SOLO Taxonomy

Concepts and threshold concepts

July 5, 2021

Concepts or “BIG ideas” are often used in schools to provoke and extend connections enabling a shift from surface to deep understanding.  They can also be a first step to the deeper notion of “ways of knowing” or epistemic knowledge.  Concepts help students shift from “stuff I know” (declarative knowledge) to putting the knowledge to […]

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Ways of knowing

July 2, 2021

I am thinking about epistemic knowledge – “ways of knowing”. How I get to add things to the “stuff I know” box – is interesting.  It also requires me to think about the options for critical review of the “stuff” in the box.  And then there is taking things out of the box.  To ask, […]

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Analysing a health issue

June 28, 2021

Using SOLO Maps to analyse and address a health issue – diabetes in the Pacific. Analysing a health issue – describing symptoms, who is affected, and then explaining its determinants (causes) and implications (effects) on well-being is a significant undertaking. Note: Possible determinants of health include socioeconomic status, education level, geography, cultural identity, social inclusion […]

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Interpreting a historical event

June 26, 2021

It is hard to understand what is going on in the world when everyone is shouting and no one seems to care about the conch shell. There is increasing cognitive load involved when we help students think like a historian. If we accept that determining the significance of a historical account is nuanced work, then […]

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There is magic in graphs

June 23, 2021

“There is a magic in graphs. The profile of a curve reveals in a flash a whole situation — the life history of an epidemic, a panic, or an era of prosperity. The curve informs the mind, awakens the imagination, convinces.” – Henry D. Hubbard Seeing the “magic” in a graph is like the, “THEN […]

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Be kind, for everyone you meet is fighting a hard battle

June 17, 2021

‘Be kind, for everyone you meet is fighting a hard battle’* Embed from Getty Images Exhorting others to “be kind” is not helpful if we don’t take time to clarify what “being kind” is like. Being kind is often used as a place holder for showing empathy (cognitive, emotional and compassionate). An observation that prompts […]

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HookED SOLO Inquiry Byte Template

April 3, 2020

Embed from Getty Images The coronavirus (COVID-19) has prompted teachers to think about how they can help shift student learning from surface to deep when they can no longer rely on being in the same physical space at the same time with students. Teaching has become more nuanced. When working remotely – our role is […]

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SOLO Taxonomy and collaborative case-based learning in ethics

November 18, 2019

I have been enjoying the ideas in a recent research article by Anu Tammeleht et al exploring the learning processes through which Estonian tertiary students (Bachelor, Masters and PhD) develop research ethics and integrity competencies. The article explored the use of collaborative case-based explorations of ethical issues.  The case studies are designed so that students […]

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What is worth knowing about SOLO Taxonomy

October 31, 2018

SET: Research Information for Teachers (NZCER Press) has published a useful interview on “The who, what, when, where, and why of SOLO Taxonomy.     Editor Josie Roberts has done a great job in capturing what is worth knowing about the classroom based use of SOLO Taxonomy.  The question and answer format makes the material […]

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SOLO Taxonomy in Derrimut Primary School and Brunswick Secondary College

August 30, 2018

Here are the Victorian video case studies I have been promising to share for some time. They speak highly of their outcomes using SOLO as a whole school approach. You are welcome to share them in collaborative inquiry with your teachers. #thrill #will #skill of learning Derrimut Primary School Derrimut PS was purpose-built around collaboration […]

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