SOLO Hexagons
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*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 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. | *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. | ||
| + | |||
| + | Download SOLO Hexagon Template | ||
| + | |||
| + | [Primary Hexagon Template] | ||
| + | |||
| + | [Secondary Hexagon Template] | ||
Revision as of 04:55, 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.
Download SOLO Hexagon Template
[Primary Hexagon Template]
[Secondary Hexagon Template]
