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 |