Feed Up
(→Feed Up: Identifying the learning goals/intentions) |
(→Feed Up: Identifying the learning goals/intentions) |
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Generalise, predict, evaluate, reflect, hypothesise, create, prove, plan, justify, argue, compose, prioritise, design, construct, perform | Generalise, predict, evaluate, reflect, hypothesise, create, prove, plan, justify, argue, compose, prioritise, design, construct, perform | ||
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+ | |} | ||
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+ | Table 2: Verbs/Task Descriptors Typical of each Level in SOLO Taxonomy | ||
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+ | {| style="width: 500px" border="1" cellpadding="1" cellspacing="1" | ||
+ | |- | ||
+ | ! scope="col" | SOLO Levels | ||
+ | ! scope="col" | Source – Biggs Website | ||
+ | http://www.johnbiggs.com.au/academic/solo-taxonomy/ | ||
+ | ! scope="col" | Source - Biggs and Tang | ||
+ | Fig. 5.2 p.79 | ||
+ | ! scope="col" | Source - Biggs and Tang | ||
+ | Table 5.1 p.80 | ||
+ | ! scope="col" | Classroom based approach | ||
+ | Source - Hooked on Thinking Wiki -SOLO Diagram and text | ||
+ | http://pamhook.com/wiki/The_Learning_Process | ||
+ | ! scope="col" | Classroom based approach | ||
+ | Source - HookED Handouts and Presentations Publications - SOLO Verbs | ||
+ | www.pamhook.com | ||
+ | ! scope="col" | Classroom based approach | ||
+ | Source – HookED Learning Intention Generator | ||
+ | |||
+ | |||
+ | |||
+ | |||
+ | |||
+ | |- | ||
+ | | Unistructural | ||
+ | | | ||
+ | Identify, name, follow a simple procedure | ||
+ | | | ||
+ | Identify, do simple procedure | ||
+ | | | ||
+ | Memorise, identify, recognise, count, define, draw, find, label, match, name, quote, recall, recite, order, tell, write, imitate. | ||
+ | | | ||
+ | Define, identify, do simple procedure | ||
+ | | | ||
+ | Define, identify, name, draw, find, label, match | ||
+ | | | ||
+ | Define, name, find, match, identify draw, label recall | ||
+ | |- | ||
+ | | Multistructural | ||
+ | | | ||
+ | Combine, describe, enumerate, perform serial skills, list | ||
+ | | | ||
+ | Enumerate, describe, list, combine, do algorithm | ||
+ | | | ||
+ | Classify, describe, list, report, discuss, illustrate, select, narrate, compute, sequence, outline, separate | ||
+ | | | ||
+ | Define, describe, do algorithm, combine | ||
+ | | | ||
+ | Describe, list, outline, follow a procedure | ||
+ | | | ||
+ | Describe, list, outline, follow a procedure | ||
+ | |||
+ | |- | ||
+ | | Relational | ||
+ | | | ||
+ | Analyse, apply, argue, compare and contrast, criticise, explain causes, relate, justify | ||
+ | | | ||
+ | Compare, contrast, explain causes, analyse, relate, apply. | ||
+ | | | ||
+ | Apply, integrate, analyse, explain, predict, conclude, summarise (précis), review, argue, transfer, make a plan, characterise, compare, contrast, differentiate, organise, debate, make a case, construct, review and rewrite, examine, translate, paraphrase, solve a problem | ||
+ | | | ||
+ | Compare, contrast, explain causes, sequence, classify, analyse (part whole), relate, analogy, apply, formulate questions | ||
+ | | | ||
+ | Sequence, classify, compare and contrast, explain causes, explain effects, analyse, make an analogy, organise, distinguish, interview, question | ||
+ | | | ||
+ | Sequence, compare and contrast, explain effects, make an analogy. distinguish, question, classify, explain causes analyse, organise, interview, apply | ||
+ | |- | ||
+ | | Extended Abstract | ||
+ | | | ||
+ | Create, formulate, generate, hypothesise, reflect, theorise | ||
+ | | | ||
+ | Theorise, generalise, hypothesise, reflect | ||
+ | | | ||
+ | Theorise, hypothesise, generalise, reflect, generate, create, | ||
+ | | | ||
+ | Compose, invent, originate, prove from first principles, make an original case, solve from first principles | ||
+ | | | ||
+ | Evaluate, theorise, generalise, predict, create, imagine | ||
+ | | | ||
+ | Generalise, predict, evaluate, reflect, hypothesise, create, prove, plan, justify, argue, compose, prioritise, design, construct, perform | ||
+ | | | ||
+ | Generalise, evaluate, hypothesise, prove, justify, compose, design, perform, predict, reflect, create, plan, argue, prioritise, construct, invent | ||
+ | |||
|} | |} |
Revision as of 06:26, 30 November 2013
This wiki page describes how SOLO Taxonomy can be adapted for use with students and teachers to improve the effectiveness of “feed up” (Where am I going?). Other pages will explore "feedback" (How am I going?) and “feed forward” (What should I do next?).
Contents |
Overview
Feed Up | Feed Back | Feed Forward |
---|---|---|
Where am I going? | How am I going? | Where to next? |
Be explicit about the learning task and success criteria. Set appropriate, challenging and specific goals,Intended Learning Outcomes (ILO),Learning Intentions (LI). | Self assess progress against the success criteria. | Set next learning steps. |
We are learning to ... (WALT), I am learning to ... (IALT) |
I will know I am successful when ..., My learning outcome is ... because ... |
My next step is to .... |
Effort and effective strategies. |
Effort and effective strategies. |
Effort and effective strategies. |
Feed Up: Identifying the learning goals/intentions
Teaching and learning goals focus on declarative knowledge and functioning knowledge.
Check out the new HookED SOLO Learning Intention Generator
Identifying ‘explicit’ learning goals can be challenging to teachers. Yet without ‘explicit’ learning goals, feedback cannot be wholly effective.
SOLO is used as a model of different levels of understanding when planning learning intentions by teachers (and students). The process of ‘constructive alignment’ uses learning verbs coded against SOLO outcomes to unpack New Zealand Curriculum achievement objectives and achievement standards(Biggs and Tang, 2009, p50).
Associating the levels in SOLO with “declarative knowledge verbs” (Biggs & Tang, 2007, p79) has been fundamental to building clarity, competence and confidence into the process of writing learning goals.
In New Zealand the list of SOLO coded learning verbs for declarative knowledge and functioning knowledge (see table 1 below)have been selected from commonly used task descriptors in NCEA (Hook, 2011) and chosen to support a classroom based approach to SOLO Taxonomy. As such they differ from the classification of learning verbs by Biggs and Tang 2007. Refer Table 2
Table 1: SOLO Learning Verbs (HookED classroom based approach)
SOLO Levels | Learning Verbs/Task Descriptors |
---|---|
Unistructural |
Define, identify, name, draw, find, label, match |
Multistructural |
Describe, list, outline, follow a procedure |
Relational |
Sequence, classify, compare and contrast, explain causes, explain effects, analyse, make an analogy, organise, distinguish, interview, question |
Extended Abstract |
Generalise, predict, evaluate, reflect, hypothesise, create, prove, plan, justify, argue, compose, prioritise, design, construct, perform |
Table 2: Verbs/Task Descriptors Typical of each Level in SOLO Taxonomy
SOLO Levels | Source – Biggs Website | Source - Biggs and Tang
Fig. 5.2 p.79 |
Source - Biggs and Tang
Table 5.1 p.80 |
Classroom based approach
Source - Hooked on Thinking Wiki -SOLO Diagram and text http://pamhook.com/wiki/The_Learning_Process |
Classroom based approach
Source - HookED Handouts and Presentations Publications - SOLO Verbs www.pamhook.com |
Classroom based approach
Source – HookED Learning Intention Generator
| |
---|---|---|---|---|---|---|---|
Unistructural |
Identify, name, follow a simple procedure |
Identify, do simple procedure |
Memorise, identify, recognise, count, define, draw, find, label, match, name, quote, recall, recite, order, tell, write, imitate. |
Define, identify, do simple procedure |
Define, identify, name, draw, find, label, match |
Define, name, find, match, identify draw, label recall | |
Multistructural |
Combine, describe, enumerate, perform serial skills, list |
Enumerate, describe, list, combine, do algorithm |
Classify, describe, list, report, discuss, illustrate, select, narrate, compute, sequence, outline, separate |
Define, describe, do algorithm, combine |
Describe, list, outline, follow a procedure |
Describe, list, outline, follow a procedure | |
Relational |
Analyse, apply, argue, compare and contrast, criticise, explain causes, relate, justify |
Compare, contrast, explain causes, analyse, relate, apply. |
Apply, integrate, analyse, explain, predict, conclude, summarise (précis), review, argue, transfer, make a plan, characterise, compare, contrast, differentiate, organise, debate, make a case, construct, review and rewrite, examine, translate, paraphrase, solve a problem |
Compare, contrast, explain causes, sequence, classify, analyse (part whole), relate, analogy, apply, formulate questions |
Sequence, classify, compare and contrast, explain causes, explain effects, analyse, make an analogy, organise, distinguish, interview, question |
Sequence, compare and contrast, explain effects, make an analogy. distinguish, question, classify, explain causes analyse, organise, interview, apply | |
Extended Abstract |
Create, formulate, generate, hypothesise, reflect, theorise |
Theorise, generalise, hypothesise, reflect |
Theorise, hypothesise, generalise, reflect, generate, create, |
Compose, invent, originate, prove from first principles, make an original case, solve from first principles |
Evaluate, theorise, generalise, predict, create, imagine |
Generalise, predict, evaluate, reflect, hypothesise, create, prove, plan, justify, argue, compose, prioritise, design, construct, perform |
Generalise, evaluate, hypothesise, prove, justify, compose, design, perform, predict, reflect, create, plan, argue, prioritise, construct, invent
|
SOLO Visual Maps
Visual mapping helps students understand the process steps when they are using academic language - describing, explaining, analysing , evaluating etc. They are useful draft writing templates for both structure and content across different levels of SOLO tasks and outcomes.
A3 Poster - HOT SOLO Map Overview Download here File:HookEDHOTMapsWordPoster A3 1.pdf
Check out the following SOLO maps, self assessment rubrics and examples of student use:
The HOT SOLO Maps are published in SOLO Taxonomy - A Guide for Schools Book 1. Summary versions are available in the links above.
The HookED SOLO Maps are published here and in the following presentations.
Hook, P. and Cassé, B. (2013). Taxonomy in the Early Years. Making connections for belonging, being and becoming. Essential Resources Educational Publishers Limited. New Zealand.
McNeill, L. and Hook, P. (2012). SOLO Taxonomy and Making Meaning. Book 1. Text purposes, audiences and ideas. Essential Resources Educational Publishers Limited. New Zealand.
McNeill, L. and Hook, P. (2012). SOLO Taxonomy and Making Meaning. Book 2. Language features, structure and organisation. Essential Resources Educational Publishers Limited. New Zealand.
McNeill, L. and Hook, P. (2012). SOLO Taxonomy and Making Meaning. Book 3. Extended texts and thematic studies. Essential Resources Educational Publishers Limited. New Zealand.
Setting SMART Goals
Key Attributes of SMART Goals | Develop by ... | Use SOLO Taxonomy ... |
---|---|---|
Specific | Ask explicit focused questions. e.g. 5W and 1H questions | Ask questions aligned to differentiated SOLO outcomes. E.g. Compare and contrast (Relational Outcome) |
Measurable | Establish specific criteria for measuring progress and knowing when a goal has been achieved. | Establish SOLO differentiated success criteria for learning verbs. E.g. HOT SOLO Self assessment rubrics for learning verbs |
Attainable | Develop differentiated sub-goals | Establish SOLO differentiated success criteria for learning verbs. E.g. HOT SOLO Self assessment rubrics for learning verbs |
Realistic | Able and motivated to achieve | Use SOLO differentiated success criteria to establish level of pre-topic learning. |
Timely | Create timeline/Gantt chart | Use SOLO differentiated success criteria for time management (Functioning knowledge) |