PD August NPS

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    12-Feb-2017

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SOLOA Taxonomy for Teaching and Learning

Structure of Observed Learning Outcomes

SOLO - Background2 Australian academics John Biggs and Kevin Collis 1982http://www.johnbiggs.com.au/academic/solo-taxonomy/New ZealandDeb Masters and John HattiePam Hook resources, blog, Wiki, Twitterhttp://pamhook.com/

AdvantagesDescribes learning progressionReliability Useful in moderation processesResourcesUseful for self and peer assessment 5 year olds plusTheory about teaching and learningAscending cognitive complexity powerful tool when giving feedbackCaters for differentiation able to support and challenge

SOLO TaxonomyPrestructuralUnistructuralMultistructuralRelationalExtended Abstract

Introduce each of the levels.Explain the quantitative shift from uni to multi and the qualitative shift to relational and extended abstract.Remember to give a C grade in SA student needs to be able to transfer learning to a new context. Discuss near and far transfer.Give an Early Years example and a Middle Years exampleEarly Years Someone has to hang bag up for studentStudent hangs bag up when promptedStudent hangs bag up and takes out reader folder without reminderAs above and is able to explain why this helps to get ready for learningStudent can also help someone else prepare themselves for learning

Middle Years - Algebra1 Doesnt know where to start2 Can continue pattern with adult or peer support3 Can continue a variety of number and geometric patterns4 Can describe the relationship between terms in the patterns5 Can generalise a rule for the pattern to determine any nominated term

Where would you sit on this continuum of learning in relation to:Under-water knittingSwimmingChanging a tyreTeaching others how to do the CharlestonPresenting information about famous artists

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SOLO example

Explore the TaxonomyUse the Achievement Standard for your year level/s and your recent art show products/ unit of work to explore the knowledge, skills and understandings evident in your students.In terms of evidence, consider what your students can say, write, make and do

Use Achievement Standards and Blank SOLO proforma6

ExplainShare with the group

Elaborate Combine with Sentence StructureElaborate using the Sentence Structure Achievement Standard. Plan to address part of the Visual Arts Achievement Standard through class discussion and some sort of written or oral (videoed comments)activity.Graphic organiser to help pull out elements you want to addressStem sentences

EvaluateThe processThe potential of using this taxonomy