Using SOLO as a Framework for Teaching

Name: Using SOLO as a Framework for Teaching
SKU: 5618
Price: 49.95 AUD
Availability: InStock
Author: Steve Martin
ISBN: 9781927143551

A case study in maximising achievement in science

By
Steve Martin

Maximise achievement. Using SOLO as a Framework for Teaching shows how this powerful model can be transferred simply and effectively into all aspects of everyday teaching and learning. It allows the development of challenging hierarchical learning intentions and brings clarity to both the teacher and the student on what the intended learning is to be.

Ages: 5-16 | Pages: 56 | Code: 5618 | ISBN: 9781927143551

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Steve Martin

Steve Martin is a recipient of the Prime Minister’s Award for Excellence in Science Teaching (2010), New Zealand’s top teaching award. This was awarded in recognition of the work he does inspiring students to higher levels of achievement through the innovative use of the SOLO taxonomy and ICT. He won the Most Inspiring Individual Award in the 2011 New Zealand Innovators Awards for his virtual lesson project and the Microsoft Distinguished Teacher Award in 2009. In 2013 he was recognised as one of 250 Expert Educators in the world by Microsoft. Steve is an Honorary Professional Teaching Fellow at Auckland University and has been teaching for 17 years. He holds a BSc(Hons) and a Master’s Degree in Educational Leadership and Management.

Contents
Foreword	3
Acknowledgements	4
Introduction	6
SOLO Taxonomy in action	6
Surface and deep learning	8
Passive and active learning	8
Using SOLO Taxonomy to construct a learning log	9
1. Getting started	10
Exemplar : Constructing a unit of work at the primary school level	11
Exemplar : Constructing a unit of work at the secondary school level	14
A practical guide to constructing a unit of work	17
2. Putting it all together	18
Success criteria from a student's perspective	18
Sequencing groups and developing learning intentions and success criteria	18
Learning log exemplars	20
3. The pedagogy behind the learning log	24
Providing clarity in teaching and learning	24
Accessibility to all students	24
Providing challenging learning intentions for all students	25
Encouraging intrinsic motivation	26
A cognitive centre	27
Self managing	28
Differentiation	29
Formative interpretations	30
Learning-focused relationships	30
4. The pyramid of a lifelong learner	32
Overview of the levels of the pyramid	32
5. Assessing prior knowledge	34
Breaking down global intentions under SOLO levels	34
Using learning intentions from the learning log	36
6. Self assessment	37
Methods of self assessment during a unit	37
Generalised self assessment at the end of a unit	38
7. Peer assessment	40
Building individual learning intentions into peer assessment	40
Using extended answers in peer assessment	41
8. Tracking and progress	43
9. The use of questions	47
Questions from the teacher	47
Questions from students	47
10. Lesson planning	50
Elements of a lesson plan	50
11. The impact of SOLO Taxonomy and the learning log	53
Quantitative data	53
Perceptions from teachers	53
Perceptions from students	54
Conclusion	56