Feed Up
From HookED Wiki
(Difference between revisions)
(→Setting SMART Goals) |
(→Setting SMART Goals) |
||
Line 48: | Line 48: | ||
| '''Specific''' | | '''Specific''' | ||
| Ask explicit focused questions. e.g. 5W and 1H questions | | 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''' | | '''Measurable''' | ||
| Establish specific criteria for measuring progress and knowing when a goal has been achieved. | | 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''' | | '''Attainable''' | ||
| Develop differentiated sub-goals | | Develop differentiated sub-goals | ||
− | | | + | | Establish SOLO differentiated success criteria for learning verbs. E.g. HOT SOLO Self assessment rubrics for learning verbs |
|- | |- | ||
| '''Realistic''' | | '''Realistic''' | ||
| Able and motivated to achieve | | Able and motivated to achieve | ||
− | | | + | | Use SOLO differentiated success criteria to establish level of pre-topic learning. |
|- | |- | ||
| '''Timely''' | | '''Timely''' | ||
| Create timeline/Gantt chart | | Create timeline/Gantt chart | ||
− | | | + | | Use SOLO differentiated success criteria for time management (Functioning knowledge) |
|} | |} |
Revision as of 00:14, 3 February 2012
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?).
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. |
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) |