SOLO 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 | *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. | *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. | ||
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| + | Refer [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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'''Download SOLO Hexagon Templates''' | '''Download SOLO Hexagon Templates''' | ||
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Revision as of 07:39, 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.
Refer McNeill and Hook 2012 SOLO Taxonomy and Making Meaning Bk3 Extended texts and thematic studies p8
Download SOLO Hexagon Templates
File:HookED SOLO Hexagons Template Primary Y012.pdf
File:HookED SOLO Hexagons Template Secondary.pdf
Examples
