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|1. Introducing SOLO Taxonomy||5|
|What is SOLO Taxonomy?||5|
|Why is SOLO Taxonomy useful?||10|
|2. How can schools, teachers and students use SOLO Taxonomy?||11|
|SOLO on display – talking about and seeing SOLO levels in all learning areas||11|
|SOLO learning verbs – a common language of learning 13Constructive alignment||14|
|Designing three-level "assessment for learning" tasks||17|
|Student learning logs||20|
|3. Effective strategies and success criteria||22|
|What are HOT SOLO maps?||22|
|How do HOT SOLO maps work together with target vocabulary and self assessment rubrics?||22|
|What are the benefits of this approach?||28|
|Overview of HOT SOLO maps||29|
|Unistructural and multistructural HOT SOLO maps||30|
|Relational HOT SOLO maps||36|
|Extended abstract HOT SOLO maps||54|
|4. Where to next?||63|
|Index of templates||64|