SOLO Hexagons
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[[File:SOLO Hexagons resized.jpg |left]]'' | [[File:SOLO Hexagons resized.jpg |left]]'' | ||
| + | ''(Based on an idea from AM Hodgson. (1992). Hexagons for systems thinking.European Journal of Systems Dynamics 59 (1): 220-30.)'' | ||
SOLO hexagons is a great way to introduce students of all ages to SOLO as a model of learning outcomes - loose ideas are important - connecting them in different ways makes them more interesting and shows more complex understanding. Sitting outside the clusters and asking - what is it all about? leads to conceptual understanding, big picture thinking and insight. | SOLO hexagons is a great way to introduce students of all ages to SOLO as a model of learning outcomes - loose ideas are important - connecting them in different ways makes them more interesting and shows more complex understanding. Sitting outside the clusters and asking - what is it all about? leads to conceptual understanding, big picture thinking and insight. | ||
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SOLO hexagons can be used to determine a student's depth of prior knowledge and understanding before starting to learn. It can also be used as a learning experience prompt to increase and deepen understanding, and to create new understanding by introducing hexagons with additional content - ideas, symbols, images etc. | SOLO hexagons can be used to determine a student's depth of prior knowledge and understanding before starting to learn. It can also be used as a learning experience prompt to increase and deepen understanding, and to create new understanding by introducing hexagons with additional content - ideas, symbols, images etc. | ||
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In this strategy for generating and connecting ideas, the students work in collaborative groups. They:'''brainstorm''' everything they know about a given topic (presented as a focus question),such as a text, setting, structure, character, poem, text etc. '''record''' each idea or thought on a separate blank hexagon. '''arrange''' the hexagons by tessellating the hexagons. | In this strategy for generating and connecting ideas, the students work in collaborative groups. They:'''brainstorm''' everything they know about a given topic (presented as a focus question),such as a text, setting, structure, character, poem, text etc. '''record''' each idea or thought on a separate blank hexagon. '''arrange''' the hexagons by tessellating the hexagons. | ||
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*'''in a relational''' outcome where students can make straight edge connections between simple hexagon sequences and can tessellate the hexagons (making connections) - students can explain why they have linked the ideas together in this way (talk or annotate). | *'''in a relational''' outcome where students can make straight edge connections between simple hexagon sequences and can tessellate the hexagons (making connections) - students can explain why they have linked the ideas together in this way (talk or annotate). | ||
'''in an extended abstract''' outcome students can explore the node where three hexagons share a corner (or simply look at a cluster of hexagons)and make a generalisation about the nature of the relationship between the ideas. | '''in an extended abstract''' outcome students can explore the node where three hexagons share a corner (or simply look at a cluster of hexagons)and make a generalisation about the nature of the relationship between the ideas. | ||
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'''HookED SOLO Hexagon Generator''' | '''HookED SOLO Hexagon Generator''' | ||
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[http://www.essentialresources.co.nz/Products.aspx?SubjectID=0&SeriesID=SER5718 McNeill and Hook 2012 SOLO Taxonomy and Making Meaning Bk3 Extended texts and thematic studies p8] | [http://www.essentialresources.co.nz/Products.aspx?SubjectID=0&SeriesID=SER5718 McNeill and Hook 2012 SOLO Taxonomy and Making Meaning Bk3 Extended texts and thematic studies p8] | ||
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| − | [[File: | + | '''Concentric Hexagons or Connectagons - a SOLO Hexagon Spin Off''' |
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| + | [[File:HookED ConcentricHexagonsTemplate rs.png]] | ||
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'''Examples''' | '''Examples''' | ||
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| + | SOLO Hexagon Example from Bridget Casse's class at Halsey Drive School Auckland NZ Concentic Hexagon example from Mrs R Wood - Science Teacher (UK) Twitter @MrsRWood | ||
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| + | [[File:SOLOHexagons_HalseyDrive.jpg |left]] | ||
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| + | [[File:Science @MrsRWood BoVsOyJCYAAF5Jk.jpg large.jpg |right]] | ||
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| + | '''Blog Posts''' | ||
[http://chrisharte.typepad.com/learner_evolution_chris_h/2011/04/solo-im-ridin-solo.html SOLO I'm Riding SOLO - Chris Harte] | [http://chrisharte.typepad.com/learner_evolution_chris_h/2011/04/solo-im-ridin-solo.html SOLO I'm Riding SOLO - Chris Harte] | ||
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[http://engagetheirminds.wordpress.com/2012/08/16/hexagonal-learning/ Hexagonal Learning - Engage The Minds] | [http://engagetheirminds.wordpress.com/2012/08/16/hexagonal-learning/ Hexagonal Learning - Engage The Minds] | ||
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{{HookEDwiki navbar}} | {{HookEDwiki navbar}} | ||
Revision as of 00:35, 28 March 2015
(Based on an idea from AM Hodgson. (1992). Hexagons for systems thinking.European Journal of Systems Dynamics 59 (1): 220-30.)
SOLO hexagons is a great way to introduce students of all ages to SOLO as a model of learning outcomes - loose ideas are important - connecting them in different ways makes them more interesting and shows more complex understanding. Sitting outside the clusters and asking - what is it all about? leads to conceptual understanding, big picture thinking and insight.
SOLO hexagons can be used to determine a student's depth of prior knowledge and understanding before starting to learn. It can also be used as a learning experience prompt to increase and deepen understanding, and to create new understanding by introducing hexagons with additional content - ideas, symbols, images etc.
In this strategy for generating and connecting ideas, the students work in collaborative groups. They:brainstorm everything they know about a given topic (presented as a focus question),such as a text, setting, structure, character, poem, text etc. record each idea or thought on a separate blank hexagon. arrange the hexagons by tessellating the hexagons.
The outcome differs according to the SOLO level:
- in a multistructural outcome students can describe the individual hexagons
- in a relational outcome where students can make straight edge connections between simple hexagon sequences and can tessellate the hexagons (making connections) - students can explain why they have linked the ideas together in this way (talk or annotate).
in an extended abstract outcome students can explore the node where three hexagons share a corner (or simply look at a cluster of hexagons)and make a generalisation about the nature of the relationship between the ideas.
HookED SOLO Hexagon Generator
Add content to hexagons using the online generator
Download Blank SOLO Hexagon Templates
File:HookED SOLO Hexagons Template Primary Y012.pdf
File:HookED SOLO Hexagons Template Secondary.pdf
Download Sample SOLO Hexagon Templates
File:HookED Hexagons Energy.pdf
Purchase and download a SOLO Hexagon Poster from the HookED store
Also refer
McNeill and Hook 2012 SOLO Taxonomy and Making Meaning Bk3 Extended texts and thematic studies p8
Concentric Hexagons or Connectagons - a SOLO Hexagon Spin Off
Examples
SOLO Hexagon Example from Bridget Casse's class at Halsey Drive School Auckland NZ Concentic Hexagon example from Mrs R Wood - Science Teacher (UK) Twitter @MrsRWood
Blog Posts
SOLO I'm Riding SOLO - Chris Harte
Hexagon Heaven Week - Lisa Jane Ashes
Hexagonal learning - David Didau
SOLO Hexagons for Topic Revision- Emma Rawlings Smith
Triptico goes SOLO - Alex Bellars
SOLO Hexagons - I never realised how much I knew Sir - Ed Mosley
SOLO Taxonomy - The Hexagon Challenge - Tait Coles
- Going SOLO with Charles1 - Kerry Turner
SOLO Hexagons Spanish in Grosvenor
Hexagon Templates - SOLO activities - The Geophyte
Looking beyonnd a lesson in SOLO - David Fawcett
Can SOLO and hexagons help students improve their grades - Data Fiend
Why hexagons are better than square - Chris Harte
My first PE SOLO experiments Wilmslow High School
Going SOLO Learning Matters - Jen Leach
First attempt at using SOLO Taxonomy - The Geography Room
Hexagonal Learning - Julia at Stages of Succession
Hexagonal Learning 2.0 - Kristian Still
Hexagonal Learning - Engage The Minds
