SOLO Hexagons
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# record each idea or thought on a separate blank hexagon. | # record each idea or thought on a separate blank hexagon. | ||
# arrange the hexagons by tessellating the hexagons. | # arrange the hexagons by tessellating the hexagons. | ||
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The outcome differs according to the SOLO level: | The outcome differs according to the SOLO level: | ||
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| − | + | *in a '''multistructural''' outcome students can justify (talk or annotate) the individual hexagons and make straight edge connections between simple hexagon sequences | |
| − | + | *in a '''relational''' outcome where students have tessellated the hexagons (making connections) students can explain why they had clustered the ideas together in this way | |
| + | *in an '''extended abstract''' outcome students can explore the node where three hexagons share a corner and make a generalisation about the nature of the relationship between the ideas. | ||
Revision as of 04:50, 10 January 2013
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 justify (talk or annotate) the individual hexagons and make straight edge connections between simple hexagon sequences
- in a relational outcome where students have tessellated the hexagons (making connections) students can explain why they had clustered the ideas together in this way
- in an extended abstract outcome students can explore the node where three hexagons share a corner and make a generalisation about the nature of the relationship between the ideas.
