An Action Research Project with SOLO Taxonomy Book 1

Name: An Action Research Project with SOLO Taxonomy Book 1
SKU: 5865
Price: 49.95 NZD
Availability: InStock
ISBN: 9781776550340

How to introduce and use SOLO as a model of learning across a school

For a simple and robust way of classifying surface, deep and conceptual learning outcomes in the classroom, schools and teachers are increasingly turning to SOLO Taxonomy. This book shows how anyone can reap the benefits SOLO offers by integrating it into the classroom setting. It identifies a range of well-tested, practical strategies, along with online and other resources that will support its implementation. Strongly grounded in classroom experience, it also features a case study of how SOLO was integrated as a model of learning across one school. It also draws on students' and teachers' comments about their first-hand experiences of SOLO.

Ages: 5-18 | Pages: 56 | Code: 5865 | ISBN: 9781776550340

Series: An Action Research Project with SOLO Taxonomy

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Pam Hook

Pam Hook is an educational consultant who advises schools and institutions in New Zealand, Australia, Denmark, Malaysia, Singapore, Hong Kong, Japan and the Pacific Islands on developing curricula and pedagogies for learning to learn based on SOLO Taxonomy. She is a popular keynote speaker at conferences. Pam is author of more than 25 books on SOLO Taxonomy, including titles translated into Danish, and has developed a series of SOLO web-based apps, Apple iPad apps and YouTube videos. She hosts collaborative online communities for SOLO practitioners on Twitter @arti_choke @globalsolo and Pinterest www.pinterest.nz/solotaxonomy.

Simon Wall

Simon Wall is curriculum leader for geography at English Martyrs School, an inner city school in the East Midlands, United Kingdom. In 2013, the school’s geography department received the Geographical Association Quality Mark and Centre of Excellence. It has also hosted Geographical Association network meetings, which have been used to share outcomes and experiences of using SOLO Taxonomy from research conducted across curriculum areas. In addition, Simon is a school co-tutor for Postgraduate Certificate in Education (PGCE) geography students from the University of Leicester and is a member of the Secondary PGCE Partnership Management Committee at the university.

Rob Manger

Rob Manger has taught geography at a range of schools in the East Midlands, United Kingdom. In another role, as a school co-tutor for PGCE geography students from the University of Leicester, he uses SOLO Taxonomy to enhance their pedagogical development. Following on from his interest in developing ICT in the geography curriculum, Robert has recently been awarded a grant by Leicester City Council to develop and share resources using the Ordnance Survey Digimaps for Schools.

Contents
Introduction	4
What makes SOLO Taxonomy stand out?	4
Uses of SOLO Taxonomy	5
Overview of this series	5
1. Sharing SOLO Taxonomy as a common language of learning	6
What is SOLO Taxonomy and how does it work?	6
Why use SOLO Taxonomy in learning and teaching?	9
How can we measure SOLO's effect on teaching and learning?	12
2.Implementing SOLO as a common language for teachers and students	15
Introducing and supporting SOLO across a school	15
Indicators of progress and growth in the use of SOLO	23
3.Strategies to support using SOLO as a model for learning and teaching	31
Using SOLO maps to build a common academic language	31
Using SOLO hexagons to make multiple connections	36
Using SOLO stations to encourage independent learning	37
Using SOLO strategies to think creatively	39
Using SOLO as a framework for questioning	40
Student planning with SOLO	41
Teacher planning with SOLO	42
4. Examples from across the curriculum	44
Scaffolding with SOLO in history	44
Questioning and planning with SOLO in science	45
Media: Evolving SOLO to meet learners' needs	46
Art: It's all in the SOLO preparation	47
Case study conclusions	47
5.Using SOLO to meet the criteria for outstanding learning and teaching	49
Meeting United Kingdom criteria	49
Meeting New Zealand criteria	49
Conclusions	54
References	55
Index of tables and figures	56