Feed Up
(→Feed Up: Identifying the learning goals/intentions) |
(→Feed Up: Identifying the learning goals/intentions) |
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== '''Feed Up: Identifying the learning goals/intentions''' == | == '''Feed Up: Identifying the learning goals/intentions''' == | ||
| − | Identifying ‘explicit’ learning goals can be challenging to teachers. Yet without ‘explicit’ learning goals, feedback cannot be wholly effective. | + | Identifying ‘explicit’ learning goals can be challenging to teachers. Yet without ‘explicit’ learning goals, feedback cannot be wholly effective. |
| − | SOLO is used as a model of different levels of understanding when planning learning intentions by teachers (and students). The process of ‘constructive alignment’ uses learning verbs coded against SOLO outcomes to unpack New Zealand Curriculum achievement objectives and achievement standards(Biggs and Tang, 2009, p50). | + | SOLO is used as a model of different levels of understanding when planning learning intentions by teachers (and students). The process of ‘constructive alignment’ uses learning verbs coded against SOLO outcomes to unpack New Zealand Curriculum achievement objectives and achievement standards(Biggs and Tang, 2009, p50). |
| − | Associating the levels in SOLO with “declarative knowledge verbs” (Biggs & Tang, 2007, p79) has been fundamental to building clarity, competence and confidence into the process of writing learning goals. | + | Associating the levels in SOLO with “declarative knowledge verbs” (Biggs & Tang, 2007, p79) has been fundamental to building clarity, competence and confidence into the process of writing learning goals. |
In New Zealand the list of SOLO coded learning verbs for declarative knowledge and functioning knowledge (see below)have been selected from commonly used task descriptors in NCEA (Hook, 2011). | In New Zealand the list of SOLO coded learning verbs for declarative knowledge and functioning knowledge (see below)have been selected from commonly used task descriptors in NCEA (Hook, 2011). | ||
| + | |||
| + | {| style="width: 500px" border="1" cellpadding="1" cellspacing="1" | ||
| + | |- | ||
| + | ! scope="col" | SOLO Levels | ||
| + | ! scope="col" | Learning Verbs/Task Descriptors | ||
| + | |- | ||
| + | | Unistructural | ||
| + | | | ||
| + | Define, identify, name, draw, find, label, match | ||
| + | |||
| + | |- | ||
| + | | Multistructural | ||
| + | | | ||
| + | Describe, list, outline, follow a procedure | ||
| + | |||
| + | |- | ||
| + | | Relational | ||
| + | | | ||
| + | Sequence, classify, compare and contrast, explain causes, explain effects, analyse, make an analogy, organise, distinguish, interview, question | ||
| + | |||
| + | |- | ||
| + | | Extended Abstract | ||
| + | | | ||
| + | Generalise, predict, evaluate, reflect, hypothesise, create, prove, plan, justify, argue, compose, prioritise, design, construct, perform | ||
| + | |||
| + | |} | ||
== '''Setting SMART Goals''' == | == '''Setting SMART Goals''' == | ||
Revision as of 10:35, 3 February 2012
This wiki page describes how SOLO Taxonomy can be adapted for use with students and teachers to improve the effectiveness of “feed up” (Where am I going?). Other pages will explore "feedback" (How am I going?) and “feed forward” (What should I do next?).
Overview
| Feed Up | Feed Back | Feed Forward |
|---|---|---|
| Where am I going? | How am I going? | Where to next? |
| Be explicit about the learning task and success criteria. Set appropriate, challenging and specific goals,Intended Learning Outcomes (ILO),Learning Intentions (LI). | Self assess progress against the success criteria. | Set next learning steps. |
|
We are learning to ... (WALT), I am learning to ... (IALT) |
I will know I am successful when ..., My learning outcome is ... because ... |
My next step is to .... |
|
Effort and effective strategies. |
Effort and effective strategies. |
Effort and effective strategies. |
Feed Up: Identifying the learning goals/intentions
Identifying ‘explicit’ learning goals can be challenging to teachers. Yet without ‘explicit’ learning goals, feedback cannot be wholly effective.
SOLO is used as a model of different levels of understanding when planning learning intentions by teachers (and students). The process of ‘constructive alignment’ uses learning verbs coded against SOLO outcomes to unpack New Zealand Curriculum achievement objectives and achievement standards(Biggs and Tang, 2009, p50).
Associating the levels in SOLO with “declarative knowledge verbs” (Biggs & Tang, 2007, p79) has been fundamental to building clarity, competence and confidence into the process of writing learning goals.
In New Zealand the list of SOLO coded learning verbs for declarative knowledge and functioning knowledge (see below)have been selected from commonly used task descriptors in NCEA (Hook, 2011).
| SOLO Levels | Learning Verbs/Task Descriptors |
|---|---|
| Unistructural |
Define, identify, name, draw, find, label, match |
| Multistructural |
Describe, list, outline, follow a procedure |
| Relational |
Sequence, classify, compare and contrast, explain causes, explain effects, analyse, make an analogy, organise, distinguish, interview, question |
| Extended Abstract |
Generalise, predict, evaluate, reflect, hypothesise, create, prove, plan, justify, argue, compose, prioritise, design, construct, perform |
Setting SMART Goals
| Key Attributes of SMART Goals | Develop by ... | Use SOLO Taxonomy ... |
|---|---|---|
| Specific | Ask explicit focused questions. e.g. 5W and 1H questions | Ask questions aligned to differentiated SOLO outcomes. E.g. Compare and contrast (Relational Outcome) |
| Measurable | Establish specific criteria for measuring progress and knowing when a goal has been achieved. | Establish SOLO differentiated success criteria for learning verbs. E.g. HOT SOLO Self assessment rubrics for learning verbs |
| Attainable | Develop differentiated sub-goals | Establish SOLO differentiated success criteria for learning verbs. E.g. HOT SOLO Self assessment rubrics for learning verbs |
| Realistic | Able and motivated to achieve | Use SOLO differentiated success criteria to establish level of pre-topic learning. |
| Timely | Create timeline/Gantt chart | Use SOLO differentiated success criteria for time management (Functioning knowledge) |
