SOLO Hexagons

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Revision as of 06:42, 10 January 2013

(Based on an idea from AM Hodgson. (1992). Hexagons for systems thinking.European Journal of Systems Dynamics 59 (1): 220-30.)

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
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
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

Examples

Revision as of 06:38, 10 January 2013 (view source) PamHook (Talk \| contribs) ← Older edit		Revision as of 06:42, 10 January 2013 (view source) PamHook (Talk \| contribs) Newer edit →
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		+	''(Based on an idea from AM Hodgson. (1992). Hexagons for systems thinking.European Journal of Systems Dynamics 59 (1): 220-30.)''
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	In this strategy for generating and connecting ideas, the students work in collaborative groups.		In this strategy for generating and connecting ideas, the students work in collaborative groups.