting for relevance.		Note: The HOT SOLO define map can be used on a daily basis to develop new understandings of the topic you are teaching. Place another idea into the centre box and move the words that are not relevant to that idea into the “not relevant” outer rectangle and repeat the process above. By repeating this process and adding to the HOT SOLO define map regularly you start to build a contextual overview of the topic. By moving ideas and vocabulary in and out of the relevant box depending on their relevance to the main idea students understand that definition involves sorting for relevance.

−	'''HOT SOLO Define Self Assessment Rubric'''	+	'''HOT SOLO Define Self Assessment Rubric'''
		+

	'''Student Use Examples'''		'''Student Use Examples'''
	{{HookEDwiki navbar}}		{{HookEDwiki navbar}}

PamHook: /* HOT SOLO Define Map */

2014-02-10T21:03:26Z

HOT SOLO Define Map

PamHook: /* HOT SOLO Define Map */

2014-02-10T21:02:04Z

HOT SOLO Define Map

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	== HOT SOLO Define Map ==		== HOT SOLO Define Map ==
	[[File:HOT SOLO Define Map.png]]		[[File:HOT SOLO Define Map.png]]
		+
		+	'''Instructions for use'''
		+	How do I use it?
		+	1. Align the HOT SOLO Define map and self assessment rubric with the identified learning intention. For example, we are learning to define [content] [context].
		+	2. Place the idea to be defined (main idea) in the centre of the map.
		+	3. Add ideas related to the main idea in the relevant square.
		+	4. Clarify these ideas with students and move ideas that are not relevant to the not relevant outer rectangle.
		+	Note: If the students have generated few ideas they need to be improve their content understanding through the sharing of books, ICTs, guest speakers etc. These new ideas are added to the map and their relevance discussed with students.
		+	5. Explain and make links about and between the identified ideas.
		+	6. Make a generalisation about the idea. E.g. Overall …. because …because”
		+	7. Share the success criteria for definition in the HOT SOLO Define rubrics with students.
		+	8. With reference to the success criteria, students make definition statements using the ideas and the target vocabulary from the completed HOT SOLO define map. These statements can be drawn, written or verbalised. This process is iterative and can be repeated whenever new learning occurs enabling the definition statement to be improved.
		+	9. Students self assess/peer assess and seek teacher feedback on their definition statement.
		+	10. Students assess their learning outcome for the identified learning intention against the SOLO levels, explain why they have chosen this level of learning outcome for their work (feedback) and suggest where to next steps (feed up).
		+	11. Record this in a student learning log.
		+
		+	Note: The HOT SOLO define map can be used on a daily basis to develop new understandings of the topic you are teaching. Place another idea into the centre box and move the words that are not relevant to that idea into the “not relevant” outer rectangle and repeat the process above. By repeating this process and adding to the HOT SOLO define map regularly you start to build a contextual overview of the topic. By moving ideas and vocabulary in and out of the relevant box depending on their relevance to the main idea students understand that definition involves sorting for relevance.

	'''HOT SOLO Define Self Assessment Rubric'''		'''HOT SOLO Define Self Assessment Rubric'''

PamHook at 07:31, 16 June 2012

2012-06-16T07:31:51Z

← Older revision		Revision as of 07:31, 16 June 2012
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	== HOT SOLO Define Map ==		== HOT SOLO Define Map ==
	[[File:HOT SOLO Define Map.png]]		[[File:HOT SOLO Define Map.png]]
		+
		+	'''HOT SOLO Define Self Assessment Rubric'''

	'''Student Use Examples'''		'''Student Use Examples'''
	{{HookEDwiki navbar}}		{{HookEDwiki navbar}}

PamHook at 07:20, 16 June 2012

2012-06-16T07:20:22Z

← Older revision		Revision as of 07:20, 16 June 2012
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	'''Student Use Examples'''		'''Student Use Examples'''
		+	{{HookEDwiki navbar}}

PamHook: Created page with "== HOT SOLO Define Map == File:HOT SOLO Define Map.png '''Student Use Examples'''"

2012-06-16T02:27:26Z

Created page with "== HOT SOLO Define Map == File:HOT SOLO Define Map.png '''Student Use Examples'''"

New page

== HOT SOLO Define Map ==
[[File:HOT SOLO Define Map.png]]

'''Student Use Examples'''

← Older revision		Revision as of 21:03, 10 February 2014
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	'''Instructions for use'''		'''Instructions for use'''
		+
	How do I use it?		How do I use it?
		+
	1. Align the HOT SOLO Define map and self assessment rubric with the identified learning intention. For example, we are learning to define [content] [context].		1. Align the HOT SOLO Define map and self assessment rubric with the identified learning intention. For example, we are learning to define [content] [context].
		+
	2. Place the idea to be defined (main idea) in the centre of the map.		2. Place the idea to be defined (main idea) in the centre of the map.
		+
	3. Add ideas related to the main idea in the relevant square.		3. Add ideas related to the main idea in the relevant square.
		+
	4. Clarify these ideas with students and move ideas that are not relevant to the not relevant outer rectangle.		4. Clarify these ideas with students and move ideas that are not relevant to the not relevant outer rectangle.
		+
	Note: If the students have generated few ideas they need to be improve their content understanding through the sharing of books, ICTs, guest speakers etc. These new ideas are added to the map and their relevance discussed with students.		Note: If the students have generated few ideas they need to be improve their content understanding through the sharing of books, ICTs, guest speakers etc. These new ideas are added to the map and their relevance discussed with students.
		+
	5. Explain and make links about and between the identified ideas.		5. Explain and make links about and between the identified ideas.
		+
	6. Make a generalisation about the idea. E.g. Overall …. because …because”		6. Make a generalisation about the idea. E.g. Overall …. because …because”
		+
	7. Share the success criteria for definition in the HOT SOLO Define rubrics with students.		7. Share the success criteria for definition in the HOT SOLO Define rubrics with students.
		+
	8. With reference to the success criteria, students make definition statements using the ideas and the target vocabulary from the completed HOT SOLO define map. These statements can be drawn, written or verbalised. This process is iterative and can be repeated whenever new learning occurs enabling the definition statement to be improved.		8. With reference to the success criteria, students make definition statements using the ideas and the target vocabulary from the completed HOT SOLO define map. These statements can be drawn, written or verbalised. This process is iterative and can be repeated whenever new learning occurs enabling the definition statement to be improved.
		+
	9. Students self assess/peer assess and seek teacher feedback on their definition statement.		9. Students self assess/peer assess and seek teacher feedback on their definition statement.
		+
	10. Students assess their learning outcome for the identified learning intention against the SOLO levels, explain why they have chosen this level of learning outcome for their work (feedback) and suggest where to next steps (feed up).		10. Students assess their learning outcome for the identified learning intention against the SOLO levels, explain why they have chosen this level of learning outcome for their work (feedback) and suggest where to next steps (feed up).
		+
	11. Record this in a student learning log.		11. Record this in a student learning log.