SOLO Hexagons
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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. | ||
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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] | 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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[[File:HookED_SOLO_Hexagons_Template_Secondary.pdf]] | [[File:HookED_SOLO_Hexagons_Template_Secondary.pdf]] | ||
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| + | [[File:SOLOHexagons_HalseyDrive.jpg |right]] | ||
'''Examples''' | '''Examples''' | ||
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[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] | ||
Revision as of 21:18, 19 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
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
